‘You just can’t do it like that—it's just wrong!' impressions of French and English trainee primary teachers on exchange placement in primary schools abroad: the value of experiencing the difference

2004 ◽  
Vol 27 (3) ◽  
pp. 285-298 ◽  
Author(s):  
Elizabeth Newman * ◽  
Alison Taylor ◽  
Joan Whitehead ◽  
Claire Planel
Keyword(s):  
Primary Schools ◽  
Primary Teachers ◽  
French And English ◽  
The Difference

scholarly journals A Budget of Paradoxes (Continued from p. 232)

1865 ◽  
Vol 12 (5) ◽  
pp. 294-301
Author(s):  
A. De Morgan
Keyword(s):  
French And English ◽  
The Difference ◽  
Country Town

Demonville.—A Frenchman's Christian name is his own secret, unless there be two of the surname. M. Demonville is a very good instance of the difference between a French and English discoverer. In England there is a public to listen to discoveries in mathematical subjects made without mathematics: a public which will hear, and wonder, and think it possible that the pretensions of the discoverer have some foundation. The unnoticed man may possibly be right: and the old country-town reputation which I once heard of, attaching to a man who “had written a book about the signs of the zodiac which all the philosophers in London could not answer,” is fame as far it goes. Accordingly, we have plenty of discoverers, who, even in astronomy, pronounce the learned in error because of mathematics.

scholarly journals Epidemiology of traumatic injuries to the permanant incisors of 9-12-years-old school children in Damascus, Syria

2001 ◽  
Vol 7 (1-2) ◽  
pp. 291-301
Author(s):  
N. Al Beiruti ◽  
W. Marcenes ◽  
D. Tayfour ◽  
S. Issa
Keyword(s):  
Primary Schools ◽  
Traffic Accidents ◽  
Public Health Problem ◽  
Epidemiological Data ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Public And Private ◽  
Traumatic Injuries ◽  
The Difference ◽  
Dental Injuries

This cross-sectional survey was carried out to assess epidemiological data concerning dental injuries to the permanent incisors of Syrian children. It included 1087 children aged 9 to 12 years, of both sexes, randomly selected from public and private primary schools in Damascus. The response rate was 100%. The prevalence of traumatic injuries to the permanent incisors rose from 5.2% at the age of 9 years to 11.7% at the age of 12 years [P = 0.007]. The difference in prevalence between boys and girls was not statistically significant [P > 0.05]. The majority [59.8%] of children who had experienced injuries to the permanent incisors reported that they were not taken to the dentist for evaluation or treatment of the damage. Among those children who had experienced traumatic injuries to the teeth 93.1% presented with untreated damage. Because some injuries were minor, such as small enamel fractures, the proportion of children who needed treatment was 63.2%. There was a tendency for children with an incisal overjet greater than 5 mm to have experienced dental injuries [P = 0.06]. Children with inadequate lip covcmgc were more likely to have experienced dental injuries than those with adequate lip coverage [P = 0.000]. The most common reported cause of iniuries to the permanent incisors was violence [42.5%], followed by traffic accidents [24.1%] collisions with people or inanimate objects [16.0%] and falls [9.1%]. In conclusion, traumatic dental injury may pose a serious dental public health problem.

scholarly journals Setting expectations: Building the blocks of phonemic awareness

2021 ◽  
Author(s):  
W. L. Quint Oga-Baldwin ◽  
Kaori Nakao ◽  
Luke K. Fryer
Keyword(s):  
Elementary School ◽  
Phonemic Awareness ◽  
Primary Schools ◽  
School Students ◽  
English Classes ◽  
Instructional Context ◽  
Significant Difference ◽  
The Difference ◽  
Identity Test ◽  
English Instruction

Young learners require developmental benchmarks to improve awareness of the phonemes in a new language. This study aimed to extend our understanding of Japanese elementary school students’ general and specific phonemic awareness across four years of English instruction. A public elementary school 3rd-6th year students in Japan (n=261, ages=8–12) participated in this study. The phoneme-identity test used consisted of fifteen items employing words during students' regular English classes. The effect of year on achievement and the difference between grades was tested. There was a significant effect of students' year on test score (p<.05). While there were no statistically significant difference years 4-5, and between years 5-6, students’ phonemic awareness increased two-year increments. Moreover, patterns of specific phoneme difficulties were identified. The present study provides preliminary guidelines for understanding the intersection between first and foreign languages, instructional context and their shared contribution towards listening and reading development in primary schools.

