Trust In numbers: Danish Primary School Governance 1963–1972

2021 ◽  
pp. 1-15
Author(s):  
Christian Larsen
Keyword(s):  
Primary School ◽  
School Governance

scholarly journals Penerapan Good School Governance (GSG) Dan Pengaruhnya Terhadap Efektifitas Pengelolaan Bantuan Operasional (BOS) Sekolah Dasar Kota Blitar

REVITALISASI ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 74
Author(s):  
Hendri Susanti
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Linear Regression ◽  
Primary School ◽  
Multiple Linear Regression ◽  
Descriptive Analysis ◽  
School Governance ◽  
Analysis Method ◽  
Good School ◽  
Regression Techniques

This study aims to determine the effect of the application of good school governance on the effectiveness of the management of elementary school operational assistance. The method used is descriptive analysis method with a quantitative approach. The sample used saturated samples by showing all treasurers of primary school operational assistance as many as 48 people, data collected by questionnaire techniques while data analysis used multiple linear regression techniques. The results showed that participation had a positive and significant effect on the effectiveness of the management of school operational assistance, transparency had a positive and significant effect on the effectiveness of the management of school operational assistance, while accountability separately did not have a positive and significant effect on the effectiveness of the management of school operational assistance but together participation, transparency and accountability have a positive and significant effect on the effectiveness of managing school operational assistance.

Ensuring strong primary school governance

2013 ◽  
Vol 2013 (5) ◽  
Author(s):  
David Hanson
Keyword(s):  
Primary School ◽  
School Governance

scholarly journals Practicing Indigeneity: Lessons from a Māori – School Governance Partnership

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Te Kawehau Hoskins (Ngāti Hau, Ngāpuhi)
Keyword(s):  
New Zealand ◽  
Inner City ◽  
Primary School ◽  
School Governance ◽  
Political Practice ◽  
Aotearoa New Zealand ◽  
Treaty Of Waitangi ◽  
Educational Priorities ◽  
Governance Arrangements

An account of an inner city ‘mainstream’ primary school, in Auckland, Aotearoa New Zealand, that is organized around a co-governance relationship based on the Treaty of Waitangi (1840). In this school, two forms of authority (Māori and Crown), and ways of constituting social and educational space are recognized and practiced. Because these governance arrangements position Māori autonomously and relationally, Māori are actively and creatively determining their own educational priorities and practices with significant success. This account can be read as a productive example of the possibilities for ethical and political practice, in a range of sites across our Indigenous worlds. 

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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