A thematic analysis of teachers' perspectives on supporting victims of childhood bereavement in British primary schools

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Maya Abraham‐Steele ◽  
Casey Edmonds
Keyword(s):  
Thematic Analysis ◽  
Primary Schools ◽  
Childhood Bereavement ◽  
Teachers Perspectives

scholarly journals Teachers’ Perceptions of Consumer Education in Primary Schools in Finland

2019 ◽  
Vol 10 (2) ◽  
pp. 72-88
Author(s):  
Kati Pajari ◽  
Sari Harmoinen
Keyword(s):  
Primary Schools ◽  
Information Overload ◽  
Consumer Education ◽  
Teacher Interviews ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Consumer Organisations ◽  
Analyse Data ◽  
Teachers Perspectives ◽  
Shed Light

Abstract Operating in today’s markets is challenging due to information overload and an expanding choice of products. Children also encounter these complex markets at an early age. Providing consumer education in schools is an excellent opportunity to enhance their ability to think critically and increase their awareness. However, it would be a mistake to ignore the interconnections between consumer education and entrepreneurship education, since active and innovative people are also a prerequisite for future development. Taking advantage of the opportunity to provide consumer education in schools requires teachers to be familiar with consumer issues. This article aims to discuss the perceptions and experiences that primary school teachers in Finland have regarding children’s consumer education in schools. This study was conducted using the phenomenographic qualitative method to analyse data from teacher interviews. The analysis revealed a set of categories that describes the various ways the participants perceive and experience children’s consumer education in schools. These categories include themes, actors, teaching methods and the challenges and expectations teachers relate to children’s consumer education. The findings of this study are worth exploring when planning how to support teachers’ consumer educational competences for a sustainable future. The authors consider that this article is especially valuable for curriculum planners, educators, consumer organisations and parents’ associations, because it shed light on teachers’ perspectives about consumer education.

scholarly journals A cross-cultural comparison of music education experiences and ambitions in two Spanish and English primary schools

2016 ◽  
Vol 35 (3) ◽  
pp. 381-390 ◽  
Author(s):  
Elinor Hardcastle ◽  
Stephanie Pitts ◽  
José Luis Aróstegui
Keyword(s):  
Music Education ◽  
Comparative Study ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Classroom Practices ◽  
Cross Cultural ◽  
Small Scale ◽  
Cultural Comparison ◽  
Music Curriculum ◽  
Cross Cultural Comparison

A small-scale comparative study of music education provision in two Spanish and English primary schools was carried out in 2013–14, using questionnaires, interviews and observations. The study investigated the musical experiences of the children in the two schools, their ambitions for their musical futures, and the classroom practices and policy contexts that shaped these encounters with musical learning. Through thematic analysis and comparison of the data from the two schools, we examine music in children’s lives, music in the classroom, and musical ambitions and values, and consider how well the music curriculum serves the children in each setting.

Authentic Empathy: A Cultural Basis for the Development of Empathy in Children

2020 ◽  
pp. 002216782093422
Author(s):  
Tracey Woolrych ◽  
Michelle J. Eady ◽  
Corinne A. Green
Keyword(s):  
Thematic Analysis ◽  
Perspective Taking ◽  
Empirical Data ◽  
Primary Schools ◽  
Research Paradigm ◽  
Top Down ◽  
Data Set ◽  
Cultural Elements ◽  
Rich Data ◽  
Gain Access

Culture is important for the development of social skills in children, including empathy. Although empathy has long been linked with prosocial behaviors and attitudes, there is little research that links culture with development of empathy in children. This project sought to investigate and identify specific culturally related empathy elements in a sample of Dene and Inuit children from Northern Canada. Across seven different grade (primary) schools, 92 children aged 7 to 9 years participated in the study. Children’s drawings, and interviews about those pictures, were uniquely employed as empirical data which allowed researchers to gain access to the children’s perspective about what aspects of culture were important to them. Using empathy as the theoretical framework, a thematic analysis was conducted in a top-down deductive approach. The research paradigm elicited a rich data set revealing three major themes: sharing; knowledge of self and others; and acceptance of differences. The identified themes were found to have strong links with empathy constructs such as sharing, helping, perspective-taking, and self–other knowledges, revealing the important role that culture may play in the development of empathy. Findings from this study can help researchers explore and identify specific cultural elements that may contribute to the development of empathy in children.

