The Impact of Drama on Pupils' Language, Mathematics, and Attitude in Two Primary Schools

ERIC Educational Resources Information Center

Fleming, Mike; Merrell, Christine; Tymms, Peter

2004-01-01

This article reports on research which examined the impact of The National Theatre's Transformation drama project on young pupils' reading, mathematics, attitude, self-concept and creative writing in primary schools. Two of the schools taking part in Transformation were matched to two Control schools in the first two years of the project.…

Math Anxiety and Math Ability in Early Primary School Years.

PubMed

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.

Types and Influence of Social Support on School Engagement of Young Survivors of Leukemia.

PubMed

Tougas, Anne-Marie; Jutras, Sylvie; Bigras, Marc

2016-08-01

The present study aimed to describe and explore the influence of social support on the school engagement of young survivors of pediatric leukemia. Fifty-three young Quebecers, previously diagnosed and treated for leukemia, completed a questionnaire measuring their school engagement and participated in an interview focusing on the support offered by four groups of relations with regard to school: parents, siblings, friends, and other nonprofessional relations. The interview responses revealed that parents were perceived to be the primary source of informational and emotional support, with support also provided to a lesser extent by friends, siblings, and members of the extended family. Inferential analyses indicated that young survivors report a higher school engagement score when they perceive themselves as receiving support from a greater number of groups of relations, especially from friends or siblings. © The Author(s) 2016.

The Tyranny of Setting (Ability Grouping): Challenges to Inclusion in Scottish Primary Schools

ERIC Educational Resources Information Center

Hamilton, Lorna; O'Hara, Paul

2011-01-01

Debate around the use of ability grouping in schools, resonates across national boundaries as concerns rise around the possible negative impact on young people, particularly those in already disadvantaged groups. In this paper, a survey focussing on primary schools in Scotland established the extent to which some form of ability grouping has…

Math Anxiety and Math Ability in Early Primary School Years

PubMed Central

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

What Matters to Girls and Boys in a Black Primary School in South Africa

ERIC Educational Resources Information Center

Bhana, Deevia

2005-01-01

This article focuses on the construction of gender identities among young boys and girls in a black primary school. Against the backdrop of food insecurity, young boys' and girls' vulnerability to violence and to using violence as a means of getting food is increased. Violence is a clear manifestation of gender inequalities. Drawing on data…

Physicists in Primary Schools (PIPS) Project: Fun Presentations for Physicists to Take into Schools Worldwide (abstract)

NASA Astrophysics Data System (ADS)

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.

Paradigms in Swedish as a Second Language--Curricula for Primary School and Secondary School in Swedish as a Second Language

ERIC Educational Resources Information Center

Magnusson, Ulrika

2013-01-01

This article analyzes and compares the curricula of Swedish and Swedish as a second language for primary and secondary school. The school subject of Swedish as a second language is young, and its ideological foundation has not been debated to any large extent, in contrast to Swedish. This article analyzes the curricula of both subjects in terms of…

Incorporating Primary Scientific Literature in Middle and High School Education.

PubMed

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.

Incorporating Primary Scientific Literature in Middle and High School Education†

PubMed Central

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

Assessing the accuracy and feasibility of a refractive error screening program conducted by school teachers in pre-primary and primary schools in Thailand.

PubMed

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.

Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils

ERIC Educational Resources Information Center

Rao, Zhenhui; Gu, Peter Yongqi; Zhang, Lawrence Jun; Hu, Guangwei

2007-01-01

The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John…

A Qualitative Study of Perceptions of Bullying in Irish Primary Schools

ERIC Educational Resources Information Center

Purcell, Anita

2012-01-01

This small-scale research examined young children's, aged six to seven (n = 8), perceptions and understanding of bullying in Irish primary schools. It also included the views of the children's parents (n = 8) and teachers (n = 2) on bullying. The participants' views were obtained through semi-structured interviews which were analysed using the…

Gender in the Early Years: Boys and Girls in an African Working Class Primary School

ERIC Educational Resources Information Center

Bhana, Deevia; Nzimakwe, Thokozani; Nzimakwe, Phumzile

2011-01-01

Understanding the ways in which young boys and girls give meaning to gender and sexuality is vital, and is especially significant in the light of South Africa's commitment to gender equality. Yet the, gendered cultures of young children in the early years of South African primary schools remains a, marginal concern in debate, research and…

"I'm the Best in Maths. Boys Rule, Girls Drool." Masculinities, Mathematics and Primary Schooling

ERIC Educational Resources Information Center

Bhana, Deevia

2005-01-01

This article presents elements of an ethnographic study of gendered identities among boys and girls in the early years of primary schooling. Foregrounding group work in mathematics as a key arena for the production of young masculine identities, this article goes some way to addressing what is absent from sociological portrayals of young children,…

The causal effect of increased primary schooling on child mortality in Malawi: Universal primary education as a natural experiment.

PubMed

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

Measuring social networks in British primary schools through scientific engagement

PubMed Central

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

Does a perceptuomotor skills assessment have added value to detect talent for table tennis in primary school children?

PubMed

Faber, Irene R; Pion, Johan; Munivrana, Goran; Faber, Niels R; Nijhuis-Van der Sanden, Maria W G

2017-04-18

Talent detection intends to support lifelong sports participation, reduce dropouts and stimulate sports at the elite level. For this purpose it is important to reveal the specific profile which directs children to the sports that connect to their strengths and preferences. This study evaluated a perceptuomotor skills assessment as part of talent detection for table tennis, a sport in which perceptuomotor skills are considered essential to cope with the difficult technical aspects. Primary school children (n = 121) and gifted young table tennis players (n = 146) were assessed using the Dutch perceptuomotor skills assessment measuring "ball control" and "gross motor function". A discriminant function analysis confirmed the added value by identifying primary school children fitting the table tennis perceptuomotor profile of the young gifted table tennis players (28%). General linear model analyses for the assessment's individual test items showed that the table tennis players outperformed their primary school peers on all "ball control" items (P < 0.001). In conclusion, the assessment appears to be of added value for talent detection in table tennis at this young age. Longitudinal studies need to reveal the predictive value for sports participation and elite sports.

Developing Strategic and Reasoning Abilities with Computer Games at Primary School Level

ERIC Educational Resources Information Center

Bottino, R. M.; Ferlino, L.; Ott, M.; Tavella, M.

2007-01-01

The paper reports a small-scale, long-term pilot project designed to foster strategic and reasoning abilities in young primary school pupils by engaging them in a number of computer games, mainly those usually called mind games (brainteasers, puzzlers, etc.). In this paper, the objectives, work methodology, experimental setting, and tools used in…

Being out at school: the implications for school victimization and young adult adjustment.

PubMed

Russell, Stephen T; Toomey, Russell B; Ryan, Caitlin; Diaz, Rafael M

2014-11-01

Many lesbian, gay, bisexual, and transgender (LGBT) adolescents disclose their sexual and/or gender identities to peers at school. Disclosure of LGBT status is linked with positive psychosocial adjustment for adults; however, for adolescents, "coming out" has been linked to school victimization, which in turn is associated with negative adjustment. This study investigates the associations among adolescent disclosure of LGBT status to others at school, school victimization, and young adult psychosocial adjustment using a sample of 245 LGBT young adults (aged 21-25 years, living in California). After accounting for the association between school victimization and later adjustment, being out at high school was associated with positive psychosocial adjustment in young adulthood. Results have significant implications for training of school-based health and mental health providers, education and guidance for parents and caregivers, fostering positive development of LGBT youth, and developing informed school policies and educational practices. (c) 2014 APA, all rights reserved.

Perceptions of public primary school teachers regarding noise-induced hearing loss in South Africa

PubMed Central

2017-01-01

Background Noise-induced hearing loss (NIHL) is an increasingly growing problem in young children. This is attributed to recreational noise being the most common cause of this problem. In young children, hearing problems can delay language development and reduce academic achievements. South Africa, in particular, has limited information and protective measures regarding the conservation of hearing in school-aged children. Objectives The main aim of the study was to determine the perception of primary school teachers regarding NIHL. The study also aimed to determine if any hearing conservation programmes are being implemented in schools and the need for training of primary school teachers regarding NIHL. Method A survey was conducted. In order to cover the population of interest, the sampled schools in Pretoria were clustered into urban, semi-urban and rural areas. Results The majority of the teachers included in this study are aware of NIHL and its effects. They, however, lack the necessary resources and knowledge to effectively use this information. Most (67.5%) of the teachers indicated that they have never been exposed to children with NIHL in a school setting. It was also found that the majority (84%) of the schools included in the study do not implement hearing screening and conservation programmes. Conclusion Although the sample size was limited, the results correlate with other research in this field indicating a need for planning and implementation of hearing conservation programmes in schools, including training of teachers in order for these programmes to be effective. PMID:28397520

The inseparable role of emotions in the teaching and learning of primary school science

NASA Astrophysics Data System (ADS)

Siry, Christina; Brendel, Michelle

2016-09-01

In this paper, we seek to explore the inseparable role of emotions in the teaching and the learning of science at the primary school level, as we elaborate the theoretical underpinnings and personal experiences that lead us to this notion of inseparability. We situate our perspectives on the complexity of science education in primary schools, draw on existing literature on emotions in science, and present arguments for the necessity of working towards positive emotions in our work with young children and their teachers. We layer our own perspectives and experiences as teachers and as researchers onto methodological arguments through narratives to emerge with a reflective essay that seeks to highlight the importance of emotions in our work with children and their teachers in elementary school science.

Organizational Learning in Primary Schools

ERIC Educational Resources Information Center

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…

Young people and HIV prevention in Australian schools.

PubMed

Jones, Tiffany; Mitchell, Anne

2014-06-01

Australia has not seen a Human Immunodeficiency Virus (HIV) epidemic among young people. However, early research in the Australian context had indicated that the degree of unprotected sexual activity, partner change, and STI infection in this cohort would fuel a young people's epidemic if HIV ever reached a tipping point in the country. The difficulty of reaching young people outside school for HIV prevention has been no more successfully addressed in Australia than elsewhere. Therefore, the investment of Australian HIV prevention funds for youth has had an emphasis on school-based programs. This emphasis on formal schooling has led to a history of engagement with the ad hoc and unreliable nature of sexuality education in Australian schools. It has particularly been the catalyst for a struggle to construct young people as sexually active and as possessing a right to appropriate education, against tides of both secular and religiously-motivated resistance. The eight state and territory education sectors, along with the independent sectors, have had differing and sometimes troubled histories with HIV prevention. This paper discusses the differing HIV education policies and programs that have emerged in Australian schooling historically, and in some cases been abandoned altogether, amid strong public debates. It also considers current approaches, the new national curriculum, and future challenges. Additionally, the particular case of same sex attracted young men, who have a heightened level of vulnerability to HIV, is explored. Australian schools have struggled to address both the imperative for relevant sexuality education for same-sex-attracted young people and the broader issue of combating homophobia, which research has linked directly to this vulnerability.

"I Need to Do Better, but I Don't Know What to Do": Primary Teachers' Experiences of Talented Young Writers

ERIC Educational Resources Information Center

Easton, Vernitta; Gaffney, Janet S.; Wardman, Janna

2016-01-01

The study investigated New Zealand primary school teachers' understandings and experiences of talented young writers. Data were gathered using semi-structured interviews in Auckland schools. The interview data were thematically analysed using an interpretivist framework. The focus of this report is on the teachers' selection and interpretation of…

School Belonging, School Victimization, and the Mental Health of LGBT Young Adults: Implications for School Psychologists

ERIC Educational Resources Information Center

Heck, Nicholas C.; Lindquist, Lauri M.; Machek, Greg R.; Cochran, Bryan N.

2014-01-01

This study investigates the mediating role of school victimization in the relationship between lesbian, gay, bisexual, and transgender (LGBT) young adults' feelings of high school belonging and current mental health (both depression and general psychological distress) outcomes. A total of 145 LGBT young adults were recruited from college LGBT…

Primary school teacher as a primary health care worker.

PubMed

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.

Economic Shocks and Children's Dropout from Primary School: Implications for Education Policy in Ethiopia

ERIC Educational Resources Information Center

Woldehanna, Tassew; Hagos, Adiam

2015-01-01

This paper investigates the impact of idiosyncratic and covariate economic shocks, on the likelihood of children dropping out of primary school. In this endeavour, an Accelerated Failure Time Hazard model was estimated using data from the Young Lives study of childhood poverty. The estimated results indicate that both idiosyncratic shocks and…

Young Adult Literature in the Malaysian Secondary School

ERIC Educational Resources Information Center

Govindarajoo, Mallika V.; Mukundan, Jayakaran

2013-01-01

This article presents the results of a study on the experience of the Malaysian secondary school student with Young Adult Literature in the English language classroom. The study aimed to determine the extent to which the Malaysian secondary school student identified with the young adult protagonists and issues in the novels which have been…

High School Context, Heterosexual Scripts, and Young Women's Sexual Development.

PubMed

Pearson, Jennifer

2018-07-01

Adolescence is a critical period for sexual development, and previous research demonstrates that school cultures play an important role in shaping adolescent sexual behavior. However, little is known about the role of school context for developing sexual attitudes and sexual sense of self. This study explores how sexual cultures that emerge within high schools shape the sexual development of young women during the transition to adulthood. Using three waves of data from the National Longitudinal Study of Adolescent to Adult Health, a sample of 9th to 12th graders in U.S. schools in 1994-1995 who were surveyed in 1996 and in 2001 when they were 20 to 26 years old (N = 1,017), this study measures school sexual cultures using the aggregated sexual beliefs and behaviors of students within the school. Multilevel analyses are used to explore the association between these school sexual cultures and young women's sexual attitudes (perceived obstacles to using birth control, guilt and shame about sex, and expectations of sexual pleasure) in adolescence and their sexual experiences (equal initiation of sex with partner and frequent orgasm with partner) in adulthood. Overall, the results suggest that schools play an important role in young women's developing attitudes toward sex and contraception. High school sexual cultures are also associated with young women's sexual behavior in adult heterosexual relationships, as young women who attended schools with students who had higher levels of religious attendance or guilt and shame about sex were less likely to report being an equal initiator in their adult relationships. However, the relatively small impact of high school sexual cultures on young women's sexual experiences in adulthood, particularly in terms of sexual pleasure, suggests that more proximal contexts and relationships may play a more significant role in shaping their current sexual behaviors.

Language, Culture and Identity in the Transition to Primary School: Challenges to Indigenous Children's Rights to Education in Peru

ERIC Educational Resources Information Center

Ames, Patricia

2012-01-01

This paper analyses a "critical moment" in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two…

Engaging Young Early School Leavers in Vocational Training. Research Report

ERIC Educational Resources Information Center

Dommers, Eric; Myconos, George; Swain, Luke; Yung, Stephanie; Clarke, Kira

2017-01-01

With almost one-third of young people unemployed or underemployed, it is important for early school leavers to gain skills that improve their employment opportunities. The role that vocational education and training (VET) plays is critical, particularly for young early school leavers. Through interviews and focus groups with young people and those…

School Exclusion and Educational Inclusion of Pregnant Young Women

ERIC Educational Resources Information Center

Rudoe, Naomi

2014-01-01

This article analyses the school exclusion and subsequent educational inclusion of pregnant young women participating in a course of antenatal and key skills education at an alternative educational setting. It examines the young women's transitions from "failure" in school to "success" in motherhood and re-engagement with…

"Girls Don't Play Soccer": Children Policing Gender on the Playground in a Township Primary School in South Africa

ERIC Educational Resources Information Center

Mayeza, Emmanuel

2017-01-01

This paper is based on an ethnographic study conducted between 2012 and 2014 with a group of 64 boys and girls aged 6-10, all attending the same township primary school in South Africa. The paper explores how the young children construct gender "boundaries" and "police" gender "transgressions" on the school playground…

Primary School Teachers' Perceptions of Adequacy and Quality of Physical Facilities in Public Primary Schools under Free Primary Education

ERIC Educational Resources Information Center

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…

Primary School Leadership Today and Tomorrow

ERIC Educational Resources Information Center

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…

Management Philosophies of Primary School Principals

ERIC Educational Resources Information Center

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…

Studying the Motivations of Chinese Young EFL Learners through Metaphor Analysis

ERIC Educational Resources Information Center

Jin, Lixian; Liang, Xiaohua; Jiang, Changsheng; Zhang, Jie; Yuan, Yuan; Xie, Qun

2014-01-01

Few studies investigate ELT with young learners in China, although conservative estimates suggest 60-million primary school children are studying English; even fewer studies investigate Chinese young learners' L2 motivation. This article reports on a study of English learning motivation among Chinese primary school pupils through analysing…

Effectiveness of School-Based Bullying Intervention Programs in Primary School

ERIC Educational Resources Information Center

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…

Factors Contributing to the Current Academic Performance of Both Private Primary Schools and Public Primary Schools: A Case of Kitale Municipality, Kenya

ERIC Educational Resources Information Center

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…

Relationship between eating behaviors and physical activity among primary and secondary school students: results of a cross-sectional study.

PubMed

Morin, Pascale; Turcotte, Sylvain; Perreault, Gino

2013-09-01

With a view toward developing concerted efforts in fostering healthy eating habits and a physically active lifestyle among young people, a study was carried out to explore associations between eating behavior and physical activity (PA). In the school district, questionnaires were completed at home by parents of primary school children (N = 8612) and by secondary school youth (N = 5250) during a break in the schedule. The rates of response were 79% and 83%, respectively. Inferential and descriptive analyses were performed. The results indicate significant differences between the eating behaviors of young people who engage in 60 minutes of daily PA and those who are sedentary. The physically active children were generally more likely to eat fruit, vegetables, and whole-grain products and to have breakfast (p < .05 among high-school students). The lack of self-confidence (55%) and not enjoying PA (46%) stood out as the greatest obstacles facing adolescents trying to lose weight. There should be particular actions targeting students in the last half of primary school aimed at developing individual accountability and autonomy with respect to healthy eating and PA. These actions should also consider sex differences and those who have more sedentary lifestyles. © 2013, American School Health Association.

