scholarly journals “Thinking about drinking”

2016 ◽  
Vol 116 (6) ◽  
pp. 541-560 ◽  
Author(s):  
Siobhan Farmer ◽  
Lorna Porcellato
Keyword(s):  
Classroom Environment ◽  
Primary Schools ◽  
Local Level ◽  
National Policy ◽  
Policy Recommendations ◽  
Alcohol Education ◽  
Primary School Teachers ◽  
Content Type ◽  
North West ◽  
Written Responses

Purpose The purpose of this paper is to explore perceptions of alcohol held by schoolchildren using the “Draw and Write” tool, to inform the planning of alcohol education in the classroom setting. Design/methodology/approach A specifically designed “Draw and Write” booklet was used with 169 children aged nine to ten years (Year 5) across seven primary schools in a small Local Authority in North West England. Written responses were thematically coded. Findings Results demonstrated that the children had a good basic understanding of alcohol, including who drinks, where it can be purchased and the range of products available. Participants were aware that alcohol could be harmful and held mainly negative views. Findings suggest that alcohol education at this age is both appropriate and necessary to help children explore, understand and clarify their perceptions and misconceptions in a safe classroom environment. Practical implications The range and depth of responses from the children demonstrated that Draw and Write can be used successfully to explore children’s perceptions of alcohol. The tool can be used as a baseline assessment to inform classroom-based alcohol education for primary school teachers and those supporting delivery at local level, in line with national policy recommendations. Originality/value This paper adds to the existing literature on the use of “Draw and Write” in personal, social and health education, demonstrating that it can be used specifically to investigate children’s knowledge and attitudes about alcohol.

The scale of school organizational culture in Indonesia

2019 ◽  
Vol 33 (7) ◽  
pp. 1582-1595
Author(s):  
Burhanuddin Burhanuddin
Keyword(s):  
Primary Schools ◽  
Structural Equation ◽  
School Context ◽  
School Setting ◽  
Measurement Model ◽  
Primary School Teachers ◽  
Content Type ◽  
Confirmatory Factor ◽  
Cultural Construct ◽  
Complex Project

Purpose The purpose of this paper is to develop a measurement model in order to investigate sorts of organizational cultures (OCs) existing in school organizations. Design/methodology/approach This study involved 300 teachers of Primary Schools in the Malang City, East Java Indonesia. It used a quantitative approach with structural equation modelling to develop a measurement model of school OC. To enable the measure of this variable to work, OC scale was constructed and validated employing a confirmatory factor analysis. Findings Results suggest items of the scale are conceptualized as unidimensional measure. The scale, thus, could be used to examine and properly identified types of OCs within a school setting. Research limitations/implications This study developed e-scale to measure OC within a school context. The measure was tested in referring to the data derived from a limited sample of primary school teachers in Malang City, Indonesia. Practical implications This study recommends that school principals are expected to create an OC to ensure the improvement of individual capacities is carried out effectively. Originality/value The investigation focused on a school OC as a complex project. Since not many research studies developed the scales to measure this specific cultural construct, the findings add to the theory in this area.

A qualitative evaluation of a pilot leadership programme for dentists

2015 ◽  
Vol 28 (3) ◽  
pp. 185-199 ◽  
Author(s):  
Jonathan Walsh ◽  
Nicholas Taylor ◽  
Donna Hough ◽  
Paul Brocklehurst
Keyword(s):  
Local Level ◽  
Qualitative Evaluation ◽  
Training Programme ◽  
Structured Interviews ◽  
Clinical Leadership ◽  
Content Type ◽  
North West ◽  
Dental Practitioners ◽  
Training Programmes ◽  
The Way

