Inclusiveness in Tanzania’s public pre-primary education: Unbridged teachers’ and parents’ role awareness gap

2021 ◽  
pp. 1-16
Author(s):  
Pambas Tandika Basil
Keyword(s):  
Primary Education ◽  
Teachers And Parents

Pedagogy and Politics: Origins of the Special Conference of 1905 on Primary Education for Non-Russians in the East

1998 ◽  
Vol 26 (4) ◽  
pp. 761-775 ◽  
Author(s):  
Wayne Dowler
Keyword(s):  
Elementary Schools ◽  
Primary Education ◽  
General Type ◽  
The Other ◽  
Teachers And Parents ◽  
The One ◽  
Eastern Empire ◽  
Council Of Ministers ◽  
Eastern Russia ◽  
Regions Of Russia

In May-June 1905 a special conference on education for non-Russians (inorodtsy) of the eastern Empire met in St Petersburg. The conference was organized by the Ministry of National Enlightenment (i.e. Education) with the concurrence of the Holy Synod. It was chaired by A. S. Budilovich, a member of the Council of Ministers. The conference had been preceded by an investigatory commission, also headed by Budilovich, which visited non-Russian elementary schools in the eastern regions of Russia and interviewed education officials, teachers, and parents involved in the education of non-Russians in the area. The purpose of the commission and the subsequent conference was the “examination of the presently existing legislation concerning the non-Russian schools of eastern Russia and in particular that system among them which is linked to the name of N.I. Il'minskii, compared with the schools of the general type that exist in those regions, on the one hand, and with the confessional schools (especially Moslem and Buddhist), on the other.”

scholarly journals Quality of Education offered to Children with Special Educational Needs (SEN) in the era of Free Primary Education (FPE) in Rural Kenya: Perspectives of Educationists, Teachers and Parents

2021 ◽  
Author(s):  
◽  
Charles Makori Omoke
Keyword(s):  
Primary Education ◽  
Educational Needs ◽  
Rural Setting ◽  
Quality Of Education ◽  
Theory Approach ◽  
Special Educational Needs ◽  
Free Primary Education ◽  
Regular Teachers ◽  
Teachers And Parents

<p>The education of children with special educational needs (SEN) has been a focus of international inquiry. There is a strong advocacy for the inclusion of children with SEN in regular schools although this remains contentious and challenging. Despite an emphasis by the Kenyan government that children with SEN should be included in regular schooling, there has not been substantial investigation especially in rural settings on how these children can receive quality education. This thesis seeks to address this issue by exploring the perspectives of educationists, teachers and parents on the quality of education offered to children with SEN in the era of free primary education in a rural setting. A qualitative interpretive approach to research was used to generate data through interviews with government officials, teachers and parents, focus group discussions with regular teachers and observations in three schools spread over three rural districts. Thematic analysis was employed in analysing the data. A critical theory approach focussing on social justice and rights of children as enshrined in the United Nations Convention on the Rights of the Child (UNCRC) was used as a lens. The findings revealed that despite policy articulation, children with SEN occupied the role of “others” in schools and the society and were described in negative terms. Participants, especially regular staff and parents were emphatic that children with SEN required “experts” and “special” resources both of which were not available in regular schools. The participants felt that the available curriculum was relevant for “normal” children and therefore could not meet the educational needs of children with SEN. The broad conclusion drawn from this study is that there is need to distinctly define the terms inclusive education, special education and mainstream education in a way that the core stakeholders can understand, interpret and implement within their contexts. Designing a means of progress monitoring other than national examinations may help motivate both regular teachers and parents to see the need to have children with SEN in regular schools. There is need for further investigation on how regular teachers can be persuaded from existing beliefs that they are not qualified to teach children with SEN and how to convince parents that their children are worthy of an education.</p>

scholarly journals Active Listening as A Basic Skill of Efficient Communication Between Teachers and Parents: An Empirical Study

2021 ◽  
Vol 2 (6) ◽  
pp. 8-12
Author(s):  
Maria E. Chatzinikola
Keyword(s):  
Empirical Study ◽  
Primary Education ◽  
Active Listening ◽  
Neutral Position ◽  
Basic Skill ◽  
Personal Opinion ◽  
Efficient Communication ◽  
Education School ◽  
Teachers And Parents ◽  
Verbal Intervention

