Primary school teachers' attitudes to current examination practices and their readiness for the proposed continuous assessment practice in the Nigerian school system

1982 ◽  
Vol 2 (2) ◽  
pp. 127-140 ◽  
Author(s):  
Edward E Ezewu
Keyword(s):  
Primary School ◽  
School System ◽  
Continuous Assessment ◽  
Assessment Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Attitudes ◽  
Nigerian School

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

Mathematics Attitudes and Achievement among Student Teachers

1978 ◽  
Vol 22 (1) ◽  
pp. 72-82 ◽  
Author(s):  
Hilary L. Schofield ◽  
K. B. Start
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Statistical Significance ◽  
Empirical Support ◽  
Mathematics Attitudes ◽  
School Teachers ◽  
Partial Explanation ◽  
Primary School Teachers ◽  
Achievement In Mathematics ◽  
Teachers Attitudes

Concern regarding the prevalence in primary school teachers of poor attitudes towards and low achievement in mathematics has received some empirical support. But the common assumptions (i) that attitudes towards, and achievement in, mathematics are substantially related, and (ii) that teachers' attitudes and achievement in mathematics affect pupils' attitudes and achievement, await empirical verification. While studies relating teachers' attitudes toward pupils' attitudes and achievements are sparse, those relating attitude and achievement within teachers or within pupils have typically shown a low positive relationship not always reaching statistical significance. Some writers use this as evidence to discount the importance of attitudes in achievement, but the present paper contends that a partial explanation for the lack of the expected result may arise from the measurement assumption that attitude to mathematics is a unidimensional phenomenon. Two multidimensional attitude instruments were constructed and administered to 317 final year prospective primary school teachers. Although the two instruments employed widely differing techniques for tapping attitudes to mathematics and mathematics teaching, dimensions from both instruments showed substantial correlations with mathematics achievement. The findings gave support for the contention that attitude to mathematics is not a unidimensional phenomenon. The consistency of findings within and between both attitude instruments suggests a good validation of each. The contention that teachers' attitudes (and achievement) affect pupil attitudes and achievement is yet to be tested.

scholarly journals Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities

PLoS ONE ◽  
2015 ◽  
Vol 10 (8) ◽  
pp. e0137002 ◽  
Author(s):  
Sharmila Vaz ◽  
Nathan Wilson ◽  
Marita Falkmer ◽  
Angela Sim ◽  
Melissa Scott ◽  
...  
Keyword(s):  
Primary School ◽  
Students With Disabilities ◽  
School Teachers ◽  
Primary School Teachers ◽  
Factors Associated ◽  
Teachers Attitudes

scholarly journals The dynamics of external provision in physical education

2021 ◽  
pp. 1356336X2110659
Author(s):  
Jessica Mangione ◽  
Melissa Parker ◽  
Mary O'Sullivan
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Primary School ◽  
School System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Course Of Action ◽  
The Impact ◽  
Educational Field ◽  
Selection Of

Neoliberalism is a pervasive phenomenon. A fundamental neoliberal concept allows for the selection of the best and most suitable option available for a specific course of action in any aspect of society. Not unexpectedly, the educational field, including physical education (PE), has been influenced by neoliberal ideas. A key element of neoliberalism in PE is the selection of workers external to the school system, as a suitable option to improve the educational experience. The involvement of external workers increases the diversity of stakeholders in the school system, who, with their actions and decisions, have the potential to influence the content and status of PE in schools. The purpose of this study was to understand the external provision infrastructure supporting PE in an Irish primary school. Specifically, we used network ethnography to understand the structure and the impact of external provision on school PE. Participants included two primary school teachers, the school PE coordinator and one PE external provider. Data analysis resulted in two themes. The first theme refers to the structure of the external provider system, and the second to the dynamics of the network between the main stakeholders. Taken together, a well-established external provision network in the school is revealed but the structure of the network, as designed, is not supporting PE as intended by the Irish educational system.

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