Local environment and social factors in primary school children's afterschool commute in China.

PubMed

Zacharias, John; Zhen, Bai; Han, Xili; Huang, Yunshi

2017-09-01

The rapid decline in young children's active commutes to and from school has prompted investigations into ways to raise activity levels. The period after school is recognized as very important in the daily activity regime of primary school children. In this study, we examine the relative effects of local environmental factors and socio-economic status on children's after-school commute mode choice. Environmental factors are pedestrian priority streets, street intersection density, motorways, shops, and play spaces. Property values are used as a proxy for income. Twenty-four school districts are selected using intersection density and motorway length as criteria. All children's exit behaviors were film-recorded on October weekdays and extracted as four choices-alone, in a group of children, on foot with a parent or guardian, on e-bike driven by an adult. A multinomial logistic regression reveals that gated communities, higher priced housing, motorways and bus stops are associated with children accompanied by adults. The presence of pedestrian streets is associated with children travelling alone and in groups. Greater travel distance is also associated with parents accompanying children on foot or on e-bike. The amount of play space is associated with children leaving school in groups. Overall, social and environmental factors are influential in the independent travel of primary school children after the school day ends in south China.

Rich Schools, Poor Schools. Hidden Resource Inequalities between Primary Schools

ERIC Educational Resources Information Center

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…

One and All: Primary Prevention--Drug Education in Middle Primary. An Evidence-Based Approach

ERIC Educational Resources Information Center

Meyer, Lois

2005-01-01

Primary schools can play a significant preventative role in addressing drug-related harm in young people's lives. "One and All" is a programme aimed at assisting schools to plan and implement drug prevention in the middle primary years through developing students' social and emotional competence and nurturing their resilience. It is part…

Men Managing, Not Teaching Foundation Phase: Teachers, Masculinity and the Early Years of Primary Schooling

ERIC Educational Resources Information Center

Moosa, Shaaista; Bhana, Deevia

2017-01-01

In this article we argue that eliminating the divisions of labour between men and women could work towards counteracting gender inequality within professions. Globally women are over-represented in the teaching of young children in the early years of primary school, or Foundation Phase (FP), as it is known in South Africa. We are concerned to go…

Examining School Culture in Flemish and Chinese Primary Schools

ERIC Educational Resources Information Center

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…

Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

ERIC Educational Resources Information Center

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…

Comparative characteristics of primary hyperparathyroidism in pediatric and young adult patients.

PubMed

Nicholson, Kristina J; McCoy, Kelly L; Witchel, Selma F; Stang, Michael T; Carty, Sally E; Yip, Linwah

2016-10-01

Primary hyperparathyroidism is rare in pediatric patients. Our study aim was to compare primary hyperparathyroidism in pediatric (<19 years) and young adult (19-29 years) patients. A prospectively collected database from a single, high-volume institution was queried for all patients age <30 years who had initial parathyroidectomy for primary hyperparathyroidism yielding 126/4,546 (2.7%) primary hyperparathyroidism patients representing 39 pediatric and 87 young adult patients. Presenting symptoms, operative data, and postoperative course were compared for patients age 0-19 years and 20-29 years. Sporadic primary hyperparathyroidism was present in 81.7% and occurred less often in pediatric patients than young adult patients (74.4% vs 86.2%, P = .12). Among patients with hereditary primary hyperparathyroidism, multiple endocrine neoplasia type 1 was the most common type. Multiglandular disease was common in both pediatric (30.7%) and young adult (21.8%) patients. Following parathyroidectomy, 3 (2.3%) patients had permanent hypoparathyroidism and none had permanent recurrent laryngeal nerve paralysis. Biochemical cure at 6 months was equally likely in pediatric and young adult patients (97.1% vs 93.6%, P = .44) with comparable follow-up (78.4 months vs 69.1 months, P = .66) and rates of recurrent disease (5.9% vs 10.3%, P = .46). Recurrence was due to multiple endocrine neoplasia 1-related primary hyperparathyroidism in all cases. Although primary hyperparathyroidism is sporadic in most patients <19 years, they are more likely to have multiple endocrine neoplasia type 1-associated primary hyperparathyroidism (23%). Parathyroidectomy for primary hyperparathyroidism can be performed safely in pediatric patients with a high rate of cure. Follow-up for patients with hereditary disease is necessary. Copyright © 2016 Elsevier Inc. All rights reserved.

Sexual Assemblages: Mobile Phones/Young People/School

ERIC Educational Resources Information Center

Allen, Louisa

2015-01-01

This paper asks, what more can we think in relation to debates around young people's use of mobile phones at school? Rather than attempting to answer the question of whether mobile phones are "good" or "bad" for young people, this paper recasts the debate's ontological underpinnings. To do this feminist appropriations of the…

What Do Young Adolescents Do When School Let's Out? Discretionary Time Use and Its Relation to School Adjustment

ERIC Educational Resources Information Center

Meece, Darrell; Pettit, Gregory; Mize, Jacquelyn; Hayes, Margaret

1998-01-01

In the present research we examined variations in the after-school experience of young adolescents as a function of family background characteristics and the extent to which after-school activities were associated with behavioral adjustment at school. After-school time use was assessed through telephone interviews with 438 young adolescents…

Starting School: Welcoming Young Children and Families into Early School Experiences

ERIC Educational Resources Information Center

Laverick, DeAnna M.

2008-01-01

Throughout the world, young children and their families anticipate the start of school with expectations and hopes, as well as concerns. Although the approaches and customs differ from one nation, region, or culture to another, one constant is the recognition that a collaborative effort is needed to welcome young children and their families into…

Dissolving the School Space: Young People's Media Production in and outside of School

ERIC Educational Resources Information Center

Kupiainen, Reijo

2013-01-01

Young people bring their own media and literacy practices to school as an important part of their identity, taste and social life. These practices are changing the media ecology of schools, making the physical boundaries of schools more permeable and creating new, unofficial spaces at school. During peer-based learning, the enhanced media…

Impact of Legislation on Post-School Transition Practice for Young People with Additional Support Needs in Scotland

ERIC Educational Resources Information Center

Richardson, Thomas D.; Jindal-Snape, Divya; Hannah, Elizabeth F. S.

2017-01-01

A longitudinal study was conducted to understand post-school transition practice for young people with additional support needs (ASN) before and after the implementation of key legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, amended in 2009. Primary data were collected from one local authority in Scotland. Twelve…

School-Family Relationships, School Satisfaction and the Academic Achievement of Young People

ERIC Educational Resources Information Center

Hampden-Thompson, Gillian; Galindo, Claudia

2017-01-01

Families' perceptions of, and interactions with, schools and teachers can play an essential role in young people's educational outcomes. According to Bronfenbrenner's ecological systems theory, young people grow within multiple nested systems of influence interacting with each other. Thus, their development is affected by persons, processes, and…

Turkish Primary School Teachers' Perceptions of School Culture Regarding ICT Integration

ERIC Educational Resources Information Center

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'…

Trust, negotiation, and communication: young adults’ experiences of primary care services

PubMed Central

2013-01-01

Background Young adulthood is an important transitional period during which there is a higher risk of individuals engaging in behaviours which could have a lasting impact on their health. Research has shown that young adults are the lowest responders to surveys about healthcare experiences and are also the least satisfied with the care they receive. However, the factors contributing to this reduced satisfaction are not clear. The focus of our research was to explore the needs and experiences of young adults around healthcare services with an aim of finding out possible reasons for lower satisfaction. Methods Twenty young adults were interviewed at GP surgeries and at a local young adult advice agency, exploring their experiences and use of primary care services. Interviews were analysed using thematic analysis. Results The use of primary care services varied amongst the young adult interviewees. Many interviewees reported positive experiences; those who did not linked their negative experiences to difficulties in negotiating their care with the health care system, and reported issues with trust, and communication difficulties. Most of the interviewees were unaware of the use of patient surveys to inform healthcare planning and delivery and were not inclined to take part, mainly because of the length of surveys and lack of interest in the topic area. Conclusions In order to effectively address the health needs of young adults, young adults need to be educated about their rights as patients, and how to most efficiently use primary care services. GPs should be alert to effective means of approaching and handling the healthcare needs of young adults. A flexible, varied approach is needed to gathering high quality data from this group in order to provide services with information on the changes necessary for making primary care services more accessible for young adults. PMID:24373254

Educators' Perceptions of School Climate and Health in Selected Primary Schools

ERIC Educational Resources Information Center

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…

Engaging Young Adolescents in School-Based Writing

ERIC Educational Resources Information Center

Yost, Deborah S.; Liang, Ling L.; Vogel, Robert

2014-01-01

How might middle school teachers and schools more appropriately engage early adolescent students in the writing process so that they are motivated and engaged to "want" to write and write well? This article introduces "Writers Matter," an approach designed to engage and motivate young adolescents in the writing process,…

Intervention Research on School Bullying in Primary Schools

ERIC Educational Resources Information Center

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…

Multicomponent Programs for Reducing Peer Victimization in Early Elementary School: A Longitudinal Evaluation of the WITS Primary Program

ERIC Educational Resources Information Center

Leadbeater, Bonnie; Sukhawathanakul, Paweena

2011-01-01

Past research demonstrates the promise of multicomponent programs in reducing peer victimization and bullying in older elementary and middle school children, however little research focuses on young children. The current study examines the effectiveness of the WITS Primary program on trajectories of victimization and social responsibility in…

A Study of Young Lesbian and Gay People's School Experiences

ERIC Educational Resources Information Center

Robinson, Kathryn

2010-01-01

This retrospective study used Interpretative Phenomenological Analysis (IPA) to explore young lesbian and gay (LG) people's experiences of school in relation to their sexuality and their perceptions of how schools could be inclusive for young LG people. Participants were in the age range of 16 to 21 and provided insights into coping strategies,…

Program Development for Primary School Teachers' Critical Thinking

ERIC Educational Resources Information Center

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'…

Schoolwork Engagement and Burnout among Finnish High School Students and Young Adults: Profiles, Progressions, and Educational Outcomes

ERIC Educational Resources Information Center

Tuominen-Soini, Heta; Salmela-Aro, Katariina

2014-01-01

Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group…

What Predicts Disaffection in Irish Primary Schools?

ERIC Educational Resources Information Center

Darmody, Merike; Thornton, Maeve

2015-01-01

Internationally there is now a growing body of research on student school engagement. Much of this research highlights the association of school engagement with a range of social, behavioural and academic outcomes. Less attention is paid to factors predicting disaffection among young children across various dimensions using nationally…

Melinda: De Facto Primary School Music Teacher

ERIC Educational Resources Information Center

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…

Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics.

PubMed

Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

2014-08-08

Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students' physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children's daily school time physical activity levels. Secondary aims include exploring the impact of EASY Minds on their engagement and 'on task' behaviour in mathematics. Grade 5/6 classes from eight public schools in New South Wales, Australia will be randomly allocated to intervention (n = 4) or control (n = 4) groups. Teachers from the intervention group will receive one day of professional development, a resource pack and asked to adapt their lessons to embed movement-based learning in their daily mathematics program in at least three lessons per week over a six week period. Intervention support will be provided via a weekly email and three lesson observations. The primary outcomes will be children's physical activity levels (accelerometry) across both the school day and during mathematics lessons (moderate-to-vigorous physical activity and sedentary time). Children's 'on-task' behaviour, enjoyment of mathematics and mathematics attainment will be assessed as secondary outcomes. A detailed process evaluation will be undertaken. EASY Minds is an innovative intervention that has the potential to improve key physical and academic outcomes for primary school aged children and help guide policy and practice regarding the teaching of mathematics. Australian and New Zealand Clinical Trials Register ACTRN12613000637741 13/05/2013.

English for Young School Leavers.

ERIC Educational Resources Information Center

Teaching English--CITE Newsletter, 1972

1972-01-01

Teachers wanting to translate principles into classroom practice are the intended audience for these sample lessons from an English program for young school leavers, i.e., students 11-16 years old. Divided into three approaches (single units, short themes, and longer themes), these samples are drawn from portfolios assembled in workshops held in…

Primary School Principals' Self-Monitoring Skills

ERIC Educational Resources Information Center

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…

Humor Climate of the Primary Schools

ERIC Educational Resources Information Center

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…

Smena: Case Study of a Soviet Sport School for Elite Young Athletes.

ERIC Educational Resources Information Center

Jefferies, Stephen C.

This paper describes "Smena," a Specialist Children's and Young People's Sport School of Olympic Reserves, located in Leningrad, which trains elite young soccer players. Information is given on: (1) the facilities of the school; (2) the schools' long-range individual and team goals; (3) instructional methods and hours; (4) the…

Primary School Teachers' Views on Intergenerational Learning

ERIC Educational Resources Information Center

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…

Success in Primary School. Success in Schools

ERIC Educational Resources Information Center

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…

Making Physics Matter in Primary Schools

NASA Astrophysics Data System (ADS)

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

After School: Young Adolescents on Their Own.

ERIC Educational Resources Information Center

Lipsitz, Joan

This report on young adolescents 10 to l5 years old, who are on their own from 3:00 to 6:00 p.m. discusses after-school programs, barriers to providing a broader array of programs, and strategies for decision making about after-school opportunities for latchkey children. Explored are the nature and extent of the problem, its multiple causes and…

School Nurses' Experiences of Managing Young People with Mental Health Problems

ERIC Educational Resources Information Center

Ravenna, Jean; Cleaver, Karen

2016-01-01

Prevalence of mental health disorder is increasing among young people. It is recognized that early intervention is essential in supporting young people, and care provided within schools to support emotional well-being is recommended as part of this process. A scoping review was undertaken examining school nurses' experiences of supporting the…

What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences

PubMed Central

Pound, Pandora; Langford, Rebecca; Campbell, Rona

2016-01-01

Objectives Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE. We aimed to investigate whether current provision meets young people's needs. Design Synthesis of qualitative studies of young people's views of their school-based SRE. Setting Eligible studies originated from the UK, Ireland, the USA, Australia, New Zealand, Canada, Japan, Iran, Brazil and Sweden. Participants Studies of students aged 4–19 in full-time education, young adults ≤19 (not necessarily in full-time education) or adults ≤25 if recalling their experiences of school-based SRE. Results –69 publications were identified, with 55 remaining after quality appraisal (representing 48 studies). The synthesis found that although sex is a potent and potentially embarrassing topic, schools appear reluctant to acknowledge this and attempt to teach SRE in the same way as other subjects. Young people report feeling vulnerable in SRE, with young men anxious to conceal sexual ignorance and young women risking sexual harassment if they participate. Schools appear to have difficulty accepting that some young people are sexually active, leading to SRE that is out of touch with many young people's lives. Young people report that SRE can be negative, gendered and heterosexist. They expressed dislike of their own teachers delivering SRE due to blurred boundaries, lack of anonymity, embarrassment and poor training. Conclusions SRE should be ‘sex-positive’ and delivered by experts who maintain clear boundaries with students. Schools should acknowledge that sex is a special subject with unique challenges, as well as the fact and range of young people's sexual activity, otherwise young people will continue to disengage from SRE and opportunities for safeguarding and improving their sexual health will be

Primary and Secondary School Science.

ERIC Educational Resources Information Center

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…

Investigation of the Work Motivation Levels of Primary School Teachers

ERIC Educational Resources Information Center

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…

Young Black Males: Resilience and the Use of Capital to Transform School "Failure"

ERIC Educational Resources Information Center

Wright, Cecile; Maylor, Uvanney; Becker, Sophie

2016-01-01

This article addresses the idea of "failure" of young black males with respect to schooling. Perceptions of black masculinity are often linked to "underperformance" in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school "failure". It…

Islamic Primary Schools in the Netherlands

ERIC Educational Resources Information Center

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…

Inclusive Education in Government Primary Schools: Teacher Perceptions

ERIC Educational Resources Information Center

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…

The role of schools in children and young people's self-harm and suicide: systematic review and meta-ethnography of qualitative research.

PubMed

Evans, Rhiannon; Hurrell, Chloe

2016-05-14

Evidence reports that schools influence children and young people's health behaviours across a range of outcomes. However there remains limited understanding of the mechanisms through which institutional features may structure self-harm and suicide. This paper reports on a systematic review and meta-ethnography of qualitative research exploring how schools influence self-harm and suicide in students. Systematic searches were conducted of nineteen databases from inception to June 2015. English language, primary research studies, utilising any qualitative research design to report on the influence of primary or secondary educational settings (or international equivalents) on children and young people's self-harm and suicide were included. Two reviewers independently appraised studies against the inclusion criteria, assessed quality, and abstracted data. Data synthesis was conducted in adherence with Noblit and Hare's meta-ethnographic approach. Of 6744 unique articles identified, six articles reporting on five studies were included in the meta-ethnography. Five meta-themes emerged from the studies. First, self-harm is often rendered invisible within educational settings, meaning it is not prioritised within the curriculum despite students' expressed need. Second, where self-harm transgresses institutional rules it may be treated as 'bad behaviour', meaning adequate support is denied. Third, schools' informal management strategy of escalating incidents of self-harm to external 'experts' serves to contribute to non-help seeking behaviour amongst students who desire confidential support from teachers. Fourth, anxiety and stress associated with school performance may escalate self-harm and suicide. Fifth, bullying within the school context can contribute to self-harm, whilst some young people may engage in these practices as initiation into a social group. Schools may influence children and young people's self-harm, although evidence of their impact on suicide remains

The use of Museum Based Science Centres to Expose Primary School Students in Developing Countries to Abstract and Complex Concepts of Nanoscience and Nanotechnology

NASA Astrophysics Data System (ADS)

Saidi, Trust; Sigauke, Esther

2017-10-01

Nanotechnology is an emerging technology, and it is regarded as the basis for the next industrial revolution. In developing countries, nanotechnology promises to solve everyday challenges, such as the provision of potable water, reliable energy sources and effective medication. However, there are several challenges in the exploitation of nanotechnology. One of the notable challenges is the lack of adequate knowledge about how materials behave at the nanoscale. As nanotechnology is relatively new, the current generation of scientists have not had the opportunity to learn the fundamentals of the technology at an early stage. Young students who are at the primary school level may follow the same trajectory if they are not exposed to the technology. There is a need to lay a strong foundation by introducing nanoscience and nanotechnology to students at the primary school level. It is during the early stages of child development that students master basic concepts for life long learning. Nevertheless, many primary school children, particularly those in developing countries are missing the chance of learning about nanoscience and nanotechnology because it is regarded as being abstract and complex. In this paper, we argue that despite the complexity of nanoscience and nanotechnology, science centres can be used as one of the platforms for exposing young students to the discipline. We use a case study of a museum-based science centre as an example to illustrate that young students can be exposed to nanoscience and nanotechnology using tactile and hands-on experience. The early engagement of primary school children with nanoscience and nanotechnology is important in raising the next generation of scientists who are firmly grounded in the discipline.

