scholarly journals Investigation of cognitive, psychomotor and social emotional progress in primary schools by directors’ ideas

2020 ◽  
Vol 7 (1) ◽  
pp. 32-46
Author(s):  
Huseyin Tehdit
Keyword(s):  
Primary Schools ◽  
Cognitive Domain ◽  
Psychomotor Development ◽  
Fifth Grade ◽  
Ministry Of Education ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Teaching Programme ◽  
Education Data

The aim of this study was to identify the ideas of the directors about the progress of cognitive, psychomotor and social-emotional skills of the primary fifth-grade teaching programme. This study is qualitative and it is conducted by case study and intertwined case patterns. A total of 12 directors (7 principals and 5 assistant principals) participated in this study who are working in schools in Nicosia district. These schools are linked to the Ministry of Education. Data were collected by semi-structured interviews and were analysed by content analysis. According to the results of this study, students studying in the fifth grade reached the teaching programme’s aims, i.e., 59.83% in the cognitive domain, 42.2% in the psychomotor domain and 76.52% in the social-emotional progress domain. The negative reasons of these results respectively are teachers, individual differences, teaching programme, curriculum incompatibility, lack of infrastructure and college exams.     Keywords: Cognitive development, teaching programme, psychomotor development (motor), social-emotional development (affective).

scholarly journals Diversity in Outdoor Education: Discrepancies in SEL Across a School Overnight Program

2021 ◽  
pp. 105382592110401
Author(s):  
Kaleb Germinaro ◽  
Erin Dunn ◽  
Kayla D. Polk ◽  
Hannah G. de Vries ◽  
Devin Daugherty ◽  
...  
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Private School ◽  
Outdoor Education ◽  
Washington State ◽  
Fifth Grade ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Fifth Grade Students ◽  
Western Washington

Background: Outdoor education plays a significant role in social emotional development; however, research on the benefits of outdoor education has focused on white student populations. Purpose: This pilot-study examines social emotional learning (SEL) growth, measured by instructor ratings, across a multicultural group of students who participated in an immersive outdoor education program. Methodology/Approach: 69 fifth-grade students from a public ( n = 50) and private school ( n = 21) located in western Washington state were included in the study. Instructors’ ratings were examined. Findings/Conclusions: Results indicated across all participants in the subsample, instructors’ ratings of students’ SEL skills significantly increased over the course of the program. Specifically, instructors perceived white students to improve more during the program than students of color. Implications: There will be more possibilities for outdoor immersive education experiences if there is increased focus on creating equitable experiences for students.

Leadership and school success: Barriers to leadership in Botswana primary and secondary schools

2017 ◽  
Vol 47 (3) ◽  
pp. 443-456
Author(s):  
Bernard Moswela ◽  
Keonyatse Kgosidialwa
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
School Success ◽  
School Leaders ◽  
Management Team ◽  
Senior Management ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Democratic Leadership ◽  
The Subject

This paper explored two issues as follows: the influence school leaders have on school performances and factors that hinder school leaders’ efforts to achieve school success in Botswana secondary and primary schools. The subjects of the study were 199 teachers and 21 members of the senior management team in primary and secondary schools in Botswana. The participants were to analyse, through semi-structured interviews and a closed-ended questionnaire, the leadership patterns of their leaders and the barriers to effective leadership in schools. The findings revealed that, generally, leaders in Botswana schools practise democratic leadership although not without barriers. Chief among the barriers are the imposition of policies through numerous directives from the Ministry of Education and drug abuse by students supplied by some adults in society. The study ends with a conclusion that draws from the discussion of the findings and relevant studies to the subject being discussed.

scholarly journals Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece

2021 ◽  
Author(s):  
Vasileios Pavlou ◽  
Evaggelos Anagnou ◽  
Iosif Fragkoulis
Keyword(s):  
Primary Schools ◽  
Professional Training ◽  
Training Needs ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Training Needs Assessment ◽  
Professional Development Training ◽  
Visual Artist ◽  
Theater Teachers ◽  
A Minor

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

A single-subject case study of twice exceptionality

2022 ◽  
pp. 026142942110647
Author(s):  
Samed Yenioğlu ◽  
Macid Ayhan Melekoğlu ◽  
Büşra Yılmaz Yenioğlu
Keyword(s):  
School Teacher ◽  
Gifted Student ◽  
Special Education Teacher ◽  
Single Subject ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Twice Exceptional ◽  
And Mathematics

Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.

scholarly journals Drama in Education as an Educational Tool for the Management of Cultural Diversity in Primary Schools

2020 ◽  
Vol 10 (4) ◽  
pp. 95
Author(s):  
Nick Mavroudis
Keyword(s):  
Cultural Diversity ◽  
Primary Schools ◽  
Positive Contribution ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Drama In Education ◽  
Racial Identities ◽  
Wide Range ◽  
Theatre Pedagogy ◽  
Educational Methodology