scholarly journals TEACHER COMPETENCE TEST OF ISLAMIC PRIMARY TEACHERS EDUCATION IN STATE ISLAMIC PRIMARY SCHOOLS (MIN) OF PIDIE REGENCY

2016 ◽  
Vol 4 (3) ◽  
pp. 309 ◽  
Author(s):  
Nufiar Nufiar ◽  
Saifullah Idris
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Primary Teachers ◽  
Research Field ◽  
Assessment System ◽  
Teacher Competence ◽  
Sufficient Time ◽  
Education Department ◽  
Competence Test

This study aims at examining the readiness of the Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli in drawing up the Lesson Plan and implementing the teaching and learning interactions in the classroom. In particular, the study attempts to figure out whether the teaching and learning interaction meet the methods listed in the Lesson Plan (RPP) and the assessment system of learner’s performance in Islamic Primary schools throughout Pidie regency. The sample of this study is nineteen Islamic Primary schools throughout Pidie regency. While to collect data from the research field, the researchers used observation, interviews, and documents. The result indicates that: (1) in general, the teachers have good and considerate preparation in drawing up the Lesson Plan within a sufficient time instead having an extemporaneous teaching. They commonly conducted the Lesson Plan preparation through the discussion with other fellow teachers which avoids them from having a significant obstacle. The only considerable stumbling blocks are the learning source, learning media, and psychological factors. All the written Lesson Plans will be accounted to the principal, superintendent, and the education department. Otherwise, the teachers will be penalized for not making one. (2) The method specified in the Lesson Plan does not correspond to the methods used in teaching and learning in general. (3) The respondents generally do not apply taxonomic Bloom in the grading system in schools where they are in charge.

scholarly journals Pragmatics in Teacher Talk: The Case of Pre-Primary Education

2020 ◽  
Vol 13 (8) ◽  
pp. 168
Author(s):  
Júlia Barón ◽  
Helena Roquet ◽  
Natalia Evnitskaya ◽  
Noelia Navarro
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Primary Schools ◽  
Language Use ◽  
Speech Act ◽  
Primary Teachers ◽  
Teacher Talk ◽  
Pragmatic Competence ◽  
Efl Classrooms ◽  
L1 English

This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall interviews with the teachers were also conducted in order to examine their perceptions of their pragmatic performances in the classroom. Results show that teachers predominantly use imperatives in the three groups (Catalan L1, English L1 and EFL); however, a wider variety of requesting strategies is used in the L1 lessons. The study concludes with reflections on the pedagogical implications of the findings and calls for the need to raise teachers’ awareness about the effect their language use might have on the development of learners’ pragmatic competence both in the L1 and the foreign language.

Malaysian Primary Teachers’ Perceptions on Dyscalculia

2021 ◽  
Vol 2 (6) ◽  
pp. 125-136
Author(s):  
Yoong Soo May ◽  
Fu Sai Hoe ◽  
Wong Wei Lun ◽  
Lijuan Shen
Keyword(s):  
Survey Data ◽  
Primary Schools ◽  
Primary Teachers ◽  
Difficulty Level ◽  
Ministry Of Education ◽  
Learning Abilities ◽  
Learning Capability ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

COMPARING SELECTED TYPES OF AGGRESSIVENESS AND INDIVIDUAL TYPES OF HOSTILITY AMONG STUDENTS OF SPORTS HOCKEY CLASSES

2018 ◽  
Vol 28 (82) ◽  
pp. 61-67
Author(s):  
Karol Görner ◽  
Mária Gregáňová ◽  
Katarzyna Wójcik ◽  
Jakub Spieszny
Keyword(s):  
Primary Schools ◽  
Total Sample ◽  
Fair Play ◽  
Young Athletes ◽  
Older Learners ◽  
Average Value ◽  
Significant Difference ◽  
Weighted Score ◽  
The Difference ◽  
Psychological Questionnaire