Teacher-Reported Quality of Schooling Indicators in Botswana Primary Schools: An Exploratory Study

ERIC Educational Resources Information Center

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 =…

Supporting Young People at School with High Mental Health Needs

ERIC Educational Resources Information Center

Rickwood, Debra

2005-01-01

For young people still at school, the school setting is vital to their mental health and wellbeing. Not only does the school environment have a direct and indirect impact on mental health, it provides an opportunistic setting in which to identify and respond to emerging mental health problems. To do this effectively, schools and school staff must…

Maintaining the balance: New Zealand secondary school nurses' perceptions of skin infections in young people--a grounded theory.

PubMed

Lambe, Catherine I; Hoare, Karen J

2016-01-01

The objective of this study was to explore the perceptions of New Zealand secondary school nurses regarding skin infections in young people aged 14-18 years. A constructivist grounded theory method was adopted. Ten non-structured interviews were conducted with secondary school nurses working in Auckland, New Zealand, between January and July 2013. Interviews were audiotaped, transcribed and analysed using all tenets of grounded theory that included writing memos, theoretical sampling and the constant comparative method. Analysis revealed the core category Maintaining the balance, which is presented as a grounded theory model. It represents the constant state of balancing the school nurse undergoes in trying to counter the risk to the student. The nurse attempts to tip the balance in favour of action, by reducing barriers to healthcare, providing youth-friendly, affordable and accessible healthcare, and following up until resolution is achieved. The nurse is aware that failing to monitor until resolution can again tip the fulcrum back to inaction, placing the young person at risk again. It is concluded that nurses are knowledgeable about the risks present in the communities they serve and are innovative in the methods they employ to ensure satisfactory outcomes for young people experiencing skin infections. School nursing is an evolving model for delivering primary healthcare to young people in New Zealand. The grounded theory model 'Maintaining the balance' describes a model of care where nursing services are delivered where young people spend time, and the nurse is immersed in the community. This model of care may be transferable to other healthcare situations. © 2015 John Wiley & Sons Ltd.

Relationship between Eating Behaviors and Physical Activity among Primary and Secondary School Students: Results of a Cross-Sectional Study

ERIC Educational Resources Information Center

Morin, Pascale; Turcotte, Sylvain; Perreault, Gino

2013-01-01

Background: With a view toward developing concerted efforts in fostering healthy eating habits and a physically active lifestyle among young people, a study was carried out to explore associations between eating behavior and physical activity (PA). Methods: In the school district, questionnaires were completed at home by parents of primary school…

How Much Do Young Children Know about HIV/AIDS?

ERIC Educational Resources Information Center

Bhana, Deevia

2010-01-01

This paper explores the ways in which young South African school children (aged between seven and eight) in a predominantly white primary school give meanings to HIV/AIDS. Using ethnographic methods and interview data, the analysis of young children's responses shows that their accounts of HIV/AIDS draw from their knowledge of disease more…

Government, Schools, Young People and Communities in Partnership

ERIC Educational Resources Information Center

Broadbent, Robyn; Papadopoulos, Theo

2010-01-01

Advance is a flexible, school-based program that provides young people with the opportunity to volunteer or implement a project of benefit to their communities. An evaluation of this partnership between a state government office for youth, government secondary schools and community organisations found that a universal program such as Advance could…

Relational Aggression: The Voices of Primary School Learners

ERIC Educational Resources Information Center

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…

The Association Between Participation in High School Physical Education and Physical Fitness in Young Men

DTIC Science & Technology

2004-08-13

control education to be introduced at the high school level, to enable young adults to make good choices about their fitness and health . The...NAVAL HEALTH RESEARCH CENTER THE ASSOCIATION BETWEEN PARTICIPATION IN HIGH SCHOOL PHYSICAL EDUCATION AND PHYSICAL FITNESS IN YOUNG MEN...duration of physical activity programs for high school- aged students. Keywords: injury, military High School and Fitness in Young Men 3 The

Strengthening Collaborative Leadership for Thai Primary School Administrators

ERIC Educational Resources Information Center

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…

Development of Educational Management System in Small Primary School

ERIC Educational Resources Information Center

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…

Healthy School Environment and Enhanced Educational Performance: The Case of Charles Young Elementary School, Washington, DC.

ERIC Educational Resources Information Center

Berry, Michael A.

This report presents a case study of the renovation of Charles Young Elementary School in Washington, DC, focusing on how an improved school environment contributed to higher levels of educational performance. The school was chosen as a school revitalization demonstration project for the Urban Schools Initiative. The objective of the project was…

What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences.

PubMed

Pound, Pandora; Langford, Rebecca; Campbell, Rona

2016-09-13

Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE. We aimed to investigate whether current provision meets young people's needs. Synthesis of qualitative studies of young people's views of their school-based SRE. Eligible studies originated from the UK, Ireland, the USA, Australia, New Zealand, Canada, Japan, Iran, Brazil and Sweden. Studies of students aged 4-19 in full-time education, young adults ≤19 (not necessarily in full-time education) or adults ≤25 if recalling their experiences of school-based SRE. -69 publications were identified, with 55 remaining after quality appraisal (representing 48 studies). The synthesis found that although sex is a potent and potentially embarrassing topic, schools appear reluctant to acknowledge this and attempt to teach SRE in the same way as other subjects. Young people report feeling vulnerable in SRE, with young men anxious to conceal sexual ignorance and young women risking sexual harassment if they participate. Schools appear to have difficulty accepting that some young people are sexually active, leading to SRE that is out of touch with many young people's lives. Young people report that SRE can be negative, gendered and heterosexist. They expressed dislike of their own teachers delivering SRE due to blurred boundaries, lack of anonymity, embarrassment and poor training. SRE should be 'sex-positive' and delivered by experts who maintain clear boundaries with students. Schools should acknowledge that sex is a special subject with unique challenges, as well as the fact and range of young people's sexual activity, otherwise young people will continue to disengage from SRE and opportunities for safeguarding and improving their sexual health will be reduced. Published by the BMJ Publishing Group Limited. For permission

Listening for commissioning: A participatory study exploring young people's experiences, views and preferences of school-based sexual health and school nursing.

PubMed

Aranda, Kay; Coleman, Lester; Sherriff, Nigel S; Cocking, Chris; Zeeman, Laetitia; Cunningham, Liz

2018-01-01

To explore the experiences, views and preferences of young people aged 11-19 years regarding school-based sexual health and school nursing to inform commissioning and delivery for one local authority area in England during 2015. Promoting sexual health for young people remains a challenging, even controversial, but important public health issue. Concerns regarding accessibility, acceptability and efficacy in school-based sexual health and school nursing are evident in the literature. Additionally, a complex public health policy context now governs the funding, provision and delivery of sexual health and school nursing, which potentially presents further challenges. A qualitative, participatory design was used to explore sexual health and school nursing. Data were generated from 15 focus groups (n = 74), with young people aged 11-19 years, in educational-based settings in one local authority area in England. The resultant themes of visibility in relation to sexual health education and school nursing revealed both the complex tensions in designing and delivering acceptable and appropriate sexual health services for young people and the significance of participatory approaches. Our study shows the importance of participatory approaches in working with young people to clearly identify what they want and need in relation to sexual health. The findings also confirm the ways in which school-based sexual health remains challenging but requires a theoretical and conceptual shift. This we argue must be underpinned by participatory approaches. School nurses have always had a significant role to play in promoting positive sexual health for young people and they are exceptionally well placed to challenge the risk-based cultures that frequently dominate school-based sexual health. A shift of debates and practices towards the promotion of positive sexual health cultures though previously argued for now requires the active engagement and involvement of young people. © 2017

Primary School Leadership Practice: How the Subject Matters

ERIC Educational Resources Information Center

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…

Academisation, School Collaboration and the Primary School Sector in England: A Story of Six School Leaders

ERIC Educational Resources Information Center

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…

The Personal and Contextual Contributors to School Belongingness among Primary School Students

PubMed Central

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

Managing Change in Small Primary Schools.

ERIC Educational Resources Information Center

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.…

Problem Solving Strategies among Primary School Teachers

ERIC Educational Resources Information Center

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…

Comments on "Measuring the Education Gap in Primary and Secondary Schooling in Pakistan".

PubMed

Ghafoor, A

1992-01-01

Naushin Mahmood and G. M. Zahid's article on the status of primary and secondary education in Pakistan was summarized and commented upon. It was noted that an error in one of the tables was misleading, and the article had indicated both an expansion of primary school facilities in rural areas was needed, and school facilities were underutilized in rural areas. The authors have suggested that funds for higher education be reallocated to primary and secondary education, but higher education still needs increased funding to provide for libraries and specialized facilities which are lacking. The tables of data were appropriate and informative, but more updated would have strengthened their argument about the disparities in education by gender and region. The title of the article was a misnomer. The article provided a comprehensive view of enrollment in primary and secondary education, continuation or retention, and utilization of schools by gender and region and urban/rural status during the 1970s and mid-1980s. There is evidence provided that Pakistan has disparities and imbalances by gender and urban and rural residence and region in education. There has been a slow expansion of education and inability to meet targets, partly due to funding gaps. Efficiency and equity would be improved with a better distribution of public funds. The authors provided an "excellent attempt" to establish basic facts about the educational system in Pakistan; the Pakistan Institute of Development Economics is commended for supporting the Eighth General Meeting of the Pakistan Society of Development Economists and encouraging young economists to examine social issues, such as education.

Schoolwork engagement and burnout among Finnish high school students and young adults: profiles, progressions, and educational outcomes.

PubMed

Tuominen-Soini, Heta; Salmela-Aro, Katariina

2014-03-01

Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group differences in academic and socioemotional functioning and long-term educational outcomes, and temporal stability in the group memberships. Latent profile analysis identified 4 groups of students in high school. Both engaged (44%) and engaged-exhausted (28%) students were engaged and doing well in school, although engaged-exhausted students were more stressed and preoccupied with possible failures. Cynical (14%) and burned-out (14%) students were less engaged, valued school less, and had lower academic achievement. Cynical students, however, were less stressed, exhausted, and depressed than burned-out students. Six years later, engaged students were more likely than predicted by chance to attend university. In young adulthood, 4 similar groups were identified. Configural frequency analysis indicated that it was typical for engaged students to stay in the engaged group and for engaged-exhausted students to move into a more disengaged group. The results on broadband stability from adolescence to young adulthood showed that 60% of the youth manifested stable engaged and 7% stable disengaged patterns, whereas 16% displayed emergent engagement and 17% emergent disengagement patterns. Overall, the findings demonstrate that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Changing Teaching and Learning in the Primary School

ERIC Educational Resources Information Center

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…

Reflective Teaching Practices in Turkish Primary School Teachers

ERIC Educational Resources Information Center

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…

School Environment and Satisfaction with Schooling among Primary School Pupils in Ondo State, Nigeria

ERIC Educational Resources Information Center

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…

Methodology and results of a space station education pilot programme in the primary school

NASA Astrophysics Data System (ADS)

Mirra, G.; Mirra, C.

Potential users of the Space Station Freedom are now still in the Primary School. Subject studies 1 have shown that a robust familiarization programme has to be developed in order to increase public awareness on the microgravity environment and its capabilities to perform unique science. At the same time, several surveys 2 have demonstrated that elementary school students are showing the greatest interest and enthusiasm in space related activities among all school students. With these boundary conditions, a pilot programme, aimed at verifying the capabilities of young primary school pupils (aged between 10 and 12) in understanding why one performs research in space, has been conceived. In order to overcome the lack of space training of school teachers, an expert in space operations joined a group of elementary teachers to activate this program: merging the necessary didactic and technical capabilities. Consequently, the aim of the program becomes two folded: •generate critical thinking and problem solving capacities as well as inventiveness in children making them aware on the use of space to improve life on Earth. •identify the key issues for the definition of a robust space utilization educational programme. The programme has been managed by MARS Center. the Italian User Support Center for the Space Station utilization, and the institute "Speranzas" in the nearby of Naples, Italy. MARS Center, in particular, is responsible towards the national agency ASI, Agenzia Spaziale Italiana, of the execution of the promotional activity towards all the possible target groups: young students are among these groups. This programme started in late 1992 and is currently ongoing. The objective of this paper is to provide a description of the methodology and the reasons of such a programme with a snapshot on the preliminary results and future trends. Means used as supporting tools, such as films, posters and role plays are herein depicted as well as statistics on the pupils

Views of Primary School Administrators on Change in Schools and Change Management Practices

ERIC Educational Resources Information Center

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.…

Teaching Young Children How to Sing: One School's Experience

ERIC Educational Resources Information Center

Kenney, Susan

2011-01-01

In many schools, classroom teachers are responsible for the music experiences of young children. Children may learn songs, but may not learn "how" to sing. This article outlines simple teaching strategies to help young children develop listening and vocal habits leading to beautiful singing. The article discusses how the kindergarten classes at…

School-Year Employment and Academic Performance of Young Adolescents

ERIC Educational Resources Information Center

Sabia, Joseph J.

2009-01-01

Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between school-year employment and academic performance of young adolescents under age 16. Ordinary least squares estimates show a significant positive relationship between modest hours of school-year employment and grade point average.…

A Qualitative Analysis of School Concept on Primary School Students

ERIC Educational Resources Information Center

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…

Changing School Board Governance in Primary Education through School Inspections

ERIC Educational Resources Information Center

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…

Institutional Violence in the Everyday Practices of School: The Narrative of a Young Lesbian.

ERIC Educational Resources Information Center

Herr, Kathryn

1999-01-01

Explores the role of institutionalized violence in one young lesbian's decision to drop out of high school. Casting this young woman as a school failure masks the school's unwillingness to interrupt everyday practices (errors of alienation, omission, and repression) that diminished her sense of self and learning capacity. (29 references) (MLH)

Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider.

PubMed

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.

Study of Selected Components of Architectural Environment of Primary Schools - Preferences of Adults and Analysis of the Specialist Literature

NASA Astrophysics Data System (ADS)

Halarewicz, Aleksandra

2017-10-01

The school is one of the oldest social institutions designed to prepare a young man for an adult life. It performs a teaching and educational function in child’s life. It is a place where, apart from home, the child spends most of the time in a day, therefore it is one of the most important institutions in the life of a young person. The school environment has a direct impact on the student's personality and ambition, and it shapes an attitude of the young person. Therefore, the design process preceding the establishment of school facilities is extremely responsible and should be conducted in a conscious and thoughtful way. This article is a summary and an attempt to synthesize the data obtained from the survey carried out by the author in the context of the design guidelines contained in the specialist literature. The questionnaire survey was designed to make an attempt to determine adult’s preferences, opinions and perceptions about selected components of the primary school environment, including the factors which determine the choice of school for children, the priorities of architecture components made for early childhood use, also to specify the type and the scale of existing drawbacks and problems in the school construction industry, as well as expectations about the contemporary architecture of primary schools and its future changes. Moreover, in the article, based on the analysis of the available specialist’s literature, the following are broadly discussed: the general division and characterization of school spaces, issues related to the influence of selected components of the architectural environment on the physical, mental and psychological safety of children. Furthermore, the author raises the subject of the influence of the architectural interiors and furniture on the mood, emotions or comfort of children in the early school age, based on the anthropometric characteristics of children and issues related to the perception of space with an extra

Lesbian, gay, bisexual, and transgender adolescent school victimization: implications for young adult health and adjustment.

PubMed

Russell, Stephen T; Ryan, Caitlin; Toomey, Russell B; Diaz, Rafael M; Sanchez, Jorge

2011-05-01

Adolescent school victimization due to lesbian, gay, bisexual, or transgender (LGBT) status is commonplace, and is associated with compromised health and adjustment. Few studies have examined the long-term implications of LGBT school victimization for young adult adjustment. We examine the association between reports of LGBT school victimization and young adult psychosocial health and risk behavior. The young adult survey from the Family Acceptance Project included 245 LGBT young adults between the ages of 21 and 25 years, with an equal proportion of Latino and non-Latino White respondents. A 10-item retrospective scale assessed school victimization due to actual or perceived LGBT identity between the ages of 13 and 19 years. Multiple regression was used to test the association between LGBT school victimization and young adult depression, suicidal ideation, life satisfaction, self-esteem, and social integration, while controlling for background characteristics. Logistic regression was used to examine young adult suicide attempts, clinical levels of depression, heavy drinking and substance use problems, sexually transmitted disease (STD) diagnoses, and self-reported HIV risk. Lesbian, gay, bisexual, and transgender-related school victimization is strongly linked to young adult mental health and risk for STDs and HIV; there is no strong association with substance use or abuse. Elevated levels of depression and suicidal ideation among males can be explained by their high rates of LGBT school victimization. Reducing LGBT-related school victimization will likely result in significant long-term health gains and will reduce health disparities for LGBT people. Reducing the dramatic disparities for LGBT youth should be educational and public health priorities. © 2011, American School Health Association.