This study deals with active listening as a basic skill of efficient communication used by teachers in their communication with their students’ parents. Two hundred and twenty-two teachers and thirty-three principals of primary education school units participated in this empirical study. Teachers mention that they use active listening in their communication with parents with attention and observation, they accept parents’ words, they maintain a neutral position and they show empathy to share their reflections and feelings. Moreover, during the use of active listening as an active skill of efficient communication between teachers and parents, teachers mention the contribution of their verbal intervention. In this way they ask open-ended and closed-ended questions for clarifications, and they repeat the parent’s main views without expressing their personal opinion. During their verbal positioning, teachers first mention to parents the good characteristics of their children, then they focus on their learning weaknesses.

scholarly journals Integration of Virtual Reality in the Instructive-Educational Process in Primary Education

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Gabriel Cramariuc ◽  
Mădălina-Andrada Dan
Keyword(s):  
Virtual Reality ◽  
Primary Education ◽  
Digital Technology ◽  
Educational Process ◽  
Social Connections ◽  
The Internet ◽  
Digital Environment ◽  
Research Findings ◽  
Teachers And Parents

Today's children live immersed in the digital environment and build in this environment connections, both social connections and connections with their fields of interest. The classroom could be that submarine that students sail safely in the ever-deeper waters of digital technology and the Internet and that will lead students on the fascinating journey of knowledge. How prepared are teachers and parents to be children's guides? The aim of this paper is to identify the availability of teachers who teach in primary education and parents who have children enrolled at this level on the use of virtual reality in education, more precisely in the instructional-educational process. The research findings support both the positive opinions of teachers and parents regarding the use of virtual reality in education, and their willingness to integrate this type of technology in the instructional-educational process.

scholarly journals DEVELOPING CHILD’S COMPETENCES: CONTINUITY OF PRESCHOOL AND PRIMARY EDUCATION

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Olha Kosenchuk
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Preschool Education ◽  
State Standards ◽  
School Teachers ◽  
Educational Work ◽  
Primary School Teachers ◽  
Joint Approach ◽  
Teachers And Parents ◽  
Primary School Age

The report focuses on the problem of continuity between preschool and primary education in developing a child’s competences. Modern approaches to solving the outlined issue in research and educational practices are characterised. An analysis of the content of regulatory documents, particularly the state standards of preschool and primary education, is presented to identify common approaches, values, principles, and cross-cutting competences in children’s development. It was found that for development of a competent personality in preschool and primary school age is essential not only balanced content of regulations of the mentioned levels, but also awareness of teachers and parents of the child’s age peculiarities, joint approach in selecting methods, forms, and means of educational work. The results of the research of modern practice of preschool education institutions on ensuring continuity and establishing a partnership with the primary school are given. Educators solve the problem of continuity by getting acquainted with the content of the New Ukrainian School programmes, using modern pedagogical technologies, educational work among parents, and cooperation with primary school teachers. Several organizational and pedagogical conditions are outlined, under which the continuity between preschool and primary education will be practically ensured.

scholarly journals Alienation from Nature and Its Impact on Primary and Pre-primary Education

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Kateřina Jančaříková ◽  
Roman Kroufek ◽  
Martin Modrý ◽  
Karel Vojíř
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Children ◽  
Web Of Science ◽  
Review Paper ◽  
Good Practice ◽  
Alienation From Nature ◽  
School Pedagogy ◽  
Teachers And Parents ◽  
Primary School Pupils

The alienation from nature has a major impact on the education of primary school pupils and pre-school children. In the review paper we focus on research into this phenomena. We chose 79 articles on Web of Science, 39 on Scopus, and two in the Czech database RIV. From this a total number of 21 articles were selected, analysed and presented to the readers in this article. It turned out that alienation from nature is a fuzzy concept. Many experts rely on it. But it is not precisely defined in the literature. Two main topics appeared in the articles that were considered: connectedness and relation to nature and fear of animals and disgust aroused by them. The main findings are: a) teachers and parents are already alienated, b) examples of good practice show ways of bringing nature closer to children, c) children’s attitudes to nature are changing; they are more afraid of animals and disgusted by them, d) a certain degree of fear and disgust is useful, e) differences between the sexes appear only at an older age. This phenomenon needs to be studied further. Keywords: pre-school pedagogy, primary school pedagogy, alienation from nature, generation alpha

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