This paper is focused on the manner drama in education may be applied efficiently for the management of cultural inhomogeneity in the classroom and in groups of children. Research shows that this specific educational methodology has a positive contribution to the development of a wide range of skills of social-emotional development. In an era when cultural diversity in classrooms is more intense than ever, this article proposes theatre-pedagogy practices that establish a collaboration culture in the group and contribute to the acceptance and respect of different religious, national, linguistic and racial identities at school.

scholarly journals Using Student Voice to Identify Promising Practices in Social Emotional Learning

2021 ◽  
Author(s):  
◽  
Susan Ward-Roncalli
Keyword(s):  
Emotional Support ◽  
Large Scale ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Promising Practices ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Diverse Student ◽  
Policies And Practices

This qualitative study used responses to a large-scale survey on school experiences to identify schools where the students themselves reported above average scores on constructs of social emotional learning. The study looked at schools where the students reported above average results for several years in an attempt to answer the following questions: 1.What are the policies and practices of these schools specifically related to providing social emotional supports to students? 2.How do leaders in these schools describe their approach to providing social emotional support for their students? How do leaders assess their own perspectives, attitudes, decision-making and actions toward diverse student populations? To what do they attribute their schools' higher than average SEL scores? 3.What does an analysis of student responses in these schools show in terms of social emotional support provided by their schools? What do students report of their experience? The study looked at schools where students reported above average positive responses to survey questions on four social emotional learning (SEL) constructs for 4 years. Of the 10 schools that qualified, four agreed to participate. In order to examine the policies and practices of these schools, the researcher analyzed public documents from each school and conducted 21 semi-structured interviews with teachers and school leaders. The findings show that the administrators and teachers at the schools supported students' social emotional development by leveraging resources and acknowledging the need to promote equity. They incorporated SEL into the school culture through ongoing professional development, school wide practices, and intentional instruction in the competencies.

scholarly journals TEACHERS' AWARENESS OF SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES IN STATE PRIMARY SCHOOLS IN MALTA: A CASE STUDY

2020 ◽  
pp. 300-315
Author(s):  
Victor Martinelli ◽  
◽  
Mario Cutajar ◽  
Martina Debattista ◽  
Amira Mangion ◽  
...  
Keyword(s):  
Primary Schools ◽  
Further Training ◽  
Structured Interviews ◽  
Social Emotional ◽  
Good Relationship ◽  
Daily Routines ◽  
Behavioural Difficulties ◽  
Training Opportunities ◽  
Emotional And Behavioural Difficulties

This study explores teachers' awareness of social, emotional and behavioural difficulties (SEBD) in primary schools. Data was collected through questionnaires, and semi-structured interviews carried out with teachers teaching Years 2, 3, and 4. This study revealed that teachers who supported students with SEBD were more aware of strategies to be used in the classroom than those who never supported such students. However, the strategies adopted were largely self-devised. These included establishing a good relationship with the student and keeping daily routines consistent. All respondents expressed the desire to be provided with further training opportunities. Training would help teachers gain a deeper understanding of SEBD and develop strategies to manage such challenges more effectively.

Developing teacher capacity in Cambodia: an expanded model

2018 ◽  
Vol 7 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Elizabeth Fiona King
Keyword(s):  
Primary Schools ◽  
Current Model ◽  
Capacity Development ◽  
Cascade Model ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Teacher Capacity ◽  
Case Study Methodology ◽  
Content Type ◽  
Study Methodology

Purpose The purpose of this paper is to explore the issue of how best to develop teacher capacity in Cambodia. Since the 1990s the Ministry of Education, Youth and Sport (MoEYS), with its development partners, has undertaken the tremendous task of rebuilding Cambodia’s shattered education system. Many of the policies and programmes that have been developed hinge on building teacher capacity. This paper investigates the extent to which the capacity of teachers in the schools in this study was developed under the current cascade model favoured by the MoEYS. Design/methodology/approach Using a case study methodology data were collected, primarily, through semi-structured interviews with teachers in three government primary schools located in different geographical areas, and ministry officials and advisors based in these locations. Findings The findings identified that the current cascade model of capacity development, apart from watering down what is taught as it filters along the system, is not developing the requisite capacity of teachers. The findings suggest that the current model limits what constitutes capacity and for whom. Practical implications An expanded model of capacity development is forwarded that includes: school-based training for all teachers on an ongoing basis; incremental training; and regular training for trainers and principals. Originality/value This paper offers valuable insights that contribute to the ongoing discussion of how best to develop teacher capacity in Cambodia. It may also offer insights on developing teacher capacity to those working in similar situations.

scholarly journals Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Vasileios Pavlou ◽  
◽  
Evaggelos Anagnou ◽  
Iosif Fragkoulis
Keyword(s):  
Primary Schools ◽  
Professional Training ◽  
Training Needs ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Training Needs Assessment ◽  
Professional Development Training ◽  
Visual Artist ◽  
Theater Teachers ◽  
A Minor

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

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