The effect of school attendance and school dropout on incident HIV and HSV-2 among young women in rural South Africa enrolled in HPTN 068.

PubMed

Stoner, Marie C D; Pettifor, Audrey; Edwards, Jessie K; Aiello, Allison E; Halpern, Carolyn T; Julien, Aimée; Selin, Amanda; Twine, Rhian; Hughes, James P; Wang, Jing; Agyei, Yaw; Gomez-Olive, F Xavier; Wagner, Ryan G; MacPhail, Catherine; Kahn, Kathleen

2017-09-24

To estimate the association between school attendance, school dropout, and risk of incident HIV and herpes simplex virus type 2 (HSV-2) infection among young women. We used longitudinal data from a randomized controlled trial in rural Mpumalanga province, South Africa, to assess the association between school days attended, school dropout, and incident HIV and HSV-2 in young women aged 13-23 years. We examined inverse probability of exposure weighted survival curves and used them to calculate 1.5, 2.5, and 3.5-year risk differences and risk ratios for the effect of school attendance on incident HIV and HSV-2. A marginal structural Cox model was used to estimate hazard ratios for the effect of school attendance and school dropout on incident infection. Risk of infection increased over time as young women aged, and was higher in young women with low school attendance (<80% school days) compared with high (≥80% school days). Young women with low attendance were more likely to acquire HIV [hazard ratio (HR): 2.97; 95% confidence interval (CI): 1.62, 5.45] and HSV-2 (HR: 2.47; 95% CI: 1.46, 4.17) over the follow-up period than young women with high attendance. Similarly, young women who dropped out of school had a higher weighted hazard of both HIV (HR 3.25 95% CI: 1.67, 6.32) and HSV-2 (HR 2.70; 95% CI 1.59, 4.59). Young women who attend more school days and stay in school have a lower risk of incident HIV and HSV-2 infection. Interventions to increase frequency of school attendance and prevent dropout should be promoted to reduce risk of infection.

Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider

PubMed Central

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

Cracking with Affect: Relationality in Young People's Movements in and out of Mainstream Schooling

ERIC Educational Resources Information Center

Skattebol, Jennifer; Hayes, Debra

2016-01-01

This paper focusses on the schooling stories of two young women who moved from mainstream schooling into alternative learning program set up for Indigenous students and back into mainstream schooling to complete their Year 12 education. The manner in which these young women narrated their stories is understood through the prism of Indigenous…

Transition from School to Adulthood for Young People with Disabilities.

ERIC Educational Resources Information Center

Inge, Katherine J., Ed.

1992-01-01

This newsletter issue provides rehabilitation professionals with various information pieces concerning transition from school to adulthood for young people with disabilities. An introduction identifies specific challenges in transition programming and stresses the goal of fully integrating young people with disabilities as interdependent parts of…

Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children.

PubMed

Guay, Frédéric; Chanal, Julien; Ratelle, Catherine F; Marsh, Herbert W; Larose, Simon; Boivin, Michel

2010-12-01

There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects. Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.

Primary school compliance with school canteen guidelines in Fiji and its association with student obesity

PubMed Central

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

Investigating the mental abilities of rural Zulu primary school children in South Africa.

PubMed

Jinabhai, C C; Taylor, M; Rangongo, M F; Mkhize, N J; Anderson, S; Pillay, B J; Sullivan, K R

2004-02-01

Maximising the full potential of health and educational interventions in South African schools requires assessment of the current level of mental abilities of the school children as measured by cognitive and scholastic tests and the identification of any barriers to improved performance. This study reports on the application and interpretation of a selected battery of mental ability tests among Zulu school children and the methodological and analytical issues that need to be addressed. The test scores of 806 primary school children from a rural community are presented, based on four tests: Raven's Coloured Progressive Matrices (CPM), an Auditory Verbal Learning Test (AVLT), the Symbol Digit Modalities Test (SDMT) and Young's Group Mathematics Test (GMT). Significant gender differences were found in the test scores, and the mean scores of Zulu children in this study were lower than those reported in other studies. The results of this selected test battery provide data for the further development of appropriate test instruments for South African conditions. These results can contribute towards the development of a test battery for South African children that can be used to assess and improve their school performance.

Examining the Relationship between Teacher Organizational Commitment and School Health in Turkish Primary Schools

ERIC Educational Resources Information Center

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.…

Primary School Students of 1980s' Turkey Remembering Their Teachers

ERIC Educational Resources Information Center

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…

"Six Packs and Big Muscles, and Stuff like That". Primary School-Aged South African Boys, Black and White, on Sport

ERIC Educational Resources Information Center

Bhana, Deevia

2008-01-01

This paper explores the salience of sport in the lives of eight-year-old and nine-year-old South African primary school boys. Drawing on ethnographic and interview data, I argue that young boys' developing relationship with sport is inscribed within particular gendered, raced and classed discourses in South Africa. Throughout the paper I show…

Young Diplomats Program: Israeli School-to-School Exchange End-of-Year Report, 1986-87. OEA Evaluation Report.

ERIC Educational Resources Information Center

Mei, Dolores M.; And Others

The Young Diplomats Program: Israeli School-to-School Exchange, sponsored by the New York City Board of Education and the United States Information Agency, was an international exchange involving 15 American and 15 Israeli high school students. Students from five specialized New York and five specialized Israeli high schools participated.…

Violence against primary school children with disabilities in Uganda: a cross-sectional study.

PubMed

Devries, Karen M; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C; Walakira, Eddy J; Naker, Dipak

2014-09-29

150 million children live with disabilities globally, and a recent systematic review found 3 to 4 times the levels of violence versus non-disabled children in high income countries. However, almost nothing is known about violence against disabled children in lower income countries. We aim to explore the prevalence, patterns and risk factors for physical, sexual and emotional violence among disabled children attending primary school in Luwero District, Uganda. We performed a secondary analysis of data from the baseline survey of the Good Schools Study. 3706 children and young adolescents aged 11-14 were randomly sampled from 42 primary schools. Descriptive statistics were computed and logistic regression models fitted. 8.8% of boys and 7.6% of girls reported a disability. Levels of violence against both disabled and non-disabled children were extremely high. Disabled girls report slightly more physical (99.1% vs 94.6%, p = 0.010) and considerably more sexual violence (23.6% vs 12.3%, p = 0.002) than non-disabled girls; for disabled and non-disabled boys, levels are not statistically different. The school environment is one of the main venues at which violence is occurring, but patterns differ by sex. Risk factors for violence are similar between disabled and non-disabled students. In Uganda, disabled girls are at particular risk of violence, notably sexual violence. Schools may be a promising venue for intervention delivery. Further research on the epidemiology and prevention of violence against disabled and non-disabled children in low income countries is urgently needed.

Exploring the Values of Chaplains in Government Primary Schools

ERIC Educational Resources Information Center

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…

Development, implementation, and evaluation of a multi-addiction prevention program for primary school students in Hong Kong: the B.E.S.T. Teen Program.

PubMed

Shek, Daniel T L; Yu, Lu; Leung, Hildie; Wu, Florence K Y; Law, Moon Y M

Based on the evaluation findings of the B.E.S.T. Teen Program which aimed at promoting behavioral, emotional, social, and thinking competencies in primary school students, it is argued in this paper that promotion of psychosocial competence to prevent addiction in primary school students is a promising strategy. A total of 382 Primary 5 (Grade 5) and 297 Primary 6 (Grade 6) students from five primary schools in Hong Kong participated in the program. Different evaluation strategies were adopted to evaluate the program. First, objective outcome evaluation adopting a non-equivalent group pretest-posttest experimental-control group design was conducted to examine change in the students. Second, to gauge students' perceptions of the program, subjective outcome evaluation was conducted. The evaluation findings basically converged to tentatively suggest that young adolescents benefited from participating in the program. Implications on the development, implementation, and evaluation of addiction prevention programs for teenagers are discussed.

Primary School Teacher Candidates' Geometric Habits of Mind

ERIC Educational Resources Information Center

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…

Hope or Despair? Learning in Pakistan's Primary Schools.

ERIC Educational Resources Information Center

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…

Music without a Music Specialist: A Primary School Story

ERIC Educational Resources Information Center

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…

Primary school accident reporting in one education authority.

PubMed

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.

Pre-Service Primary School Teachers' Logical Reasoning Skills

ERIC Educational Resources Information Center

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…

Pakistani and Bangladeshi Young Men: Re-Racialization, Class and Masculinity within the Neo-Liberal School

ERIC Educational Resources Information Center

Mac an Ghaill, Mairtin; Haywood, Chris

2014-01-01

This article explores Pakistani and Bangladeshi young men's experiences of schooling to examine what inclusion/exclusion means to them. Qualitative research was undertaken with 48 Pakistani and Bangladeshi young men living in areas of the West Midlands, England. The young men highlighted three key areas: the emergence of a schooling regime…

Primary central nervous system B-cell lymphoma in a young dog

PubMed Central

Kim, Na-Hyun; Ciesielski, Thomas; Kim, Jung H.; Yhee, Ji-Young; Im, Keum-Soon; Nam, Hae-Mi; Kim, Il-Hwan; Kim, Jong-Hyuk; Sur, Jung-Hyang

2012-01-01

This report describes a primary central nervous system B-cell lymphoma in a 3-year-old intact female Maltese dog. Canine primary central nervous system lymphomas constitute about 4% of all intracranial primary neoplasms, but comprehensive histopathologic classifications have rarely been carried out. This is the first report of this disease in a young adult dog. PMID:23115372

Indoor air quality in primary schools in Kecioren, Ankara.

PubMed

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.

Children's Experiences of the First Year of Primary School

ERIC Educational Resources Information Center

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…

The Effects of Teacher Certification and Experience on Student Achievement on Primary School Examination in Belizean Primary Schools

ERIC Educational Resources Information Center

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…

[Phonological awareness improvement in primary school students].

PubMed

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.

Prospective Primary School Teachers' Misconceptions about States of Matter

ERIC Educational Resources Information Center

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…

Replicating Impact of a Primary School HIV Prevention Programme: Primary School Action for Better Health, Kenya

ERIC Educational Resources Information Center

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…

The Effects of School-Based Maum Meditation Program on the Self-Esteem and School Adjustment in Primary School Students

PubMed Central

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

A Local Evaluation of Primary School French

ERIC Educational Resources Information Center

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)

Beyond Electronic Brochures: An Analysis of Singapore Primary School Web Sites

ERIC Educational Resources Information Center

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…

Rural Primary School Closures in England.

ERIC Educational Resources Information Center

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…

Crisis Management in a Primary School

ERIC Educational Resources Information Center

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…

School Ecologies and Attitudes about Exclusionary Behavior among Adolescents and Young Adults.

ERIC Educational Resources Information Center

Thorkildsen, Theresa A.; Reese, Deborah; Corsino, Alison

2002-01-01

A study of 643 adolescents and 474 young adults explored relationships among young people's observations and opinions of exclusionary behavior and their reports of whether exclusion affects their social and academic adjustment. Findings indicated that, unlike young adults, adolescents' perceptions of, and attitudes about, school ecologies…

Supporting and Encouraging Young Adolescents in New Zealand to Be Effective Readers

ERIC Educational Resources Information Center

Fletcher, Jo

2018-01-01

Young adolescents are at a critical age in their schooling as they transition from primary schooling into secondary education. The reading development of these young adolescents in New Zealand occurs within a variety of contexts. Reading is not only a complex skill to achieve, but it is also contextual. Therefore, understanding the context and the…

The Reading Profile of Turkish Primary School Students

ERIC Educational Resources Information Center

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…

Teachers' Performance Motivation System in Thai Primary Schools

ERIC Educational Resources Information Center

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…

A Thought on Reviewing Ways in Primary School

ERIC Educational Resources Information Center

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…

Strengthening "the Foundations" of the Primary School Curriculum

ERIC Educational Resources Information Center

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.…

The Music Co-ordinator in the Primary School

ERIC Educational Resources Information Center

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…

Resilience and Refusal: African-Caribbean Young Men's Agency, School Exclusions, and School-Based Mentoring Programmes

ERIC Educational Resources Information Center

Warren, Simon

2005-01-01

In this paper I attempt to do three things. Firstly, I explore the concept of resistance in the sociology of youth and education. I raise questions about the power of this concept to provide a descriptive language for understanding the way young people generally, and in this paper, young African-Caribbean men in London schools, deal with the…

Health Activities for Primary School Students.

ERIC Educational Resources Information Center

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…

Philosophy for Young Children: A Practical Guide

ERIC Educational Resources Information Center

Gaut, Berys; Gaut, Morag

2011-01-01

Co-written by a professor of philosophy and a practising primary school teacher, "Philosophy for Young Children" is a concise, practical guide for teachers. It contains detailed session plans for 36 philosophical enquiries--enough for a year's work--that have all been successfully tried, tested and enjoyed with young children from the age of three…

Primary School Teachers' Inspection in Turkey: Primary School Teachers' Expectations about Inspectors' Guidance Roles and the Realisation Level of These Expectations

ERIC Educational Resources Information Center

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.…

Trigger Happy: The Troubling Trend of Primary School Closures in Glasgow City Schools

ERIC Educational Resources Information Center

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,…

Resources for Ensuring Quality School-to-Work Opportunities for Young Women. Draft.

ERIC Educational Resources Information Center

Wider Opportunities for Women, Inc., Washington, DC.

This annotated bibliography lists 49 resources for ensuring high quality school-to-work opportunities for young women. These resources are grouped into 10 categories: print material for middle and high school girls; videos for middle and high school girls; administrator/school guides; curriculum guides/resources for teachers; resources for…

Primary school accident reporting in one education authority

PubMed Central

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

An Evaluation of Primary School Students' Views about Noise Levels in School

ERIC Educational Resources Information Center

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…

Non-completion of upper secondary school among female and male young adults in an Arctic sociocultural context; the NAAHS study.

PubMed

Bania, Elisabeth Valmyr; Lydersen, Stian; Kvernmo, Siv

2016-09-13

Education is closely associated with health. Non-completion of upper secondary school influences academic achievement, employment, income and personal well-being. The purpose of the study is to explore predictors of non-completion of upper secondary school among female and male young adults in relation to mental health and educational factors in a socio-cultural, Arctic context. The Norwegian Arctic Adolescent Health Study (NAAHS) is a cross-sectional, school-based survey that was conducted in 2003-2005. Eighty-three percent of the population of 5,877 10th graders participated; 49.1%females, 450 reported indigenous Sami ethnicity, and 304 reported Laestadian affiliation. Data from NAAHS were merged with registry data from the National Education Database (NUDB) Norway for 3,987 adolescents who gave their consent for follow-up studies. Non-completion of upper secondary school was 36.9 % among females and 36.6 % among males. Among females, predictors for non-completion were related to mental health symptoms, and among males, to residency in the northernmost and remote areas and self-reported functional difficulties at school, home and in leisure activities due to mental health problems. There was marginal significance between ethnicity and non-completion of upper secondary school, measured at 41.3 % for Sami and 36.8 % for non-Sami, respectively. The gender differences found in this study emphasize the need for gender-specific interventions in preventing non-completion of upper secondary school. There is a need to recognize and treat extensive pro-social behaviour and social problems in young females. Young males from remote areas and those who in early adolescence struggle with functional impairment due to mental health problems need early interventions in lower secondary school. Enhancing parents' and teachers' ability to detect symptoms and problems as well as low-threshold health services starting in primary school can be effective means. Education, mental

Sexual behavior, pregnancy, and schooling among young people in urban South Africa.

PubMed

Marteleto, Letícia; Lam, David; Ranchhod, Vimal

2008-12-01

This study examines transitions in schooling, sexual activity, and pregnancy among adolescents and young adults in urban South Africa. Data are analyzed from the Cape Area Panel Study (CAPS), a recently collected longitudinal survey of young adults and their families in metropolitan Cape Town. We find that teen pregnancy is not entirely inconsistent with continued schooling, especially for African (black) women. More than 50 percent of African women who were pregnant at age 16 or 17 were enrolled in school the following year. We estimate probit regressions to identify the impact of individual and household characteristics on sexual debut, pregnancy, and school dropout between 2002 and 2005. We find that male and female students who performed well on a literacy and numeracy exam administered in 2002 were less likely than those who performed more poorly to become sexually active and less likely to drop out of school by 2005. Surprisingly, 14-16-year-olds who had completed more grades in school in 2002, conditional on their age, were more likely than those who had completed fewer grades to have become sexually active by 2005, a potential indicator of peer effects resulting from the wide dispersion in age per grade in South African schools. Overall, this study shows the importance of accounting for a measure that reflects the knowledge and skills of young people in an examination of their transitions to adulthood.

Primary care in Switzerland--no longer attractive for young physicians?

