Elementary school teachers’ behavioral intentions for healthy nutrition

2019 ◽  
Vol 119 (2) ◽  
pp. 133-149 ◽  
Author(s):  
Huseyin Ates
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Behavioral Intentions ◽  
Meta Analysis ◽  
Correlation Study ◽  
Influential Factor ◽  
Perceived Behavioral Control ◽  
School Teachers ◽  
Content Type ◽  
Healthy Nutrition

Purpose The purpose of this paper is to examine the effects of elementary school teachers’ psychological factors on their behavioral intentions for healthy nutrition in their daily life within an extended version of the theory of planned behavior (TPB). Design/methodology/approach The design of the study is correlation study. Findings Constructs in the proposal model formed accounted for of variance of intentions and behaviors successfully. Considering the entire proposed model, while personal norm is the most influential factor on intention, self-identity is the most consistent effects on teachers’ behavior. However, among the constructs of TPB, perceived behavioral control is the strongest influence on both intention and behavior. Originality/value In the literature, factors affecting healthy behaviors by using TPB focused on mainly children (8–10 year old) and adolescents (11–16 year old) all over the world. However, in some countries, several studies were conducted on adults (e.g. Astrøsm and Rise, 2001; Brouwer and Mosack, 2015), to the best of our knowledge, while there is no study conducted on adults including teachers in Turkey. In addition, recently, two meta-analysis studies were published: Riebl et al. (2015) and Mcdermott et al. (2015). These studies suggested that future studies related to healthy nutrition in the scope of TPB should be continued to investigate.

“I like […] different time periods:” elementary teachers’ uses of historical fiction

2019 ◽  
Vol 14 (1) ◽  
pp. 78-97
Author(s):  
Kristy A. Brugar ◽  
Annie McMahon Whitlock
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Language Arts ◽  
Elementary School Teachers ◽  
Historical Fiction ◽  
State Standards ◽  
Fifth Grade ◽  
School Teachers ◽  
Content Type ◽  
Social Studies Instruction

Purpose The purpose of this paper is to explore how and why teachers use historical fiction in their classroom (e.g. selection and instruction) through the lenses of their pedagogical content knowledge (Shulman, 1986) and pedagogical tools (Grossman et al., 1999). Design/methodology/approach The authors explored the following questions: In what ways do elementary school teachers, more specifically fifth grade teachers responsible for early US history as part of their social studies curriculum, use historical fiction in their classrooms? and What factors do elementary school teachers consider when they select historical fiction to use in their classrooms? In order to explore these questions, the authors interviewed eight fifth grade teachers. The authors describe the ways in which these teachers use historical fiction as part of their social studies instruction by employing collective case study (Stake, 1994). Findings This study has reified this notion that historical fiction is widely used by fifth grade teachers. The authors identified that these teachers are choosing texts that allow them to integrate their language arts and social studies instruction in effective and engaging ways. Many participants described choosing the texts purposefully to address social studies standards during their language arts time. Despite many of these teachers using prescribed curricula for language arts instruction and following state standards for social studies, the teachers in this study felt free to make curricular decisions related to integration. Most importantly, when given this freedom, they chose to integrate purposefully with quality texts. Research limitations/implications The primary limitation of this research study is the small sample size (n=8). However among the eight teacher participants, there are two states are represented, varied teaching contexts (e.g. departmentalized, self-contained classrooms), and many years of classroom social studies teaching experience. Originality/value The Common Core State Standards for English Language Arts (CCSS) (Council of Chief State School Officers and the National Governors Association, 2010) have prompted teachers to present both informational text and literature in equal balance in upper elementary grades. Little research has been done in the last decade about the ways in which historical fiction addresses these standards.

scholarly journals IMPORTÂNCIA DO CONHECIMENTO DE PROFESSORES DO ENSINO FUNDAMENTAL SOBRE PRIMEIROS SOCORROS: REVISÃO SISTEMÁTICA COM METANÁLISE / IMPORTANCE OF THE KNOWLEDGE OF ELEMENTARY SCHOOL TEACHERS ABOUT FIRST AID: A SYSTEMATIC REVIEW WITH META-ANALYSIS

2020 ◽  
Vol 6 (8) ◽  
pp. 63975-63985
Author(s):  
Natália dos Santos Almeida ◽  
Dayse Christina Rodrigues Pereira Luz ◽  
Luciana Sobreira de Matos ◽  
José Leonardo Gomes Coelho ◽  
Yolanda Gomes Duarte ◽  
...  
Keyword(s):  
Systematic Review ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Meta Analysis ◽  
First Aid ◽  
School Teachers