Purpose – The purpose of this paper was to evaluate a pilot training programme run by Health Education North West to promote clinical leadership amongst general dental practitioners (GDPs). New powers and responsibilities for clinicians have caused a fundamental shift in the way that local services are planned and delivered in England. GDPs are being appointed onto the boards of local professional networks (LPNs) to influence the way that services are delivered at a local level. Analogous to clinical commissioning groups in medicine, the role of LPNs is to ensure that GDPs lead change and drive up the quality of service provision. Clinical leadership has been argued to be fundamentally important in these new structures, but has received little attention in the dental literature. Design/methodology/approach – Semi-structured interviews and a focus group were held with participants of the pilot to explore their understanding and experience of clinical leadership. These were recorded, transcribed verbatim and underwent thematic analysis. Findings – Nineteen codes were identified and organized into four themes: nature of clinical leadership, challenges for clinical leaders in dentistry, Leadership Exploration and Discovery programme evaluation and future direction. Practical implications – The research provides an understanding of how GDPs conceptualise clinical leadership and provides recommendations for future leadership training programmes. Originality/value – This is the first evaluation of a leadership programme for GDPs and so helps address the paucity of evidence in the dental literature.

Municipal reaction to functional rescaling in Italy

2018 ◽  
Vol 31 (4) ◽  
pp. 448-465 ◽  
Author(s):  
Silvia Bolgherini ◽  
Mattia Casula ◽  
Mariano Marotta
Keyword(s):  
Local Level ◽  
National Policy ◽  
Content Type ◽  
Joint Management ◽  
Italian Regions ◽  
Intermunicipal Cooperation ◽  
Future Policy ◽  
Mind Set ◽  
National Policy Maker ◽  
Structured Questionnaire

PurposeThe purpose of this paper is to discuss the municipal reaction to a recent rescaling policy in Italy that, since 2010, require to small municipalities to jointly manage their basic tasks (compulsory joint management – CJM) through intermunicipal forms of cooperation. The paper will investigate: how many small municipalities did effectively join their basic tasks; which forms of cooperation did they choose to perform these tasks; and which kind of reaction municipalities enacted toward the national provision.Design/methodology/approachQuantitative data rely on an original database collecting information on all Italian municipalities up to 2015. A qualitative research has also been conducted by submitting a semi-structured questionnaire and interviews to the civil servants in charge of the CJM in each of the 20 Italian regions and to other privileged interlocutors.FindingsItalian municipalities poorly complied with the CJM norm and when they did, they choose the easiest way to do it (using the simplest available intermunicipal cooperation form). Among the explanations for this reaction: the lack of consistency and clear political will of the national policy maker in respect to this norm and the lack of a mind set at the local level oriented to cooperation and networking.Originality/valueThis paper highlights the main patterns of conflict in functional rescaling of small-sized municipalities in Italy, thus providing both fresh new data on this phenomena and useful elements for shaping future policy making on this topic.

scholarly journals Public acceptability of containment measures during the COVID-19 pandemic in Italy: how institutional confidence and specific political support matter

2020 ◽  
Vol 40 (9/10) ◽  
pp. 1069-1085
Author(s):  
Simona Guglielmi ◽  
Giulia M. Dotti Sani ◽  
Francesco Molteni ◽  
Ferruccio Biolcati ◽  
Antonio M. Chiesi ◽  
...  
Keyword(s):  
Structural Equation ◽  
Structural Equation Models ◽  
Local Level ◽  
Political Support ◽  
Content Type ◽  
North West ◽  
The North ◽  
Public Acceptability ◽  
Containment Measures ◽  
Restrictive Measures

PurposeThis article contributes to a better theoretical and empiric understanding of mixed results in the literature investigating the relationship between institutional confidence and adherence to recommended measures during a pandemic.Design/methodology/approachThe article relies on structural equation models (SEMs) based on data from ResPOnsE COVID-19, a rolling cross-section (RCS) survey carried out in Italy from April to June 2020.FindingsThe authors’ findings show the existence of multiple pathways of confidence at the national and local level. Confidence in the institutions is positively associated with support for the performance of the Prime Minister and that of the regional institutions in the North West, which in turn, raises the likelihood of following the restrictive measures. However, in the same regions, a good appraisal of the regional system's performance also had a direct positive effect on the perception of being safe from the virus, decreasing adherence to the restrictive measures. Finally, the direct effect of confidence in the institutions on compliance is negative.Social implicationsThe result enlightens the crucial role both of national and local institutions in promoting or inhibiting adherence to restrictive measures during a pandemic and suggests that “one size fits all” measures for increasing overall institutional confidence might not be sufficient to reach the desired goal of achieving compliance in pandemic times.Originality/valueThe authors theorize and test three cognitive mechanisms – (1) the “cascade of confidence”; (2) the “paradox of support” and (3) the “paradox of confidence” – to account for both the positive and negative links between measures of political support and public acceptability of COVID-19 containment measures.