PubMed

Buddeberg-Fischer, Barbara; Klaghofer, Richard; Stamm, Martina; Marty, Franz; Dreiding, Philip; Zoller, Marco; Buddeberg, Claus

2006-07-08

A trend away from primary care (PC) to other specialties has been noted in Switzerland, as well as in the health-care systems of many other Western countries. The objective of the present study was to ascertain how many third-year residents graduating in 2001/02 from medical schools in German-speaking Switzerland wanted to become PC physicians (PCPs), whether this career goal was continuously followed, and how many subjects switched to or away from PC during residency. Data reported are from the third assessment of the longitudinal Swiss physicians' career development study, begun in 2001. In 2005, at the third assessment, 515 residents (53.8% females, 46.2% males) were asked what specialty qualifications and career goals they aspired to. In addition, participants' socio-demographic, personality, and career-related characteristics as well as their life goals were addressed. Of n = 515 (total sample) third-year residents, 81 had not yet decided on the medical field in which they wished to specialise, while 434 had made this decision. Of the latter, only 42 (9.7%) aspired to become PCPs. Twelve of the 42 future PCPs consistently mentioned PC as a career goal from graduation throughout residency. The other 30 subjects only decided on PC during the course of their residencies. A switch away from PC was also noted in the case of 19 subjects who on graduation or after the first year of residency aspired to become PCPs, but abandoned this goal after three years of residency. Future PCPs differ from those pursuing other specialties in terms of personal and career-related characteristics, as well as in their life goals, insofar as they are less career-orientated and regard having more time outside work a priority. There are few gender-based differences between female and male future PCPs. Primary care seems to hold little attraction as a career goal for young physicians. Residency experiences would seem to have more of an effect on choice of specialty than teaching

School Mobility and Developmental Outcomes in Young Adulthood

PubMed Central

Herbers, Janette E.; Reynolds, Arthur J.; Chen, Chin-Chih

2014-01-01

School mobility has been shown to increase the risk of poor achievement, behavior problems, grade retention, and high school drop-out. Using data over 25 years from the Chicago Longitudinal Study, we investigated the unique risk of school moves on a variety of young adult outcomes including educational attainment, occupational prestige, depression symptoms, and criminal arrests. We also investigated how the timing of school mobility, whether earlier or later in the academic career, may differentially predict these outcomes over and above associated risks. Results indicate that students who experience more school changes between kindergarten and twelfth grade are less likely to complete high school on time, complete fewer years of school, attain lower levels of occupational prestige, are more likely to experience symptoms of depression, and are more likely to be arrested as adults. Furthermore, the number of school moves predicted above and beyond associated risks such as residential mobility and family poverty. When timing of school mobility was examined, results indicated more negative outcomes associated with moves later in the grade school career, particularly between fourth and eighth grade. PMID:23627959

Schooling and Identity: A Qualitative Analysis of Self-Portrait Drawings of Young Indigenous People from Chiapas, Mexico

PubMed Central

Esteban-Guitart, Moises; Monreal-Bosch, Pilar; Perera, Santiago; Bastiani, José

2017-01-01

One of the features associated with schooling and formal education is their decontextualized nature, a characteristic that has been related to the advancement of logical abstract thinking. The aim of this study was to compare and contrast self-portraits through the graphical representations and verbal explanations made by young indigenous people from the Altos de Chiapas with different educational levels ranging from primary school to university. Participants were of the same age. The results show the abstract nature (as opposed to the concrete character) of some of the self-portraits made by the group of university students and the prevalence of individual aspects (rather than social contextual factors) especially within this same group. PMID:28119664

Schooling and Identity: A Qualitative Analysis of Self-Portrait Drawings of Young Indigenous People from Chiapas, Mexico.

PubMed

Esteban-Guitart, Moises; Monreal-Bosch, Pilar; Perera, Santiago; Bastiani, José

2016-01-01

One of the features associated with schooling and formal education is their decontextualized nature, a characteristic that has been related to the advancement of logical abstract thinking. The aim of this study was to compare and contrast self-portraits through the graphical representations and verbal explanations made by young indigenous people from the Altos de Chiapas with different educational levels ranging from primary school to university. Participants were of the same age. The results show the abstract nature (as opposed to the concrete character) of some of the self-portraits made by the group of university students and the prevalence of individual aspects (rather than social contextual factors) especially within this same group.

Study of Young People Permanently Excluded from School. Research Report.

ERIC Educational Resources Information Center

Daniels, Harry; Cole, Ted; Sellman, Edward; Sutton, Jane; Visser, John; Bedward, Julie

This study tracked the careers, over 2 years, of 193 young English people (particularly at-risk groups) after their permanent exclusion from mainstream schools during 9th, 10th, or 11th grade. The study investigated the impact of pre- and post-exclusion processes, provisions, and outcomes on these young people's life-chances and wider indicators…

Literacy Infrastructure, Access to Books, and the Implementation of the School Literacy Movement in Primary Schools in Indonesia

NASA Astrophysics Data System (ADS)

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.

School-Based Primary School Sexuality Education for Migrant Children in Beijing, China

ERIC Educational Resources Information Center

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…

Flying the "Active School Flag": Physical Activity Promotion through Self-Evaluation in Primary Schools in Ireland

ERIC Educational Resources Information Center

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…

Types and Influence of Social Support on School Engagement of Young Survivors of Leukemia

ERIC Educational Resources Information Center

Tougas, Anne-Marie; Jutras, Sylvie; Bigras, Marc

2016-01-01

The present study aimed to describe and explore the influence of social support on the school engagement of young survivors of pediatric leukemia. Fifty-three young Quebecers, previously diagnosed and treated for leukemia, completed a questionnaire measuring their school engagement and participated in an interview focusing on the support offered…

Cooperation between parents and school nurses in primary schools: parents' perceptions.

PubMed

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.

The Effect of Free Primary Education Policy on Late School Entry in Urban Primary Schools in Kenya

ERIC Educational Resources Information Center

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…

Philosophy in Primary Schools?

ERIC Educational Resources Information Center

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…

Exploring Human Capital with Primary Children: What We Learn in School "Does" Matter

ERIC Educational Resources Information Center

Meszaros, Bonnie T.; Suiter, Mary C.

2014-01-01

At an early age, young children often wonder why they must go to school. They may see the connection between practice and their ability to kick a soccer ball or to play a musical instrument, but seldom know the answer to the question, "Why is school important?" Elementary teachers can give young children the opportunity to learn that…

Outcomes for Young Children's Social Status from Playing Group Games: Experiences from a Primary School in Hong Kong

ERIC Educational Resources Information Center

Liu, Sylvia; Yuen, Mantak; Rao, Nirmala

2015-01-01

This exploratory study involved a structured group-games intervention to develop first-grade students' social competence. The effects were evaluated by assessing possible outcomes for the children's social status. A sample of 119 first-grade, mixed-ability students from a Hong Kong primary school participated in the sessions (63 boys, 56 girls:…

School Uniforms: A Qualitative Analysis of Aims and Accomplishments at Two Christian Schools

ERIC Educational Resources Information Center

Firmin, Michael; Smith, Suzanne; Perry, Lynsey

2006-01-01

Employing rigorous qualitative research methodology, we studied the implementation of two schools' uniform policies. Their primary intents were to eliminate competition, teach young people to dress appropriately, decrease nonacademic distractions, and lower the parental clothing costs. The young people differed with adults regarding whether or not…

Restructuring Schools for Young Adolescents. Issues in Education.

ERIC Educational Resources Information Center

Office of Educational Research and Improvement (ED), Washington, DC.

The schools attended by young adolescents must be transformed into "communities for learning" that provide students with a climate fostering their intellectual development. Such communities have high expectations for students, challenge them with an integrated curriculum, offer meaningful relationships with adults, and maintain an…

High School Size, Participation in Activities, and Young Adult Social Participation: Some Enduring Effects of Schooling.

ERIC Educational Resources Information Center

Lindsay, Paul

1984-01-01

This study evaluates a model predicting that school size affects student participation in extracurricular activities and that these leisure interests will continue in young adult life. High school social participation, it is hypothesized, also is influenced by curriculum track placement and academic performance, which are affected by student…

Particle physics for primary schools—enthusing future physicists

NASA Astrophysics Data System (ADS)

Pavlidou, M.; Lazzeroni, C.

2016-09-01

In recent years, the realisation that children make decisions and choices about subjects they like in primary school, became widely understood. For this reason academic establishments focus some of their public engagement activities towards the younger ages. Taking advantage of Professor Lazzeroni’s long-standing experience in particle physics research, during the last academic year we designed and trialled a particle physics workshop for primary schools. The workshop allows young children (ages 8-11) to learn the world of fundamental particles, use creative design to make particle models. The workshop has already been trialled in many primary schools, receiving very positive evaluation. The initial resources were reviewed and improved, based on the feedback received from school teachers and communicators.

Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students.

PubMed

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.

Epidemiological features and control of an outbreak of scarlet fever in a Perth primary school.

PubMed

Feeney, Kynan T; Dowse, Gary K; Keil, Anthony D; Mackaay, Christine; McLellan, Duncan

2005-01-01

Scarlet fever was associated with feared outbreaks and mortality in the 19th Century. It occurs sporadically in modern society and infection is readily treated with antibiotics. We report on a scarlet fever outbreak in children attending a primary school in Perth, Western Australia, in late 2003. A total of 13 cases were identified over a five week period. Six of the cases were pre-primary children (ages 4 to 5) from the same class of 26 children (attack rate 23.1%). Three of the remaining seven cases were older siblings of pre-primary cases who developed scarlet fever after their younger siblings. Screening of the children and teachers from the two pre-primary classes at the school yielded 12 positive pharyngeal swabs for group A Streptococcus. Emm-typing of the screening isolates indicated that a common strain was circulating within the outbreak pre-primary class, with four of six isolates identified as emm-type 3. The overall group A Streptococcus carriage rate in screened students in this class was 31.6 per cent and the carriage rate for emm-type 3 was 21.1 per cent. Carriers were treated with oral penicillin V to eradicate carriage and control the outbreak. No further cases of scarlet fever were reported after the treatment of pharyngeal carriers. Outbreaks of scarlet fever still occur in young children and identification and treatment of carriers may still be valuable.

Strengthening the Creative Transformational Leadership of Primary School Teachers

ERIC Educational Resources Information Center

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…

Does a Socio-Ecological School Model Promote Resilience in Primary Schools?

ERIC Educational Resources Information Center

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…

Relationship between school dropout and teen pregnancy among rural South African young women

PubMed Central

Rosenberg, Molly; Pettifor, Audrey; Miller, William C; Thirumurthy, Harsha; Emch, Michael; Afolabi, Sulaimon A; Kahn, Kathleen; Collinson, Mark; Tollman, Stephen

2015-01-01

BackgroundSexual activity may be less likely to occur during periods of school enrolment because of the structured and supervised environment provided, the education obtained and the safer peer networks encountered while enrolled. We examined whether school enrolment was associated with teen pregnancy in South Africa. MethodsUsing longitudinal demographic surveillance data from the rural Agincourt sub-district, we reconstructed the school enrolment status from 2000 through 2011 for 15 457 young women aged 12–18 years and linked them to the estimated conception date for each pregnancy during this time. We examined the effect of time-varying school enrolment on teen pregnancy using a Cox proportional hazard model, adjusting for: age; calendar year; household socioeconomic status; household size; and gender, educational attainment and employment of household head. A secondary analysis compared the incidence of pregnancy among school enrolees by calendar time: school term vs school holiday. ResultsSchool enrolment was associated with lower teen pregnancy rates [adjusted hazard ratio (95% confidence interval): 0.57 (0.50, 0.65)].This association was robust to potential misclassification of school enrolment. For those enrolled in school, pregnancy occurred less commonly during school term than during school holidays [incidence rate ratio (95% confidence interval): 0.90 (0.78, 1.04)]. ConclusionsYoung women who drop out of school may be at higher risk for teen pregnancy and could likely benefit from receipt of accessible and high quality sexual health services. Preventive interventions designed to keep young women in school or addressing the underlying causes of dropout may also help reduce the incidence of teen pregnancy. PMID:25716986

Relationship between school dropout and teen pregnancy among rural South African young women.

PubMed

Rosenberg, Molly; Pettifor, Audrey; Miller, William C; Thirumurthy, Harsha; Emch, Michael; Afolabi, Sulaimon A; Kahn, Kathleen; Collinson, Mark; Tollman, Stephen

2015-06-01

Sexual activity may be less likely to occur during periods of school enrolment because of the structured and supervised environment provided, the education obtained and the safer peer networks encountered while enrolled. We examined whether school enrolment was associated with teen pregnancy in South Africa. Using longitudinal demographic surveillance data from the rural Agincourt sub-district, we reconstructed the school enrolment status from 2000 through 2011 for 15 457 young women aged 12-18 years and linked them to the estimated conception date for each pregnancy during this time. We examined the effect of time-varying school enrolment on teen pregnancy using a Cox proportional hazard model, adjusting for: age; calendar year; household socioeconomic status; household size; and gender, educational attainment and employment of household head. A secondary analysis compared the incidence of pregnancy among school enrolees by calendar time: school term vs school holiday. School enrolment was associated with lower teen pregnancy rates [adjusted hazard ratio (95% confidence interval): 0.57 (0.50, 0.65)].This association was robust to potential misclassification of school enrolment. For those enrolled in school, pregnancy occurred less commonly during school term than during school holidays [incidence rate ratio (95% confidence interval): 0.90 (0.78, 1.04)]. Young women who drop out of school may be at higher risk for teen pregnancy and could likely benefit from receipt of accessible and high quality sexual health services. Preventive interventions designed to keep young women in school or addressing the underlying causes of dropout may also help reduce the incidence of teen pregnancy. © The Author 2015; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association.

Young Adolescents' Stress in School, Self-Reported Distress, and Academic Achievement: A Longitudinal Study in an Urban Middle School.

ERIC Educational Resources Information Center

Grannis, Joseph C.

In the 1982-1983 school year, the Public Education Association, an educational advocacy organization in New York City, undertook an action research project on young adolescents' stress in school. The project was located in one inner-city intermediate school for 4 years and is now following graduates of that school in the city's high schools. As…

Gender Bias in Singaporean Primary School English Coursebooks

ERIC Educational Resources Information Center

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…

Developmental precursors of young school-age children's hostile attribution bias.

PubMed

Choe, Daniel Ewon; Lane, Jonathan D; Grabell, Adam S; Olson, Sheryl L

2013-12-01

This prospective longitudinal study provides evidence of preschool-age precursors of hostile attribution bias in young school-age children, a topic that has received little empirical attention. We examined multiple risk domains, including laboratory and observational assessments of children's social-cognition, general cognitive functioning, effortful control, and peer aggression. Preschoolers (N = 231) with a more advanced theory-of-mind, better emotion understanding, and higher IQ made fewer hostile attributions of intent in the early school years. Further exploration of these significant predictors revealed that only certain components of these capacities (i.e., nonstereotypical emotion understanding, false-belief explanation, and verbal IQ) were robust predictors of a hostile attribution bias in young school-age children and were especially strong predictors among children with more advanced effortful control. These relations were prospective in nature-the effects of preschool variables persisted after accounting for similar variables at school age. We conclude by discussing the implications of our findings for future research and prevention. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Analyzing the Learning Styles of Pre-Service Primary School Teachers

ERIC Educational Resources Information Center

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,…

Effective School Evaluation in Primary Schools from the Dimension of Parents

ERIC Educational Resources Information Center

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…

Attendance, Achievement and Participation: Young Carers' Experiences of School in Australia

ERIC Educational Resources Information Center

Moore, Tim; McArthur, Morag; Morrow, Ros

2009-01-01

Schools play an important part in the lives of children and young people who have caring responsibilities for a family member with an illness, disability, alcohol or other drug problem or mental health condition but many of these "young carers" report difficulty in attending, achieving and participating in education. This qualitative…

Health education in primary school textbooks in iran in school year 2010-2011.

PubMed

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.

School nurses' perspectives on managing mental health problems in children and young people.

PubMed

Pryjmachuk, Steven; Graham, Tanya; Haddad, Mark; Tylee, Andre

2012-03-01

To explore the views of school nurses regarding mental health problems in young people and their potential for engaging in mental health work with this client group. Mental health problems in children and young people are an important public health issue. Universal children's services play a key role in identifying and managing these problems and, while school nurses have an important function in this work, little is known about their views on this aspect of their role. A qualitative research design employing focus group methodology. School nurses (n = 33) were purposively sampled from four school nursing teams in two English cities for a series of focus groups. The focus group data were audio-recorded, transcribed and subsequently analysed using 'framework'. Four principal themes emerged from the data. In these themes, school nurses were found to value their involvement with the mental health of young people, recognising this as an important area of practice. Several obstacles to their work in this area were identified: heavy workloads, professional rivalries, a lack of confidence and limited education and training opportunities. The importance of support from local specialist mental health teams was emphasised. School nurses can be engaged in mental health work though, as public health specialists, their role should focus on health promotion, assessment, signposting and early intervention activities. To facilitate mental health work, school nurses are able to draw on established interpersonal skills and supportive networks; however, workload and a lack of confidence need to be managed and it is important that they are supported by constructive relationships with local specialist mental health teams. This study has implications for nurses and healthcare practitioners interested in enhancing the mental health of children and young people in school settings. © 2011 Blackwell Publishing Ltd.

"They're younger… it's harder." Primary providers' perspectives on hypertension management in young adults: a multicenter qualitative study.

PubMed

Johnson, Heather M; Warner, Ryan C; Bartels, Christie M; LaMantia, Jamie N

2017-01-03

Young adults (18-39 year-olds) have the lowest hypertension control rates among adults with hypertension in the United States. Unique barriers to hypertension management in young adults with primary care access compared to older adults have not been evaluated. Understanding these differences will inform the development of hypertension interventions tailored to young adults. The goals of this multicenter study were to explore primary care providers' perspectives on barriers to diagnosing, treating, and controlling hypertension among young adults with regular primary care. Primary care providers (physicians and advanced practice providers) actively managing young adults with uncontrolled hypertension were recruited by the Wisconsin Research & Education Network (WREN), a statewide practice-based research network. Semi-structured qualitative interviews were conducted in three diverse Midwestern clinical practices (academic, rural, and urban clinics) using a semi-structured interview guide, and content analysis was performed. Primary care providers identified unique barriers across standard hypertension healthcare delivery practices for young adults. Altered self-identity, greater blood pressure variability, and unintended consequences of medication initiation were critical hypertension control barriers among young adults. Gender differences among young adults were also noted as barriers to hypertension follow-up and antihypertensive medication initiation. Tailored interventions addressing the unique barriers of young adults are needed to improve population hypertension control. Augmenting traditional clinic structure to support the "health identity" of young adults and self-management skills are promising next steps to improve hypertension healthcare delivery.

