The impact of education research on teaching: the perceptions of Greek primary school teachers

2006 ◽  
Vol 10 (3) ◽  
pp. 361-377 ◽  
Author(s):  
Christina Papasotiriou ◽  
Andrew Hannan
Keyword(s):  
Education Research ◽  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Research On Teaching ◽  
The Impact

scholarly journals Elementary Teachers' Perceptions of the Effect of Using Puppet Theater Strategy on the Development of Personal (Cognitive and Social) Aspects in Jordan: دور مسرح الدمى في تنمية الجوانب الشخصية لدى طلاب المرحلة الأساسية من وجهة نظر معلميهم في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Asma tayseer Mohammad Al-adwan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Social Aspects ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Semester ◽  
Teachers Perceptions ◽  
Puppet Theater ◽  
Study Population ◽  
The Impact

The study aimed to identify the perceptions of primary stage teachers for the effect of using the puppet theater strategy in developing personal aspects (cognitive, social) in Jordan. The study population consisted of all primary school teachers in the southern Shouna schools, and the whole community of (112) teachers was taken in the first semester 2019/2020, and the researcher used the descriptive method to suit the nature of the study and the results showed what Follows: - The perceptions of primary teachers of the impact of the use of the puppet theater strategy in the development of cognitive aspects were high and significantly. - The perceptions of primary school teachers of the impact of using the puppet theater strategy in the development of social aspects have been high and significantly. In the results, the researcher made several recommendations The most important of them are: - Carrying out many studies and researches in different academic stages. - Attention to using the puppet theater strategy in the curriculum. - Training teachers to use the puppet theater strategy.

The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

2015 ◽  
Vol 1 (1) ◽  
pp. 14-20
Author(s):  
I Adeosun ◽  
O Ogun ◽  
S Adeyemo ◽  
A Bello ◽  
O Fatiregun
Keyword(s):  
Primary School ◽  
Educational Intervention ◽  
Intervention Program ◽  
Psychological Treatment ◽  
Child And Adolescent Psychiatry ◽  
School Teachers ◽  
Post Intervention ◽  
Primary School Teachers ◽  
Children With Adhd ◽  
The Impact

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria. Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated. Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p<0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p<0.005) and psychological treatment (79.2% vs. 16.7%; p<0.005). Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

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.

scholarly journals Preparation of Future Teachers for the Formation of Information-Digital Competence of Primary School Age Students Through the Prism of a Competence-based Approach

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 75-83
Author(s):  
Kseniia Sinenko ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Age ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Age ◽  
The Impact

The article is devoted to the actual problem of the professional training of future primary school teachers for the formation information-digital competence of primary school age students from the point of view of the competence-based approach. The urgency of the problem under study has been proved, taking into account the transformation processes taking place in society, in particular: digitalization, updating the content of education, the impact of the consequences of a global pandemic, etc. The essence of the concepts «competence», «competence-based approach», «information-digital competence» has been determined. The priority of the competence-based approach to the problem of professional training of future primary school teachers, including the formation of various competencies of primary school age students, is noted. The leading competencies that make up the information-digital competence of a primary school teacher have been determined (the ability to: navigate the information space, search and critically evaluate information, operate it in professional activities; effectively use existing and create (if necessary) new electronic (digital) educational resources, use digital technologies in the educational process) and a primary school age students (the ability: to understand the essence of information, analyze it, search in different sources and critically reflect on it; to use media for educational purposes; to effective communication on the Internet; to create and distribute various content on the network Internet).

scholarly journals ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ

2020 ◽  
pp. 3-11
Author(s):  
Світлана Миронова ◽  
◽  
Наталія Бахмат
Keyword(s):  
Primary School ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
First Graders ◽  
Speech Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Inclusive Schools ◽  
The Impact ◽  
Difficult Transition

One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often consists of logically unconnected parts; existing vocabulary poverty, undifferentiated understanding and use of familiar words; the construction of a coherent statement is disturbed. Underdevelopment of coherent speech affects the entire mental development of such children, the effectiveness of their learning, communication. The monologue speech of first-graders with mild intellectual disabilities was investigated, which showed their ability to perform tasks related to reliance on plot drawings or suggested words; assignments to compose one sentence than to compose stories based on a plot drawing or a series of plot drawings. Primary school teachers of inclusive schools assessed the monologue speech of their students and highlighted difficulties in their speech, not being sufficiently aware of the impact of correctional tasks in the children being taught on the development of coherent speech. Consequently, speech development of children with intellectual disabilities requires special interrelated correctional work of primary school teachers and speech therapists.

scholarly journals Impact of Argument-Based Laboratory Method on Scientific Process Skills of Pre-Service Primary School Teachers and Their Views of The Nature of Science