scholarly journals FACTORS RESPONSIBLE FOR THE POOR READING ACHIEVEMENT OF PUPILS IN PUBLIC PRIMARY SCHOOLS FROM TEACHERS’ PERSPECTIVES: A CASE STUDY OF YOLA SOUTH AND NORTH LOCAL GOVERNMENT AREA OF ADAMAWA STATE

2019 ◽  
Vol 7 (5) ◽  
pp. 208-229
Author(s):  
Elizabeth Raymond
Keyword(s):  
Reading Achievement ◽  
Local Government ◽  
Primary Schools ◽  
Mother Tongue ◽  
Structured Interview ◽  
Local Government Area ◽  
Poor Reading ◽  
The Poor ◽  
The Government ◽  
Teachers Perspectives

The main purpose of the study is to gain an understanding of the factors responsible for the poor reading achievement of pupils in public primary school in Yola South and North Local Government area of Adamawa state from teachers’ perspectives using a qualitative phenomenological approach. A total of 20 teachers were selected from ten randomly selected schools within Yola North and South Local Government Area.  Two teachers represented each school.  A set of semi-structured interview questions were used to gather data from the participant. Six major themes emerged from the analyzed data. The main themes that emerged from the data analysis are lack of commitment of teachers to their responsibilities, teachers lacking the skills to teach phonics and foundational skills in reading, lack of instructional and learning materials. Other emerging issues are related to inadequately qualified teachers, the influences of the socioeconomic status of parents on their negative attitude towards the education of their children as well as the interference/adverse effects of mother tongue on language learning. The findings from this study will help the government and educators push for policies that would help improve the academic performances of students in the state.

scholarly journals Post-Corporal Punishment Challenges Facing Eswatini Primary School Teachers When Disciplining Learners and the Necessary Counselling Services

2022 ◽  
Vol 11 (3) ◽  
pp. 141
Author(s):  
Ruth N. Dlamini ◽  
Moses Onyemaechi Ede ◽  
Chinedu Ifedi Okeke
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Research Design ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Counselling Services

The purpose of this study was to explore post-corporal punishment challenges facing Eswatini primary school teachers when disciplining learners and the necessary counselling services. The research employed embedded research design using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. A purposive sampling was used to select the most accessible research participants. Instruments used were questionnaires and one-on-one interviews. Sixteen schools were selected. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. Findings show that teachers are facing challenges regarding learner discipline in post corporal punishment in primary schools. Teachers are confused and afraid of infringing learners’ rights. Given the findings, some notable recommendations were highlighted.

scholarly journals THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

2021 ◽  
Vol 18 (No.2) ◽  
pp. 129-160
Author(s):  
Ruzlan Md-Ali ◽  
Arsaythamby Veloo ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Yus'aiman Jusoh @ Yusoff ◽  
Rosna Awang Hashim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Orang Asli ◽  
Mathematics Competence ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

Information literacy education in primary schools: A case study

2020 ◽  
pp. 096100062093813
Author(s):  
Sigal Ben Amram ◽  
Noa Aharony ◽  
Judit Bar Ilan
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology Program ◽  
Teachers Perceptions ◽  
Teachers Perspectives ◽  
National Information ◽  
Academic Year

This study focuses on teachers’ perspectives concerning information literacy teaching in two primary schools in Israel—one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school’s curriculum. A significant gap was discovered in both schools between the teachers’ perceptions—who understood the importance of teaching information literacy and its actual implementation.

scholarly journals Current Disciplinary Practices by Primary School Teachers in Eswatini: Implications for School Counselling

2022 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Ruth N. Dlamini ◽  
Moses Onyemaechi Ede ◽  
Chinedu Ifedi Okeke
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Disciplinary Practices ◽  
Counselling Services

This study explored current disciplinary practices by primary school teachers in Eswatini. A missed method design was employed using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. Instruments used were questionnaires and interviews. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. The findings of this study indicated that the participants are using guidance and counselling to discipline student as disciplinary measure. The study established that some disciplinary practises are not effective to curb students’ misbehaviour in schools such as corporal punishment and suspension. Conclusions arrived at indicate that public primary schools have adopted the use of guidance and counselling services. Few disciplinary practices were also found to be detrimental to academic performance. Therefore, this study suggested that guidance and counselling training should be given to all teachers. This therefore necessitates further investigation on the use of disciplinary practises and their impact towards the learner behaviour in all the four regions of Eswatini, since this study focuses in one region.

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