scholarly journals Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction

2014 ◽  
Vol 28 (4) ◽  
pp. 365-378 ◽  
Author(s):  
Eithne Reilly ◽  
Katie Dhingra ◽  
Daniel Boduszek
Keyword(s):  
Job Satisfaction ◽  
Perceived Stress ◽  
Self Efficacy ◽  
Primary Schools ◽  
Teaching Experience ◽  
Self Esteem ◽  
Additional Contribution ◽  
Primary School Teachers ◽  
Content Type ◽  
Years Of Teaching Experience

Purpose – The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction within a sample of 121 Irish primary school teachers. Design/methodology/approach – Survey data were collected from teachers from eight primary schools. Hypotheses were tested using a comparison of means, correlations, and multiple regression. Findings – Results indicated that the predictor variables accounted for 22 per cent of variance in teachers’ job satisfaction. However, only perceived stress was found to explain unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction. Practical implications – Perceived stress should be targeted in efforts to improve teachers’ job satisfaction. Originality/value – The results make an additional contribution to the literature by providing important information on the factors contributing to teachers’ job satisfaction in Ireland.

Training comprehensiveness: construct development and relation with role behaviour

2015 ◽  
Vol 39 (7) ◽  
pp. 641-662 ◽  
Author(s):  
Anugamini Priya Srivastava ◽  
Rajib Lochan Dhar
Keyword(s):  
Human Resource Development ◽  
Rural Areas ◽  
Self Efficacy ◽  
Primary Schools ◽  
Job Autonomy ◽  
Primary School Teachers ◽  
Content Type ◽  
Independent Basis ◽  
Construct Development ◽  
Individual Perception

Purpose – This study aims to develop the scale for perception of training comprehensiveness and attempts to examine the influence of perception of training comprehensiveness on role behaviour: teachers’ efficacy as a mediator and job autonomy as a moderator. Design/methodology/approach – Through the steps for a generation, refinement, purification and validation of the scale, the measures of training comprehensiveness are defined, followed by an exploratory factor analysis. In all, 961 primary school teachers and 323 principals participated in the study. Teachers rated their perception of training comprehensiveness, self-efficacy and job autonomy, while principals rated the role behaviour of teachers, to avoid self-reporting biases. Findings – Regression analysis showed that training comprehensiveness affects teachers’ self-efficacy, higher teachers’ efficacy increases the teachers’ role behaviour, training comprehensiveness indirectly influences role behaviour and job autonomy moderated the channel of teachers’ efficacy and role behaviour. These results indicated that in primary schools specifically in rural areas of India, individual perception of training, skill development and human resource development practice induces teachers’ role behaviour via raising their efficacy to combat with adverse situations. Job autonomy on an independent basis moderates the positive relationship between self-efficacy and role behaviour. Practical implications – This study also provides various practical and research-based implications. Originality/value – The scale for training comprehensiveness has been developed, and its impact on behavioural attributes like efficacy and role behaviour is examined for a sample of teachers.

Drama pedagogy as a catalyst for shifting language anxiety in primary school teachers: offering critical engagement within EFL classroom

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naoko Araki
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
Primary Schools ◽  
English Language ◽  
Language Anxiety ◽  
Successful Implementation ◽  
Learning Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type

PurposeJapanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators.Design/methodology/approachThe study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed.FindingsInitial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop.Originality/valueThe study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices.

scholarly journals Teaching Non-Italian Students: Italian Adaptation of the Questionnaire on Teachers’ Perspectives

2020 ◽  
Author(s):  
Ceyda Sensin ◽  
Guido Benvenuto ◽  
Emiliane Rubat du Mérac
Keyword(s):  
Primary School ◽  
Classroom Environment ◽  
Primary Schools ◽  
Immigrant Students ◽  
Likelihood Method ◽  
Pedagogical Practice ◽  
Validity And Reliability ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perspectives