Aim of the research was to find out and compare individual subsystems of selected types of aggressiveness and individual types of hostility within age categories of learners of sports hockey classes. Research sample consisted of sixth, seventh, eighth and ninth grade boys from primary schools. Age of learners varied from 11 to 14 years. Total sample consisted of 120 learners. The research was it was implemented with the help of a standardized psychological questionnaire B – D – I. In the results we‘re comparing the differences in individual subspecies of aggressive behaviour and also in overall aggressiveness between younger and older learners grade. It turned out that in all of the observed comparisons older learners achieved higher average values of the weighted score than younger. The difference was confirmed also by the nonparametric Mann Whitney U test, which at the unilateral test of 5 % level of demonstrability tells that between younger and older learners there‘s statistically significant difference p = 0.031. Also, any increased value of the resentment didn‘t occur neither among younger learners who achieved the average value of the weighted score 4.19 nor among older learners with the average value of the weighted score 4.81 and therefore there is not statistically significant difference (p = 0.681). Our research revealed that controlling emotions such as aggression is very important. Therefore, it‘s important to pay enough attention to the young athletes and their coaches to prevent any manifestations of aggressiveness from their performers and to encourage them to play fair-play sports.

scholarly journals Action 3:30R: Results of a Cluster Randomised Feasibility Study of a Revised Teaching Assistant-Led Extracurricular Physical Activity Intervention for 8 to 10 Year Olds

2019 ◽  
Vol 16 (1) ◽  
pp. 131 ◽  
Author(s):  
Russell Jago ◽  
Byron Tibbitts ◽  
Emily Sanderson ◽  
Emma L. Bird ◽  
Alice Porter ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary Schools ◽  
Physical Activity Intervention ◽  
Vigorous Physical Activity ◽  
Feasibility Trial ◽  
After School ◽  
Cluster Randomised ◽  
The Difference ◽  
And Control ◽  
Programme Delivery

Many children are not sufficiently physically active. We conducted a cluster-randomised feasibility trial of a revised after-school physical activity (PA) programme delivered by trained teaching assistants (TAs) to assess the potential evidence of promise for increasing moderate-to-vigorous physical activity (MVPA). Participants (n = 335) aged 8–10 years were recruited from 12 primary schools in South West England. Six schools were randomised to receive the intervention and six acted as non-intervention controls. In intervention schools, TAs were trained to deliver an after-school programme for 15 weeks. The difference in mean accelerometer-assessed MVPA between intervention and control schools was assessed at follow-up (T1). The cost of programme delivery was estimated. Two schools did not deliver the intervention, meaning four intervention and six control schools were analysed at T1. There was no evidence for a difference in MVPA at T1 between intervention and control groups. Programme delivery cost was estimated at £2.06 per pupil per session. Existing provision in the 12 schools cost £5.91 per pupil per session. Action 3:30 was feasible to deliver and considerably cheaper than existing after-school provision. No difference in weekday MVPA was observed at T1 between the two groups, thus progression to a full trial is not warranted.

Teacher Training for the Future: A Northern Ireland Perspective

1990 ◽  
Vol 7 (3) ◽  
pp. 269-278 ◽  
Author(s):  
Roger S. Jarvis
Keyword(s):  
Northern Ireland ◽  
Student Teachers ◽  
Primary Schools ◽  
Secondary Phase ◽  
School Experiences ◽  
Classroom Teachers ◽  
Primary School Teachers ◽  
The Difference ◽  
Musical Understanding

This article examines the difference between the systems of education in Northern Ireland and on the mainland. For student teachers preparing for the Secondary phase, the isolation of Northern Ireland needs to be counterbalanced. Assisting students to adopt a curriculum philosophy very different from that which underpins their own recent school experiences requires both careful preparation and the support of appropriate classroom experiences. In preparing Primary school teachers to use music in their classroom two issues need to be addressed: the development of musical understanding in students with minimal practical musical skill, and the preparation of specialists to adopt the role of Music Co-ordinator in their schools. Account needs to be taken in the training of all teachers of the cross-curricular themes of Education for Mutual Understanding, Cultural Heritage and Information Technology. Finally, the author proposes a strategy for musical support and development of classroom teachers serving in primary schools.

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