Examining elementary school teachers’ integration of technology and enactment of TPACK in mathematics

2017 ◽  
Vol 34 (5) ◽  
pp. 439-451 ◽  
Author(s):  
Angela Urbina ◽  
Drew Polly
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
Third Grade ◽  
Classroom Observations ◽  
School Teachers ◽  
Content Type ◽  
Integrated Technology ◽  
Use Of Technology ◽  
One To One

Purpose The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer environments for most of the day. Following a series of classroom observations and interviews, inductive qualitative analyses of data indicated that teachers felt that technology supported students’ mathematics learning and prepared them for their future where technology was important. However, observations indicated that despite teaching in one-to-one environments, students only used technology on rare occasions or if they finished activities early. Further, these technology-based activities were low-level review of mathematics computations. Implications include the need to provide effective support to teachers about integrating technology in meaningful ways. Design/methodology/approach This study involved classroom observations of two-third grade teachers. Findings Findings indicate that teachers used Chromebooks in one-to-one classrooms to provide students with extra practice on computational skills. Research limitations/implications There is a need for future studies to look at teachers’ use of technology and its influence on student learning. Practical implications Teacher education programs and school leaders should provide opportunities for current and future teachers to learn about technology with content specific examples. Originality/value This study provided an examination of all of the third grade teachers in a school who all were teaching mathematics in one-to-one classroom environments.

TINGKAT STRES KERJA DAN STRATEGI KOPING GURU SD DALAM IMPLEMENTASI KURIKULUM 2013

2019 ◽  
Vol 9 (2) ◽  
pp. 155-164
Author(s):  
Nadia Yuli Pertiwi ◽  
Ice Yulia Wardani
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Work Stress ◽  
Coping Strategy ◽  
School Teachers ◽  
Cross Sectional ◽  
Central District ◽  
And Coping ◽  
Moderate Stress

Kualitas guru sangat mempengaruhi pendidikan pada setiap jenjangnya termasuk jenjang sekolah dasar. Profesi guru termasuk salah satu pekerjaan yang memiliki tingkat stres kerja yang tinggi. Salah satu penyebab stres adalah kurikulum pendidikan.Penelitian ini bertujuan untuk mengetahui gambaran tingkat stres kerja dan strategi koping guru sekolah dasar negeri dalam implementasi kurikulum 2013 di Kecamatan Bogor Tengah Kota Bogor. Penelitian ini menggunakan desain penelitian deskriptif kuantitatif sederhana dengan pendekatan cross sectional. Penelitian ini melibatkan 222 guru di sekolah dasar negeri Kecamatan Bogor Tengah yang dipilih menggunakan purposive sampling. Hasil penelitian ini menggambarkan bahwa sebesar (81,5%) guru mengalami stres sedang. Penjabaran dari dimensi stres kerja yaitu dimensi peran kerja individu (ORQ), dimensi beban kerja individu (PSQ), dan dimensi sumber daya yang dimiliki (PRQ) menunjukkan bahwa mayoritas guru mengalami stres sedang pada ketiga kategori tersebut. Adapun jenis strategi koping yang paling sering digunakan adalah problem focused coping (54,6%). Hasil penelitian ini diharapkan agar perawat dapat bekerja sama dengan pihak sekolah dasar negeri untuk memfasilitasi kegiatan yang dapat meminimalkan kejadian stres kerja dengan penggunaan strategi koping yang tepat.   Kata kunci: Guru sekolah dasar negeri, stres kerja, kurikulum 2013, strategi koping   THE LEVEL OF STRESS AND COPING STRATEGY OF ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTATION OF CURRICULUM 2013   ABSTRACT Teachers quality is greatly influence education at the whole level of education including elementary school level. Teachers are one of the jobs with high levels of work stress. One of the causes of work stress is  educational curriculum. This study aims to determine the level of stress and coping strategy of elementary school teachers in implementation of curriculum 2013 in Bogor Central District, Bogor. The design in this research used descriptive quantitative with cross sectional approach. This study involved 222 elementary schools teachers in Bogor Central District selected by purposive sampling. The results of this study illustrate the majority of elementary schools teachers in Bogor Central District (81,5%) experience moderate stress. Each dimension of work stress, occupational role (ORQ), personal strain (PSQ) and personal resources (PRQ) show that the majority of teachers experience moderate stress. The type of coping strategy that is most often used by elementary schools teachers in Bogor Central Districtis is problem focused coping (54,6%). The results of this study recommend nurses to be able for collaboration with school to facilitate activities that could reduce stress and use appropriate coping strategies.   Keywords: Elementary School Teacher, work stress, curriculum 2013, coping strategy

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