The survey of teachers’ perspectives on the teaching of refugees and immigrant pupils by Kurbegovic (2016) is used to evaluate five dimensions of teachers’ self-perception: Selfefficacy, Implementation Practices, Cultural Competence, Competence/Preparation and Student Needs. The present study is aimed at analysing the self-awareness of primary school teachers of the teaching of refugee and immigrant students in Italy. The survey of Kurbegovic within its 30 items (Cronbach’s Alpha = .86) was conducted on a sample of 190 teachers who teach in primary schools in Rome. After removing 2 items that are cross loading, the exploratory factor analysis (Maximum likelihood method with Oblimin rotation) confirms a five-factor structure and shows a good construct validity and reliability. Current research reveals that the survey of teachers’ perspectives on refugee and immigrant populations is appropriately adapted to assess Italian primary school teachers’ views. This tool demonstrates its usefulness not only for research but also for pedagogical practice and can help to create an inclusive classroom environment that provide students with equal access to the curriculum and learning experiences.

Knowledge and Attitude of Teachers in Selected Malaysian Primary School towards Dental Injuries

2018 ◽  
Vol 15 (2) ◽  
pp. 51
Author(s):  
Syazwani Hassan ◽  
Nur Nabila Zulkifly ◽  
Annapurny Venkiteswaran ◽  
Rohaida Abdul Halim
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Tertiary Education ◽  
Primary School Teachers ◽  
Storage Media ◽  
Validated Questionnaire ◽  
First Aid Training ◽  
Level Of Knowledge ◽  
Knowledge And Attitude ◽  
Dental Injuries

To ascertain the level of knowledge among primary school teachers towards the management of traumatic dental injuries (TDIs) in school and to determine the preference among teachers regarding the education tools that can be used to increase awareness and knowledge among them. A total of 150 teachers from primary schools in three different districts were included in the study and they were given self-administered questionnaires to be filled. The validated questionnaire was distributed randomly in the selected schools. The questionnaire included two scenarios comprising of tooth fracture and avulsion. Questions regarding awareness and management of these scenarios were asked. All 150 participants answered the questionnaire; of these 74% were females 26% were males. 64% of the participants had received tertiary education. Although 70% of teachers had obtained first aid training, only 9.3% of them had received training regrading dental injuries. About 53% of participants knew the correct answer for the appropriate response to fractured tooth and only 35.3% managed to correctly answer the question related to appropriate response to an avulsed tooth. Only 38.7% knew about appropriate rinsing solution and a mere 4.7% were familiar with proper storage media. Even though the teachers have poor knowledge regarding management of dental injuries, it is reassuring to know that 93% of them are keen on further training and awareness. More educational programmes need to be introduced to empower the teachers with the relevant knowledge required to deal with dental emergencies.

Agricultural education and Italian primary school teachers: the Romagna in the late nineteenth century

Modern Italy ◽  
2020 ◽  
pp. 1-16
Author(s):  
Omar Mazzotti ◽  
Massimo Fornasari
Keyword(s):  
Nineteenth Century ◽  
Agricultural Education ◽  
Primary Schools ◽  
Educational Process ◽  
Late Nineteenth Century ◽  
Ruling Class ◽  
Primary School Teachers ◽  
Agricultural Revolution ◽  
Agricultural Knowledge ◽  
The Impact

This article examines the dissemination of agricultural education in primary schools in the Romagna, an important rural area in post-unification Italy. The topic is explored within a wider perspective, analysing the impact of institutional changes – at both the national and local levels – on the transmission of agricultural knowledge in primary education during the final quarter of the nineteenth century. Two particular elements of the process are examined: students, as the intended beneficiaries of the educational process; and teachers, who as well as having a key role in reducing the extent of illiteracy were sometimes also involved in disseminating agricultural knowledge. The transfer of that knowledge appears to have been a very challenging task, not least because of the scant interest that Italy's ruling class showed towards this issue. However, increasing importance seems to have been given to agricultural education in primary schools during the economic crisis of the 1880s, when the expansion of this provision was thought to be among the factors that might help to prepare the ground for the hoped-for ‘agricultural revolution’.

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