2020 ◽  
Vol 9 (4) ◽  
pp. 75
Author(s):  
Ceren Köseler ◽  
Demet Sahin Kalyon
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Laboratory Method ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact ◽  
Experimental Group

The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science.The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37 in the experimental group, 37 in the control group) studying a Primary Education Department. The dependent variables of the studies are the views of the pre-service primary school teachers on the nature of science and their scientific process skills, while the independent variable of the study was argument-based laboratory application The nature of science scale and scientific process skills tests were used as the data collection tools. The Argument Driven Inquiry approach was employed in the experimental group, while a conventional laboratory approach was implemented in the control group. The findings of the study revealed that the argument-based laboratory method have improved the student views on NOS and their scientific process skills.

Exploring Primary School Teachers' Language of Thinking: A Case Study (Bahasa Berfikir Guru Sekolah Rendah: Satu Kajian Kes)

2018 ◽  
Vol 14 (3) ◽  
pp. 271-295
Author(s):  
Wan Mazwati Wan Yusoff ◽  
Shamilati Che Seman ◽  
Rahimah Embong
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Systematic Evaluation ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact

Abstract The aspiration of Malaysian education system as mentioned in the Malaysia Education Blueprint 2013-2025 is to produce students who are highly critical and creative.  Since teaching for higher order thinking was made explicit since 1989, a systematic evaluation of the adequacy and pitfalls of teaching for thinking programs was not done extensively.  If examination result is the yard stick to measure the impact of teaching for thinking, then it can be concluded that 2016 UPSR result painted a dismal picture of failure in teaching for thinking.  Studies showed that there is a positive correlation between language teacher used to communicate in the classroom and the development of thinking dispositions among students.  Using the framework of language of thinking put forward by Costa and Marzano (2001), this study was conducted to explore language of thinking used by teachers during teaching and learning sessions in several primary school classrooms.  This preliminary study attempted to gain in-depth understanding of the phenomenon in the actual setting so that the insight can illustrate a wider picture of the issue.  This exploratory case study employed structured observations to collect data in the classroom of nine primary school teachers.  The data was analysed based on theoretical proposition by Costa and Marzano.  Findings revealed that teachers needed to improve their language of thinking.    Keywords: Thinking skills, language of thinking, teaching for thinking, higher order thinking.   Abstrak Aspirasi pendidikan Malaysia sebagaimana yang disebut dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 adalah untuk melahirkan pelajar yang berupaya berfikir secara kritis dan kreatif.  Semenjak kemahiran berfikir pada aras tinggi disebut secara eksplisit dalam kurikulum sekolah menengah dan rendah dari tahun 1989 lagi, satu penilaian yang sistematik terhadap kejayaan dan kelemahan pengajaran untuk kemahiran berfikir tidak dibuat secara meluas dan menyeluruh.  Jika keputusan peperiksaan dijadikan kayu ukur untuk mengukur keberkesanan pengajaran untuk berfikir, keputusan peperiksaan UPSR 2016 melukis gambaran kegagalan projek mengajar untuk kemahiran berfikir aras tinggi yang menyedihkan.  Kajian menunjukkan ada perkaitan positif antara Bahasa yang digunakan oleh guru ketika berkomunikasi dalam bilik darjah dengan perkembangan disposisi berfikir dikalangan pelajar.   Disposisi berfikir pula berkait langsung dengan tabiat berfikir dan kemahiran berfikir aras tinggi.  Kajian ini bertujuan untuk meneroka Bahasa berfikir yang digunakan oleh guru dalam proses pengajaran dan pembelajaran di sekolah rendah.  Bahasa berfikir yang diterangkan oleh Costa dan Marzano (2001) digunakan sebagai kerangka teori kajian ini.  Kajian ini cuba untuk meneroka amalan berbahasa guru untuk memahami fenomena ini dalam situasi sebenar supaya hasilnya dapat memberi gambaran luas terhadap isu ini.  Kajian kes eksplorasi ini menggunakan pemerhatian secara berstruktur untuk mengumpul data.  Sembilan orang guru sekolah rendah terlibat dalam kajian ini.  Data telah dianalisis menggunakan toeri Bahasa berfikir Costa dan Marzano.  Dapatan kajian ini menunjukkan guru perlu menambahbaik Bahasa berfikir yang mereka gunakan semasa berkomunikasi dalam bilik darjah supaya aspirasi melahirkan pelajar berkemahiran berfikir aras tinggi dapat dicapai.    Kata Kunci: Kemahiran berfikir, bahasa berfikir, mengajar untuk berfikir, berfikir aras tinggi.

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