Design Considerations for Construction of Rural Primary Schools.

ERIC Educational Resources Information Center

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…

Agency and Reflexivity in Boomtown Transitions: Young People Deciding on a School and Work Direction

ERIC Educational Resources Information Center

O'Connor, Christopher D.

2014-01-01

In recent decades, young people's transitions from school to work have undergone substantial changes. As young people make their way from compulsory schooling to employment, they find themselves having to navigate an increasingly complex, technologically innovative and globalised world. These social changes have prompted youth researchers to…

Quality of Primary Education Inputs in Urban Schools: Evidence from Nairobi

ERIC Educational Resources Information Center

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…

Children's Exposure to Radon in Nursery and Primary Schools.

PubMed

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.

Predictors of substance use among young adults transitioning away from high school: a narrative review.

PubMed

Kirst, Maritt; Mecredy, Graham; Borland, Tracey; Chaiton, Michael

2014-11-01

Young adulthood has been shown to be a time of increased substance use. Yet, not enough is known about which factors contribute to initiation and progression of substance use among young adults specifically during the transition year away from high school. A narrative review was undertaken to increase understanding of the predictors of changes in use of tobacco, alcohol, cannabis, other illicit drugs, and mental health problems among young adults during the transition period after high school. A review of academic literature examining predictors of the use of tobacco, alcohol and cannabis, and co-morbidities (e.g., co-occurring substance use and/or mental health issues) among young adults transitioning from high school to post-secondary education or the workforce. Twenty six studies were included in the review. The majority of the studies (19) examined substance use during the transition from high school to post-secondary settings. Seven studies examined substance use in post-secondary settings. The studies consistently found that substance use increases among young adults as they transition away from high school. During the transition away from high school, common predictors of substance use include substance use in high school, and peer influence. Common predictors of substance use in post-secondary education include previous substance use, peer influence, psychological factors and mental health issues. Conclusions/Importance: Further research on social contextual influences on substance use, mental health issues, gender differences and availability of substances during the transition period is needed to inform the development of new preventive interventions for this age group.

Inclusive Education: Proclamations or Reality (Primary School Teachers' View)

ERIC Educational Resources Information Center

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…

Indoor environmental quality in a 'low allergen' school and three standard primary schools in Western Australia.

PubMed

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.

Postinfancy growth, schooling, and cognitive achievement: Young Lives.

PubMed

Crookston, Benjamin T; Schott, Whitney; Cueto, Santiago; Dearden, Kirk A; Engle, Patrice; Georgiadis, Andreas; Lundeen, Elizabeth A; Penny, Mary E; Stein, Aryeh D; Behrman, Jere R

2013-12-01

Early life growth failure and resulting cognitive deficits are often assumed to be very difficult to reverse after infancy. We used data from Young Lives, which is an observational cohort of 8062 children in Ethiopia, India, Peru, and Vietnam, to determine whether changes in growth after infancy are associated with schooling and cognitive achievement at age 8 y. We represented the growth by height-for-age z score at 1 y [HAZ(1)] and height-for-age z score at 8 y that was not predicted by the HAZ(1). We also characterized growth as recovered (stunted at age 1 y and not at age 8 y), faltered (not stunted at age 1 y and stunted at age 8 y), persistently stunted (stunted at ages 1 and 8 y), or never stunted (not stunted at ages 1 and 8 y). Outcome measures were assessed at age 8 y. The HAZ(1) was inversely associated with overage for grade and positively associated with mathematics achievement, reading comprehension, and receptive vocabulary. Unpredicted growth from 1 to 8 y of age was also inversely associated with overage for grade (OR range across countries: 0.80-0.84) and positively associated with mathematics achievement (effect-size range: 0.05-0.10), reading comprehension (0.02-0.10), and receptive vocabulary (0.04-0.08). Children who recovered in linear growth had better outcomes than did children who were persistently stunted but were not generally different from children who experienced growth faltering. Improvements in child growth after early faltering might have significant benefits on schooling and cognitive achievement. Hence, although early interventions remain critical, interventions to improve the nutrition of preprimary and early primary school-age children also merit consideration.

Healthy lifestyle promotion in primary schools through the board game Kaledo: a pilot cluster randomized trial.

PubMed

Viggiano, Emanuela; Viggiano, Alessandro; Di Costanzo, Anna; Viggiano, Adela; Viggiano, Andrea; Andreozzi, Eleonora; Romano, Vincenzo; Vicidomini, Claudia; Di Tuoro, Daniela; Gargano, Giuliana; Incarnato, Lucia; Fevola, Celeste; Volta, Pietro; Tolomeo, Caterina; Scianni, Giuseppina; Santangelo, Caterina; Apicella, Maria; Battista, Roberta; Raia, Maddalena; Valentino, Ilaria; Palumbo, Marianna; Messina, Giovanni; Messina, Antonietta; Monda, Marcellino; De Luca, Bruno; Amaro, Salvatore

2018-01-20

programs in middle and high school students. What is New: • Investigating the effects of Kaledo on younger primary school children (7-11 year olds), Kaledo could be an effective tool in obesity prevention programs for children as young as 7 years old.

Expository Language Skills of Young School-Age Children

ERIC Educational Resources Information Center

Westerveld, Marleen F.; Moran, Catherine A.

2011-01-01

Purpose: This research investigated the expository language skills of young school-age children with the ultimate aim of obtaining normative data for clinical practice. Specifically, this study examined (a) the level of expository language performance of 6- and 7-year-old children with typical development and (b) age-related differences between…

Primary School Buildings in Asia: Administration, Facilities and Programmes.

ERIC Educational Resources Information Center

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…

Sickle cell, habitual dys-positions and fragile dispositions: young people with sickle cell at school

PubMed Central

Dyson, Simon M; Atkin, Karl; Culley, Lorraine A; Dyson, Sue E; Evans, Hala

2011-01-01

The experiences of young people living with a sickle cell disorder in schools in England are reported through a thematic analysis of forty interviews, using Bourdieu’s notions of field, capital and habitus. Young people with sickle cell are found to be habitually dys-positioned between the demands of the clinic for health maintenance through self-care and the field of the school, with its emphases on routines, consistent attendance and contextual demands for active and passive pupil behaviour. The tactics or dispositions that young people living with sickle cell can then employ, during strategy and struggle at school, are therefore fragile: they work only contingently, transiently or have the unintended consequences of displacing other valued social relations. The dispositions of the young people with sickle cell are framed by other social struggles: innovations in school procedures merely address aspects of sickle cell in isolation and are not consolidated into comprehensive policies; mothers inform, liaise, negotiate and advocate in support of a child with sickle cell but with limited success. Reactions of teachers and peers to sickle cell have the enduring potential to drain the somatic, cultural and social capital of young people living with sickle cell. PMID:21375541

Young people with depression and their experience accessing an enhanced primary care service for youth with emerging mental health problems: a qualitative study.

PubMed

McCann, Terence V; Lubman, Dan I

2012-08-01

Despite the emergence of mental health problems during adolescence and early adulthood, many young people encounter difficulties accessing appropriate services. In response to this gap, the Australian Government recently established new enhanced primary care services (headspace) that target young people with emerging mental health problems. In this study, we examine the experience of young people with depression accessing one of these services, with a focus on understanding how they access the service and the difficulties they encounter in the process. Individual, in-depth, audio-recorded interviews were used to collect data. Twenty-six young people with depression were recruited from a headspace site in Melbourne, Australia. Interpretative phenomenological analysis was used to analyse the data. Four overlapping themes were identified in the data. First, school counsellors as access mediators, highlights the prominent role school counsellors have in facilitating student access to the service. Second, location as an access facilitator and inhibitor. Although the service is accessible by public transport, it is less so to those who do not live near public transport. Third, encountering barriers accessing the service initially. Two main service access barriers were experienced: unfamiliarity with the service, and delays in obtaining initial appointments for ongoing therapy. Finally, the service's funding model acts as an access facilitator and barrier. While the model provides a low or no cost services initially, it limits the number of funded sessions, and this can be problematic. Young people have contrasting experiences accessing the service. School counsellors have an influential role in facilitating access, and its close proximity to public transport enhances access. The service needs to become more prominent in young people's consciousness, while the appointment system would benefit from providing more timely appointments with therapists. The service's funding

Young people with depression and their experience accessing an enhanced primary care service for youth with emerging mental health problems: a qualitative study

PubMed Central

2012-01-01

Background Despite the emergence of mental health problems during adolescence and early adulthood, many young people encounter difficulties accessing appropriate services. In response to this gap, the Australian Government recently established new enhanced primary care services (headspace) that target young people with emerging mental health problems. In this study, we examine the experience of young people with depression accessing one of these services, with a focus on understanding how they access the service and the difficulties they encounter in the process. Method Individual, in-depth, audio-recorded interviews were used to collect data. Twenty-six young people with depression were recruited from a headspace site in Melbourne, Australia. Interpretative phenomenological analysis was used to analyse the data. Results Four overlapping themes were identified in the data. First, school counsellors as access mediators, highlights the prominent role school counsellors have in facilitating student access to the service. Second, location as an access facilitator and inhibitor. Although the service is accessible by public transport, it is less so to those who do not live near public transport. Third, encountering barriers accessing the service initially. Two main service access barriers were experienced: unfamiliarity with the service, and delays in obtaining initial appointments for ongoing therapy. Finally, the service’s funding model acts as an access facilitator and barrier. While the model provides a low or no cost services initially, it limits the number of funded sessions, and this can be problematic. Conclusions Young people have contrasting experiences accessing the service. School counsellors have an influential role in facilitating access, and its close proximity to public transport enhances access. The service needs to become more prominent in young people’s consciousness, while the appointment system would benefit from providing more timely

Religion and Primary School Choice in Ireland: School Institutional Identities and Student Profile

ERIC Educational Resources Information Center

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.…

Primary School Councils: Organization, Composition and Head Teacher Perceptions and Values

ERIC Educational Resources Information Center

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…

Cooperative Learning in Science: Follow-up from primary to high school

NASA Astrophysics Data System (ADS)

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.

Success in These Schools? Visual Counternarratives of Young Men of Color and Urban High Schools They Attend

ERIC Educational Resources Information Center

Harper, Shaun R.

2015-01-01

The overwhelming majority of published scholarship on urban high schools in the United States focuses on problems of inadequacy, instability, underperformance, and violence. Similarly, across all schooling contexts, most of what has been written about young men of color continually reinforces deficit narratives about their educational possibility.…

Dispelling Stereotypes of Young People Who Leave School before Graduation. "Don't Call Them Dropouts" Research Series. Research Brief

ERIC Educational Resources Information Center

Center for Promise, 2016

2016-01-01

The number of young people who leave school before graduation continues to be a problem in the United States, with approximately 485,000 young people leaving school each year. Not graduating translates to substantial individual and societal economic, civic, and social costs. Understanding the factors that lead young people to leave school can have…

Blackboard Bullies: Workplace Bullying in Primary Schools

ERIC Educational Resources Information Center

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…

Primary School Teachers' Opinion on Digital Textbooks

ERIC Educational Resources Information Center

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…

Pre-Service Primary School Teachers' Spatial Abilities

ERIC Educational Resources Information Center

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…

The Directive Communication of Australian Primary School Principals

ERIC Educational Resources Information Center

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,…

Left behind and left out: The impact of the school environment on young people with continence problems.

PubMed

Whale, Katie; Cramer, Helen; Joinson, Carol

2018-05-01

To explore the impact of the secondary school environment on young people with continence problems. In-depth qualitative semi-structured interviews. We interviewed 20 young people aged 11-19 years (11 female and nine male) with continence problems (daytime wetting, bedwetting, and/or soiling). Interviews were conducted by Skype (n = 11) and telephone (n = 9). Transcripts were analysed using inductive thematic analysis. We generated five main themes: (1) Boundaries of disclosure: friends and teachers; (2) Social consequences of avoidance and deceit; (3) Strict and oblivious gatekeepers; (4) Intimate actions in public spaces; and (5) Interrupted learning. Disclosure of continence problems at school to both friends and teachers was rare, due to the perceived stigma and fears of bullying and social isolation. The lack of disclosure to teachers and other school staff, such as pastoral care staff, creates challenges in how best to support these young people. Young people with continence problems require unrestricted access to private and adequate toilet facilities during the school day. There is a need for inclusive toilet access policies and improved toilet standards in schools. Addressing the challenges faced by young people with continence problems at school could help to remove the barriers to successful self-management of their symptoms. It is particularly concerning that young people with continence problems are at higher risk of academic underachievement. Increased support at school is needed to enable young people with continence problems to achieve their academic potential. Statement of Contribution What is already known on this subject? Continence problems are among the most common paediatric health problems Self-management of continence problems requires a structured schedule of fluid intake and bladder emptying Inadequate toilet facilities and restricted access make it difficult for young people to manage their incontinence What does this study add

Policy commitments vs. lived realities of young pregnant women and mothers in school, Western Cape, South Africa.

PubMed

Ngabaza, Sisa; Shefer, Tamara

2013-05-01

Reproductive rights in South Africa continue to be undermined for young women who fall pregnant and become mothers while still at school. Before 1994, exclusionary practices were common and the majority of those who fell pregnant failed to resume their education. With the adoption of new policies in 2007, young pregnant women and mothers are supposed to be supported to complete school successfully. Notwithstanding these new policies, there are incongruities between policy implementation and young women's lived experience in school. This paper explores the experiences of pregnancy and parenting among a group of 15 young women who fell pregnant and became mothers while attending three high schools in Khayelitsha township, a working-class community in the Western Cape of South Africa. Qualitative, in-depth interviews, conducted between 2007 and 2008, highlighted two key areas of concern: continuing exclusionary practices on the part of schools, based on conservative interpretations of policy, and negative and moralistic responses from teachers and peers. Such practices resulted in secrecy and shame about being pregnant, affecting the young women's emotional and physical well-being and their decisions whether to remain in school during pregnancy and return after having the baby. Further attention is required to ensure appropriate implementation of policies aimed at supporting pregnant and parenting young women to complete their education successfully. Copyright © 2013 Reproductive Health Matters. Published by Elsevier Ltd. All rights reserved.

Teacher and peer reports of overweight and bullying among young primary school children.

PubMed

Jansen, Pauline W; Verlinden, Marina; Dommisse-van Berkel, Anke; Mieloo, Cathelijne L; Raat, Hein; Hofman, Albert; Jaddoe, Vincent W V; Verhulst, Frank C; Jansen, Wilma; Tiemeier, Henning

2014-09-01

Overweight is a potential risk factor for peer victimization in late childhood and adolescence. The current study investigated the association between BMI in early primary school and different bullying involvement roles (uninvolved, bully, victim, and bully-victim) as reported by teachers and children themselves. In a population-based study in the Netherlands, measured BMI and teacher-reported bullying behavior were available for 4364 children (mean age = 6.2 years). In a subsample of 1327 children, a peer nomination method was used to obtain child reports of bullying. In both teacher- and child-reported data, a higher BMI was associated with more victimization and more bullying perpetration. For instance, a 1-point increase in BMI was associated with a 0.05 increase on the standardized teacher-reported victimization score (95% confidence interval, 0.03 to 0.07; P < .001). Combining the victimization and bullying scores into different types of bullying involvement showed that children with obesity, but not children with overweight, had a significantly higher risk to be a bully-victim (odds ratio = 2.25; 95% confidence interval, 1.62 to 3.14) than normal-weight peers. At school entry, a high BMI is a risk factor associated with victimization and bullying perpetration, with obese children particularly likely to be victims and aggressors. Results were consistent for teacher and child reports of bullying, supporting the validity of our findings. Possibly, obesity triggers peer problems, but the association may also reflect a common underlying cause that makes obese children vulnerable to bullying involvement. Copyright © 2014 by the American Academy of Pediatrics.

Health, safety and environment conditions in primary schools of Northern Iran.

PubMed

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.

What Can Be Learned from the Roller Coaster Journeys of Young People Making Ultimately Successful Transitions beyond School?

ERIC Educational Resources Information Center

Bryce, Jennifer; Anderson, Michelle

2008-01-01

This project investigated the interrelationships between family expectations and young people's post-school plans. All of the participants were from financially disadvantaged families. The research used interviews to understand these young people's perspectives of their transition experiences: the ways in which young people's school experiences…

Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia.

PubMed

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.

Personal Smartphones in Primary School: Devices for a PLE?

ERIC Educational Resources Information Center

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…

Primary School Teachers' Perceptions of Mathematical Reasoning

ERIC Educational Resources Information Center

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…

Non-contact Time for Primary School Teachers.

ERIC Educational Resources Information Center

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…

Moral and Democratic Education in Public Primary Schools.

ERIC Educational Resources Information Center

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,…

Revisiting Primary School Dropout in Rural Cambodia

ERIC Educational Resources Information Center

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.…

[Analysis on absentees due to injury during 2012-2013 school year from 32 primary schools in Hubei province].

PubMed

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.

Perspectives on English Teacher Development in Rural Primary Schools in China

ERIC Educational Resources Information Center

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…

Ability Grouping Practices in the Primary School: A Survey.

ERIC Educational Resources Information Center

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)

Australian "Play School": Viewing and Post-Viewing Behaviours in Young Children

ERIC Educational Resources Information Center

Harrison, Cathie Anne; van Vliet, Helen Elizabeth; Anderson, Tracy

2012-01-01

Australian "Play School" is a children's television programme developed in collaboration with early childhood educators. It is screened free to air across Australia. Two hundred and twenty-four adult carers of young children aged 1-8 years completed an online survey via a link on the "Play School" website. The survey addressed…

Archetype and object: primary deintegration and primary love in analytical play therapy with young children.

PubMed

Peery, J Craig

2002-07-01

Jungian and post-Jungian theory of the development of the child's psyche is reviewed. A discrimination between primary and secondary deintegration is suggested. Post-Freudian theory regarding primary object relations is integrated with the Jungian model. The two approaches can contribute synergistically to inform and advance play therapy with young children. Patients from widely diverse cultural backgrounds use their relationship with the therapist as a helpful person (object), and engage in archetypal material from the collective unconscious, to help them work on and through their unresolved emotional issues.

The Development of Visionary Leadership Administrators in Thai Primary School

ERIC Educational Resources Information Center

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…

Women's Political Empowerment and Investments in Primary Schooling in India.

PubMed

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.

Positioning the School in the Landscape: Exploring Black History with a Regional Australian Primary School

ERIC Educational Resources Information Center

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…

Integrating STEM into the Primary School Curriculum

ERIC Educational Resources Information Center

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…

Cluster randomised controlled trial of 'whole school' child maltreatment prevention programme in primary schools in Northern Ireland: study protocol for Keeping Safe.

PubMed

McElearney, Aisling; Brennan-Wilson, Aoibheann; Murphy, Christina; Stephenson, Phyllis; Bunting, Brendan

2018-05-03

Child maltreatment has a pervasive, detrimental impact on children's wellbeing. Despite a growing focus on prevention through school based education, few programmes adopt a whole- school approach, are multi-component, seek to address all forms of maltreatment, or indeed have been robustly evaluated. This paper describes a cluster randomised controlled trial designed to evaluate a school based child maltreatment prevention programme: 'Keeping Safe' in primary schools in Northern Ireland. The intervention has been designed by a non-profit agency. Programme resources include 63 lessons taught incrementally to children between four and 11 years old, and is premised on three core themes: healthy relationships, my body, and being safe. There are programme resources to engage parents and to build the capacity and skills of school staff. A cluster Randomised Controlled Trial (RCT) will be conducted with children in 80 schools over a two-year period. The unit of randomisation is the school. Schools will be allocated to intervention or wait-list control groups using a computer-generated list. Data will be collected at three time points: baseline, end of year one, and end of year two of programme implementation. Primary outcomes will include: children's understanding of key programme concepts, self-efficacy to keep safe in situations of maltreatment, anxiety arising from programme participation, and disclosure of maltreatment. Secondary outcomes include teachers' comfort and confidence in teaching the programme and parents' confidence in talking to their children about programme concepts. This RCT will address gaps in current practice and evidence regarding school based child maltreatment prevention programmes. This includes the use of a whole- school approach and multi-component programme that addresses all maltreatment concepts, a two-year period of programme implementation, and the tracking of outcomes for children, parents, and teachers. Methodologically, it will extend

Role of school teachers in identifying attention deficit hyperactivity disorder among primary school children in Mansoura, Egypt.

PubMed

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.

Primary Teacher Identity, Commitment and Career in Performative School Cultures

ERIC Educational Resources Information Center

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.…

Quality Control in Primary Schools: Progress from 2001-2006

ERIC Educational Resources Information Center

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…

Primary School Children and Self Harm: The Emotional Impact upon Education Professionals, and Their Understandings of Why Children Self Harm and How This Is Managed

ERIC Educational Resources Information Center

Simm, Rebecca; Roen, Katrina; Daiches, Anna

2010-01-01

There is evidence suggesting that self harm among young people is beginning earlier, in childhood and adolescent years. This paper reports on a qualitative study of primary school staff responses to self harm among children. Some studies with adolescents show self harm presents challenges to education professionals who may lack training or…

A Survey of Rural Primary School Music Education in Northeastern China

ERIC Educational Resources Information Center

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…

Teachers' Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

ERIC Educational Resources Information Center

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…

Parents, Mental Illness, and the Primary Health Care of Infants and Young Children.

ERIC Educational Resources Information Center

Fenichel, Emily, Ed.

1993-01-01

This bulletin issue contains five papers on the theme of adults with mental illness who are parents of very young children. "Parents, Mental Illness, and the Primary Health Care of Infants and Young Children" (John N. Constantino) offers the experience of a trainee in a combined residency in pediatrics and psychiatry, focusing on…

Primary school children and teachers discover the nature and science of planet Earth and Mars

NASA Astrophysics Data System (ADS)

Kleinhans, Maarten; Verkade, Alex; Bastings, Mirjam; Reichwein, Maarten

2016-04-01

For various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught at all, examination systems often favour technological tricks and knowledge of the 'right' answer over the process of investigation and logical reasoning towards that answer. Over the long term, this is not conducive to curiosity and scientific attitude in large parts of the population. Since the problem is more serious in primary than in secondary education, and as children start their school career with a natural curiosity and great energy to explore their world, we focus our efforts on primary school teachers in close collaboration with teachers and researchers. Our objective was to spark children's curiosity and their motivation to learn and discover, as well as to help teachers develop self-afficacy in science education. To this end we developed a three-step program with a classroom game and sand-box experiments related to planet Earth and Mars. The classroom game Expedition Mundus simulates science in its focus on asking questions, reasoning towards answers on the basis of multiple sources and collaboration as well as growth of knowledge. Planet Mundus is entirely fictitional to avoid differences in foreknowledge between pupils. The game was tested in hundreds of classes in primary schools and the first years of secondary education and was printed (in Dutch) and distributed over thousands of schools as part of teacher education through university science hubs. Expedition Mundus was developed by the Young Academy of the Royal Netherlands Academy of Arts and Sciences and De Praktijk. The tested translations in English and German are available on http://www.expeditionmundus.org. Following the classroom game, we conducted simple landscape experiments in sand boxes supported by google earth imagery of real rivers, fans and deltas on Earth and Mars. This was loosely based on our fluvial morphodynamics research. This, in the presence of a

Framing Literacy Policy: Power and Policy Drivers in Primary Schools

ERIC Educational Resources Information Center

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…

Oral Health Knowledge, Attitude, and Approaches of Pre-Primary and Primary School Teachers in Mumbai, India.

PubMed

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.

Improving Achievement in Science in Primary and Secondary Schools. Improving Series

ERIC Educational Resources Information Center

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…

Efficacy of an Evidence-Based Literacy Preparation Program for Young Children Beginning School

ERIC Educational Resources Information Center

Wheldall, Robyn; Glenn, Katharine; Arakelian, Sarah; Madelaine, Alison; Reynolds, Meree; Wheldall, Kevin

2016-01-01

This study aimed to provide evidence regarding the efficacy of an early literacy preparation program, "PreLit", designed to improve the skills of young Australian children. Participants comprised 240 children in eight schools attending their first year of schooling. Children in the four experimental group schools received instruction in…

Towards a Learning Identity: Young People Becoming Learners after Leaving School

ERIC Educational Resources Information Center

Higgins, Jane

2013-01-01

This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET). At the time of this research all had moved into a learning environment of some…

School Contextual Experiences and Longitudinal Changes in Depressive Symptoms from Adolescence to Young Adulthood

ERIC Educational Resources Information Center

Wickrama, Thulitha; Vazsonyi, Alexander T.

2011-01-01

The current study examined the direct and multiplicative influences by adolescent school context experiences (disengagement and maltreatment) and contextual characteristics (school minority concentration and school aggregated family poverty) on changes in depressive symptoms from adolescence to young adulthood. Adolescent experiences with…

Evaluation of the Effectiveness of a Primary Preventive Dental Health Education Programme Implemented Through School Teachers for Primary School Children in Mysore City

PubMed Central

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

The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda.

PubMed

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

Retrieval Practice, with or without Mind Mapping, Boosts Fact Learning in Primary School Children

PubMed Central

Ritchie, Stuart J.; Della Sala, Sergio; McIntosh, Robert D.

2013-01-01

Retrieval practice is a method of study in which testing is incorporated into the learning process. This method is known to facilitate recall for facts in adults and in secondary-school-age children, but existing studies in younger children are somewhat limited in their practical applicability. In two studies of primary school-age children of 8–12 years, we tested retrieval practice along with another study technique, mind mapping, which is more widely-used, but less well-evidenced. Children studied novel geographical facts, with or without retrieval practice and with or without mind mapping, in a crossed-factorial between-subjects design. In Experiment 1, children in the retrieval practice condition recalled significantly more facts four days later. In Experiment 2, this benefit was replicated at one and five weeks in a different, larger sample of schoolchildren. No consistent effects of mind mapping were observed. These results underline the effectiveness of retrieval practice for fact learning in young children. PMID:24265738

Grade Configurations for Educating Young Adolescents Are Still Crazy after All These Years

ERIC Educational Resources Information Center

Mizell, Hayes

2005-01-01

Many school systems have so much difficulty when it comes to educating students between the ages of 12 and 15. There seems to be perennial dissatisfaction with how public schools educate these "young adolescents." The grade configurations of schools varied, but the dominant pattern was eight years of primary school followed by four years…

Science in the Scottish Primary School Curriculum

ERIC Educational Resources Information Center

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…

The HMI Report on Primary Schools.

ERIC Educational Resources Information Center

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)

Teacher and Peer Support for Young Adolescents' Motivation, Engagement, and School Belonging

ERIC Educational Resources Information Center

Kiefer, Sarah M.; Alley, Kathleen M.; Ellerbrock, Cheryl R.

2015-01-01

The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents' academic motivation, classroom engagement, and school belonging within one large, urban, ethnically diverse middle school. In the initial quantitative phase, associations among aspects of teacher support (autonomy,…

Creativity and Performativity Policies in Primary School Cultures

ERIC Educational Resources Information Center

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…

Tackling Behaviour in Your Primary School: A Practical Handbook for Teachers

ERIC Educational Resources Information Center

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…

Primary School Teacher Perceived Self-Efficacy to Teach Fundamental Motor Skills

ERIC Educational Resources Information Center

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…

Application of Total Quality Management System in Thai Primary Schools

ERIC Educational Resources Information Center

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,…

What Teachers Want: Supporting Primary School Teachers in Teaching Science

ERIC Educational Resources Information Center

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…

Primary care careers among recent graduates of research-intensive private and public medical schools.

PubMed

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.

Developmentally Appropriate Practices in the Primary Program: A Survey of Primary School Teachers.

ERIC Educational Resources Information Center

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…

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

PubMed Central

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

Primary Childhood School Success Scale.

ERIC Educational Resources Information Center

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…

Children’s Exposure to Radon in Nursery and Primary Schools

PubMed Central

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

Elephants, Donuts and Hamburgers: Young Children Co-operating To Co-operate and Co-operating To Compete in Two Primary Schools.

ERIC Educational Resources Information Center

Maras, P.; Lewis, A.; Simonds, L.

1999-01-01

Presents a study in which 152 5- to 6-year-old children worked alone or in groups, cooperatively and competitively, over four weeks. Identifies three traits: individualism/collectivism, sociability, and altruism. Examines these traits by gender and age. Discusses implications for primary school pedagogy and social psychological research. (CMK)

Children as Researchers in Primary Schools: Choice, Voice and Participation

ERIC Educational Resources Information Center

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…

Leading Curriculum Innovation in Primary Schools Project: A Final Report

ERIC Educational Resources Information Center

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…

Inequality in the First Year of Primary School. CES Briefing.

ERIC Educational Resources Information Center

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…

Where is Music Education in Our Primary Schools?

ERIC Educational Resources Information Center

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)

Young students as participants in school health promotion: an intervention study in a Swedish elementary school.

PubMed

Gådin, Katja Gillander; Weiner, Gaby; Ahlgren, Christina

2009-12-01

The aim was to analyse if young students could be substantive participants in a health-promoting school project. The specific aims were to analyse the changes the students proposed in their school environment, how these changes were prioritized by a school health committee and to discuss the students' proposals and the changes from a health and gender perspective. An intervention project was carried out in an elementary school with students (about 150) in Grades 1 through 6. The intervention included small-group discussions about health promoting factors, following a health education model referred to as "It's your decision." At the last of 6 discussions, the students made suggestions for health-promoting changes in their school environment. A health committee was established with students and staff for the purpose of initiating changes based on the proposals. A content analysis was used to analyse the proposals and the protocols developed by the health committee. The analysis showed 6 categories of the students' proposals: social climate, influence on schoolwork, structure and orderliness, security, physical environment and food for well-being. Their priorities corresponded to the students' categories, but had an additional category regarding health education. Principles that guide promoting good health in schools can be put into action among students as young as those in Grades 1 through 6. Future challenges include how to convey experiences and knowledge to other schools and how to evaluate if inequalities in health because of gender, class and ethnicity can be reduced through the focus on empowerment and participation.

Transitions from School for Young Adults with Intellectual Disability: Parental Perspectives on "Life as an Adjustment"

ERIC Educational Resources Information Center

Davies, Michael D.; Beamish, Wendi

2009-01-01

Background: Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method: A…

Preferences of young physicians at community hospitals regarding academic research training through graduate school: a cross-sectional research.

PubMed

Kurita, Noriaki; Murakami, Minoru; Shimizu, Sayaka; Kumasawa, Junji; Azuma, Teruhisa; Kataoka, Yuki; Yamamoto, Shungo; Fukuma, Shingo; Yamamoto, Yosuke; Fukuhara, Shunichi

2016-04-21

Desire to attend graduate school for academic research training following the mandatory two-year clinical internship is unknown among young Japanese physicians who work at community hospitals after their internship. The aim of this study is to determine opinions and factors regarding pursuing higher education through graduate school among young physicians who work at community hospitals after their two-year internship. This cross-sectional survey was conducted among young physicians working at community hospitals after their two-year internship. We examined the percentage of young physicians considering higher education through graduate school, the planned timing and field of enrollment among those wanting to enroll, and reasons for not continuing their education among those with no such plans. The association between desire to enroll in graduate school and background characteristics was examined using modified least-squares regression to estimate proportion difference. Among 127 (73.2% internal medicine specialists, median age 30 years) physicians in 33 hospitals, 71 (55.9%) stated that they wished to enroll in graduate school. The most frequently reported timing was 7-8 years after graduation from medical school. Those who stated no desire to attend graduate school cited concerns about the quality of training or not having enough knowledge to choose an appropriate laboratory or field, among other reasons. Increased number of years since graduating medical school [adjusted proportion difference (PD) -6.0%, 95% confidence interval (95% CI) -9.8 to -2.3%], being a woman with children [adjusted PD -53.4%, 95% CI -87.3 to -19.5% (vs. a man not having children)], and completing their two-year internship at both university and community hospitals [adjusted PD -40.3%, 95% CI -72.5 to -8.0% (vs. internship only at community hospitals)] were associated with a reduction in desire to enroll in graduate school. We identified a growing trend in desire among young physicians to

Why do young adolescents bully? Experience in Malaysian schools.

PubMed

Wan Ismail, Wan Salwina; Nik Jaafar, Nik Ruzyanei; Sidi, Hatta; Midin, Marhani; Shah, Shamsul Azhar

2014-01-01

To determine sociodemographic and psychological factors associated with bullying behavior among young adolescents in Malaysia. This is a cross-sectional study of four hundred ten 12-year-old adolescents from seven randomly sampled schools in the Federal Territory of Kuala Lumpur, Malaysia. Sociodemographic features of the adolescents and their parents, bullying behavior (Malaysian Bullying Questionnaire), ADHD symptoms (Conners Rating Scales), and internalizing and externalizing behavior (Child Behaviour Checklist) were obtained from adolescents, parents and teachers, respectively. Only male gender (OR=7.071, p=0.01*, CI=1.642-30.446) was a significant sociodemographic factor among bullies. Predominantly hyperactive (OR=2.285, p=0.00*, CI=1.507-3.467) and inattentive ADHD symptoms reported by teachers (OR=1.829, p=0.03*, CI=1.060-3.154) and parents (OR=1.709, p=0.03*, CI=1.046-2.793) were significant risk factors for bullying behavior while combined symptoms reported by young adolescents (OR=0.729, p=0.01*, CI=0.580-0.915) and teachers (OR=0.643, p=0.02*, CI=0.440-0.938) were protective against bullying behavior despite the influence of conduct behavior (OR=3.160, p=0.00*, CI=1.600-6.241). Internalizing behavior, that is, withdrawn (OR=0.653, p=0.04*, CI=0.436-0.977) and somatic complaints (OR=0.619, p=0.01*, CI=0.430-0.889) significantly protect against bullying behavior. Recognizing factors associated with bullying behavior, in particular factors distinctive to the local population, facilitates in strategizing effective interventions for school bullying among young adolescents in Malaysian schools. Copyright © 2014 Elsevier Inc. All rights reserved.

"I'll Do It My Own Way!": A Young Child's Appropriation and Recontextualization of School Literacy Practices in Out-of-School Spaces

ERIC Educational Resources Information Center

McTavish, Marianne

2014-01-01

What do young children do with the literacies they have learned at school? This article reexamines traditional notions of literacy by documenting a second grade child's literacy practices in school and out-of-school contexts. Data collected included field notes, interviews, observations of school and out-of-school literacy practices, and artefacts…

Co-creating healthful eating behaviors with very young children: The impact of information overload on primary caregivers.

PubMed

Norton, Julie L; Raciti, Maria M

2017-01-01

Primary caregivers of very young children are subject to excessive and often disparate information regarding the instilling of healthful eating behaviors. Our study focuses on the integration of the operant resources of primary caregivers (i.e., their knowledge and modeling skills) and that of their very young children (i.e., their self-regulation of energy intake and food preferences) to co-create healthful eating behaviors as a measure to curb overweight and obesity in adulthood. Our two-stage qualitative study makes original contributions demonstrating that primary caregivers' efforts to co-create healthful eating behaviors with their very young children are adversely affected by information overload.

Effects of school-based deworming on hemoglobin level, growth development and school performance of primary school children in North Sumatera

NASA Astrophysics Data System (ADS)

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.

Single Mothers' Experiences of Support at Their Young Children's School: An Interpretative Phenomenological Approach

ERIC Educational Resources Information Center

West, Erin M.; Miller, Lynne Guillot; Moate, Randall M.

2017-01-01

This phenomenological study explored six single mothers' experiences of support at their young children's school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers' formal communication) and intangible (e.g.,…

Perceptions of Democracy of Primary School Students

ERIC Educational Resources Information Center

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…

In Slovenia, Sostanj Primary School Collaborates with Its Community

ERIC Educational Resources Information Center

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…

Teacher Teams Help Schools Turn Around

ERIC Educational Resources Information Center

Sawchuk, Stephen

2011-01-01

It's hard to imagine two schools superficially more different from each other than Blackstone Elementary, with its labyrinthine 1970s layout, and Orchard Gardens K-8 School, which opened in 2003, with its modern skylights and cheery primary-color accents. But they were similar in the way that matters most in young lives: Both Boston schools were…

Planning primary health-care services for South Australian young offenders: a preliminary study.

PubMed

Wilson, Anne

2007-10-01

Although many young offenders receive health care during periods of detention, addressing their health needs after release from secure care is a key strategy for successful rehabilitation and reintegration into the community. The purpose of this preliminary study was to examine current discharge planning practices for young offenders in Youth Training Centres in South Australia with a view to improving offenders' connection with primary health-care services on discharge. To determine the strengths and weaknesses of current discharge planning practices, this exploratory study involved in-depth review of literature and a semistructured focus group of stakeholders. Findings were discussed with an expert advisory group before final recommendations were made. This study identified a service model approach to discharge planning that recommended a nurse located within the Divisions of General Practice as the coordinator. The study found that trusted staff in detention centres, with an awareness of services available in the location of release, influence young offenders' decision-making in relation to health-care services. Awareness and recognition of young offenders' health beyond periods of juvenile detention and into their adult lives is valuable in that it has the potential to establish lifelong healthy behaviours. Bonding with young offenders and gaining their trust increases their likelihood of attending primary health-care services.

Participation Motivation for Extracurricular Activities: Study on Primary School Students

ERIC Educational Resources Information Center

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…

The Primary School Students of 1950s' Yozgat: Our Memories about Our Primary School Education

ERIC Educational Resources Information Center

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…

A Study on Primary and Secondary School Students' Misconceptions about Greenhouse Effect (Erzurum Sampling)

ERIC Educational Resources Information Center

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…

The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

ERIC Educational Resources Information Center

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…

Do Local Contributions Affect the Efficacy of Public Primary Schools?

ERIC Educational Resources Information Center

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,…

Approaches to In-Servicing Training of Teachers in Primary Schools in South Africa

ERIC Educational Resources Information Center

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…

Impact of Self-Regulation Skills on Academic Performance of Young Children in Private Schools of Karachi

ERIC Educational Resources Information Center

Kathawala, Abeer; Bhamani, Shelina

2015-01-01

This research aimed to explore if self-regulation skills had any effect on the academic outcomes of young children in private schools of Karachi, Pakistan. Quantitative research method was used to determine the impact of self-regulation upon the academic outcome of young children by utilizing Early School Self-Regulation Scale-Care Giver Version…

Inattention in primary school is not good for your future school achievement—A pattern classification study

PubMed Central

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

Inattention in primary school is not good for your future school achievement-A pattern classification study.

PubMed

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.

Processes and Dynamics behind Whole-School Reform: Nine-Year Journeys of Four Primary Schools

ERIC Educational Resources Information Center

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…

Self-reported peer victimization and child mental health: results of a cross-sectional survey among French primary school children.

PubMed

Shojaei, Taraneh; Wazana, Ashley; Pitrou, Isabelle; Gilbert, Fabien; Kovess, Viviane

2009-08-01

To estimate the prevalence of peer victimization among primary school-aged children, to identify mental health and social correlates, and to assess health care services use. One hundred schools and 25 children (6-11 years old) per school were randomly selected in a large French region. Data were collected using standardized self-administered questionnaires to parents (Strengths and Difficulties Questionnaire) and children (Dominic Interactive). Three drawings depicting situations of victimization were added to the 91 standard questions of the Dominic Interactive. The categories of victimization considered were as follows: bullied, assaulted not scared, and scared not assaulted (categories mutually exclusive). Complete data were available for 1,274 children (54.4%). The prevalence of bullied children, assaulted not scared, and scared not assaulted was 21.0%, 19.6%, and 19.7%, respectively. Bullied children were characterized by their vulnerability: young age (6-8 yr) and chronic illness. The main correlates were self-reported symptoms of anxiety, major depressive disorder, and parent-reported peer relationship difficulties. Victimization was not associated with higher access to mental health services (odds ratio = 1.0; 95% confidence interval = 0.5-2.1). Except for children who suffered chronic illness, access to physicians was less frequent for bullied children (odds ratio = 0.3; 95% confidence interval = 0.2-0.7). Peer victimization was frequent in schools, even in primary schools. Our findings highlight the need for public health interventions in schools and the role of physicians in detecting children at risk.

Determinants of School Efficiency: The Case of Primary Schools in the State of Geneva, Switzerland

ERIC Educational Resources Information Center

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…

Effectiveness of school-based humanistic counselling for psychological distress in young people: Pilot randomized controlled trial with follow-up in an ethnically diverse sample.

PubMed

Pearce, Peter; Sewell, Ros; Cooper, Mick; Osman, Sarah; Fugard, Andrew J B; Pybis, Joanne

2017-06-01

The aim of this study was to pilot a test of the effectiveness of school-based humanistic counselling (SBHC) in an ethnically diverse group of young people (aged 11-18 years old), with follow-up assessments at 6 and 9 months. Pilot randomized controlled trial, using linear-mixed effect modelling and intention-to-treat analysis to compare changes in levels of psychological distress for participants in SBHC against usual care (UC). ISRCTN44253140. In total, 64 young people were randomized to either SBHC or UC. Participants were aged between 11 and 18 (M = 14.2, SD = 1.8), with 78.1% of a non-white ethnicity. The primary outcome was psychological distress at 6 weeks (mid-therapy), 12 weeks (end of therapy), 6-month follow-up and 9-month follow-up. Secondary measures included emotional symptoms, self-esteem and attainment of personal goals. Recruitment and retention rates for the study were acceptable. Participants in the SBHC condition, as compared with participants in the UC condition, showed greater reductions in psychological distress and emotional symptoms, and greater improvements in self-esteem, over time. However, at follow-up, only emotional symptoms showed significant differences across groups. The study adds to the pool of evidence suggesting that SBHC can be tested and that it brings about short-term reductions in psychological and emotional distress in young people, across ethnicities. However, there is no evidence of longer-term effects. School-based humanistic counselling can be an effective means of reducing the psychological distress experienced by young people with emotional symptoms in the short term. The short-term effectiveness of school-based humanistic counselling is not limited to young people of a White ethnicity. There is no evidence that school-based humanistic counselling has effects beyond the end of therapy. © 2016 The British Psychological Society.

Improving the English Urban Primary School: Questions of Policy

ERIC Educational Resources Information Center

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…

Civil Engineering in Primary Schools

ERIC Educational Resources Information Center

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…

ASE and Primary School Science

ERIC Educational Resources Information Center

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…

English Language Education in Primary Schooling in Argentina

ERIC Educational Resources Information Center

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…

Multilingual Proficiency in Fiji Primary Schools.

ERIC Educational Resources Information Center

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…

Key Performance Indicators for Primary Schools.

ERIC Educational Resources Information Center

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…

Effectiveness of Student Learning during Experimental Work in Primary School.

PubMed

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.

Investigation of Primary School Teachers' Conflict Resolution Skills in Terms of Different Variable

ERIC Educational Resources Information Center

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…

High school dropout and long-term sickness and disability in young adulthood: a prospective propensity score stratified cohort study (the Young-HUNT study).

PubMed

De Ridder, Karin A A; Pape, Kristine; Cuypers, Koenraad; Johnsen, Roar; Holmen, Turid Lingaas; Westin, Steinar; Bjørngaard, Johan Håkon

2013-10-09

High school dropout and long-term sickness absence/disability pension in young adulthood are strongly associated. We investigated whether common risk factors in adolescence may confound this association. Data from 6612 school-attending adolescents (13-20 years old) participating in the Norwegian Young-HUNT1 Survey (1995-1997) was linked to long-term sickness absence or disability pension from age 24-29 years old, recorded in the Norwegian Labour and Welfare Organisation registers (1998-2008). We used logistic regression to estimate risk differences of sickness or disability for school dropouts versus completers, adjusting for health, health-related behaviours, psychosocial factors, school problems, and parental socioeconomic position. In addition, we stratified the regression models of sickness and disability following dropout across the quintiles of the propensity score for high school dropout. The crude absolute risk difference for long-term sickness or disability for a school dropout compared to a completer was 0.21% or 21% points (95% confidence interval (CI), 17 to 24). The adjusted risk difference was reduced to 15% points (95% CI, 12 to 19). Overall, high school dropout increased the risk for sickness or disability regardless of the risk factor level present for high school dropout. High school dropouts have a strongly increased risk for sickness and disability in young adulthood across all quintiles of the propensity score for dropout, i.e. independent of own health, family and socioeconomic factors in adolescence. These findings reveal the importance of early prevention of dropout where possible, combined with increased attention to labour market integration and targeted support for those who fail to complete school.

The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School.

PubMed

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

Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey.

PubMed

Price, A; Allen, K; Ukoumunne, O C; Hayes, R; Ford, T

2017-11-01

A number of studies demonstrate that children who are younger within their school year have poorer academic attainment and are more likely to have special educational needs. Few, however, have considered the impact relative age may have on child mental health, behaviour and happiness in school. This paper utilized data from the Supporting Teachers and Children in Schools study (2075 pupils aged 5 to 9 years from 80 primary schools) to explore the relationship among relative age, behaviour and happiness in school. Behavioural and emotional development was assessed by using the teacher-reported and parent-reported Strengths and Difficulties Questionnaire and the Pupil Behaviour Questionnaire. Children's happiness within school was assessed by using the How I Feel About My School Questionnaire. Relatively younger children had higher Total Difficulties scores on the Strengths and Difficulties Questionnaire than their peers. There was a mean increase per 30-day decrease in relative age of 0.09 (95% CI: 0.03 to 0.16; p = 0.007) in teacher-reported and 0.08 (0.001 to 0.16; p = 0.05) in parent-reported scores. There was little evidence of a relationship between relative age and children's behaviour and happiness in school. For children with complex difficulties, being relatively young for their school year may be an additional stressor that may undermine mental health. © 2017 John Wiley & Sons Ltd.

Unexpected School Reform: Academisation of Primary Schools in England. CEP Discussion Paper No. 1455

ERIC Educational Resources Information Center

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…

The Microbiological@mind project: a public engagement initiative of Turin University bringing microbiology and health education into primary schools.

PubMed

Scalas, Daniela; Roana, Janira; Mandras, Narcisa; Cuccu, Sonia; Banche, Giuliana; Marra, Elisa Simona; Collino, Nicoletta; Piersigilli, Giorgia; Allizond, Valeria; Tullio, Vivian; Cuffini, Anna Maria

2017-10-01

Despite ongoing global efforts, antimicrobial resistance continues to threaten the treatment of an ever-increasing range of bacterial infections. There is substantial evidence that public education programs that foster microbial literacy amongst young school audiences may improve correct knowledge of specific health issues, such as prevention of microbial infections and responsible use of antibiotics. The aim of the Microbiological@mind project was to engage primary school students with the subject of microbiology, to promote both scientific interest and awareness towards correct behaviors that may ensure a safer lifestyle. Interactive workshops based on a full ''hands-on'' approach were carried out by an expert team from the University of Turin to over 1200 children aged 9-11 years at primary schools in Turin. A questionnaire (pre- and post-activity test) on the main topic (i.e. antibiotics) was used to assess project effectiveness. The workshops provided a useful means to strengthen the understanding of basic microbiology concepts amongst students. Students' baseline knowledge of antibiotics was quite low, as low percentages of correct answers on antibiotic action and use (5.0% and 12.1%, respectively) were found in the pre-activity tests. A significant increase (P <0.0001) in correct knowledge was observed in the post-activity tests, after implementation of the teaching activity. Our findings support the idea that microbial literacy in early childhood through hands-on educational programs is of great importance to foster children's interest in science learning, and to provide young people with information about general and specific health-related issues, such as prudent antibiotic use, for a more responsible citizenship. Copyright © 2017 Elsevier B.V. and International Society of Chemotherapy. All rights reserved.

"I Can't Go to School and Leave Her in so Much Pain": Educational Shortfalls among Adolescent "Young Carers" in the South African AIDS Epidemic

ERIC Educational Resources Information Center

Cluver, L.; Operario, D.; Lane, T.; Kganakga, M.

2012-01-01

"I go to the hospital with my mother when she is sick. I can't go to school and leave her in so much pain. I won't concentrate." Millions of adolescents live with AIDS-affected parents or primary caregivers. Little is known about educational impacts of living in an AIDS-affected home, or of acting as a "young carer" in the…

Young Children's Knowledge of Food Allergy and Transition to School

ERIC Educational Resources Information Center

Sanagavarapu, Prathyusha

2017-01-01

Children's knowledge of food allergies and their self-management is developmentally based, and is essential for their safe transition to school. Despite a growing number of children with food allergies starting school globally, to date, little is known about young children's knowledge of food allergy or their capacity to manage it, or their…

Dramatherapy with Children, Young People and Schools: Enabling Creativity, Sociability, Communication and Learning

ERIC Educational Resources Information Center

Leigh, Lauraine, Ed.; Gersch, Irvine, Ed.; Dix, Ann, Ed.; Haythorne, Deborah, Ed.

2012-01-01

"Dramatherapy with Children, Young People and Schools" is the first book to specifically evaluate the unique value of dramatherapy in the educational environment. A variety of highly experienced dramatherapists, educational psychologists and childhood experts discuss the benefits to the children and young people, and also in relation to…

New Opportunities in Geometry Education at the Primary School

ERIC Educational Resources Information Center

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…

Management of respiratory tract infections in young children-A qualitative study of primary care providers' perspectives.

PubMed

Biezen, Ruby; Brijnath, Bianca; Grando, Danilla; Mazza, Danielle

2017-03-07

Respiratory tract infections in young children are the most common cause of general practice visits in Australia. Despite the availability of clinical practice guidelines, the treatment and management of respiratory tract infections in young children is inconsistent. The aim of the study was to explore the management of respiratory tract infections in young children from a multi-disciplinary perspective using across-sectional qualitative research design based on the theoretical domains framework and the Capability, Opportunity and Motivation-B model. In-depth interviews were conducted with 30 primary care providers to explore their knowledge, views and management of respiratory tract infections in young children. Interviews focused on symptomatic management, over-the-counter medications and antibiotic use, and data were thematically analysed. Our findings showed that factors such as primary care providers' time constraints, parental anxiety, general practitioners' perception of what parents want, perceived parental pressure, and fear of losing patients were some of the reasons why primary care providers did not always adhere to guideline recommendations. Primary care providers also provided conflicting advice to parents concerning over-the-counter medications and when children should resume normal activities. Overall, this study showed that complex interactions involving emotional and psychological factors influenced the decision making process of primary care providers' management of respiratory tract infections in young children. A team care approach with consistent advice, and improved communication between primary care providers and parents is vital to overcome some of these barriers and improve guideline adherence. The findings of this research will inform the development of interventions to better manage respiratory tract infections in young children. CLINICIANS SWAYED BY PARENTAL ANXIETY AND PRESSURE: The emotions and psychology of both parents and

Social determinants of aggression in a sample of Chinese primary school children.

PubMed

Ekblad, S

1986-05-01

The aim of the present study was to relate children's aggression levels to social determinants of interest (i.e., child-rearing measures, day-care attendance, peer group influence, and TV-watching) in a sample of Chinese children in the People's Republic of China. A sample of 290 primary school students (155 boys and 135 girls, mean age 10.3) in grade four in Beijing were investigated using the Multi-Faceted Aggression Inventory. The children's parents were asked about child-rearing measures and day-care experience for the child. Teachers rated the children's aggression, school achievement level, and membership in the Young Pioneers. Despite acknowledged limitations, the findings in this study gave evidence that according to a person-environment interaction perspective, the Chinese children's individual differences in aggression were influenced by the restricted environment. As aggressive behaviour is undesired and suppressed in the Chinese culture in and outside the home, the Chinese children seemed to show lower levels and less variation of aggression behaviour than children in permissive environments (e.g., Sweden). However, when analysing sex differences in aggression environmental influences alone might not explain the differences.

Ensuring Quality School-to-Work Opportunities for Young Women.

ERIC Educational Resources Information Center

Watkins, Kristin; Milgram, Donna

This document is composed of a number of publications of Wider Opportunities for Women (WOW) that relate to high quality school-to-work opportunities for young women. Contents include the following: myths and facts about nontraditional work; a list of nontraditional occupations (NTOs) for women; and women and nontraditional work factsheet with…

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.