scholarly journals Development and effectiveness assessment of a sex education learning unit for Thai primary students

2020 ◽  
Vol 34 (3) ◽  
pp. 183-193
Author(s):  
Chanonya Chaiwongroj ◽  
Khajornsak Buaraphan
Keyword(s):  
Sex Education ◽  
Primary Schools ◽  
Local Community ◽  
Comparative Method ◽  
Group Discussion ◽  
Structured Interview ◽  
Sexual Attitude ◽  
School Level ◽  
Content Type ◽  
Post Test

PurposeThis study explored the effectiveness of sex education lessons developed for six graders by the local community and experts.Design/methodology/approachThree lesson plans were developed based on a focus group discussion with students, parents, and teachers and then revised based on experts' feedback. The finalized three lessons were taught to 102 sixth graders in three different primary schools. Pre-test and post-test the students' sex education understanding was measured, and a 5-point Likert scale questionnaire was used to measure overall sexual attitude and awareness. The participants engaged in a semi-structured interview after each lesson, supplemented with researchers' notes. Descriptive statistics and t-tests, and the comparative method were used to analyze quantitative and qualitative data, respectively.FindingsThe sex education knowledge of participants at the three schools improved significantly (p < 0.01) after completing the learning units. Students also expressed satisfaction with the media, activities, and discussions during these sex education classes. The created learning units improved students' sexual attitude and awareness.Research limitations/implicationsFurther long-term follow-up studies are needed to determine if there is retention of knowledge, attitudes, and awareness.Practical implicationsThere should be more sex education programs at the earlier primary school level, especially in risky regions. Compulsory sex education curriculum in primary schools needs to be adjusted for each school by using a constructivist approach.Originality/valueThis study is unique because it was designed to better fit a specific school’s context and the contents were adapted to be taught by a teacher with minimal training required.

Social determinants of mental well-being: senses of powerlessness and empowerment among Romani in Ukraine

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Viktoriia Gorbunova ◽  
Natalia Gusak ◽  
Vitalii Klymchuk ◽  
Valeriia Palii ◽  
Vitalina Ustenko ◽  
...  
Keyword(s):  
Social Determinants ◽  
Local Community ◽  
Extended Family ◽  
Well Being ◽  
Structured Interview ◽  
Research Strategy ◽  
Content Type ◽  
Main Research ◽  
Main Research Interest ◽  
Mental Well Being

Purpose The purpose of this paper is to explore senses of powerlessness and empowerment among Romani in Ukraine in relation to such social circles as the extended family, the Romani local community and the whole Ukrainian society. The main research interest is focused on situations and factors that make people feel powerless or empowered. Design/methodology/approach The study was conducted using a semi-structured interview method via telephone. Romani NGO experts approved the interview content. Trained Roma-facilitators were interviewers. Every interview was transcribed for further thematic analysis. Findings The most prominent empowerment factors for Romani people are located within their families and local communities, while the bigger society (Ukrainians themselves and Ukrainian public institutions) is a main source of powerlessness. At the same time, the rigid role of family and community expectations is seen as detrimental for both males and females. Originality/value The paper is original in terms of its topic (senses of powerlessness and empowerment among Romani in Ukraine as social determinants of mental well-being) and research strategy (engagement of Roma-facilitators as interviewers).

A sustainability internship program: strategies for creating student stewards for sustainability

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hongor Miller ◽  
Byron Ronald Miller Jr ◽  
Jeffrey Spoelstra
Keyword(s):  
Local Community ◽  
Leadership Skills ◽  
Study Data ◽  
Behavior Changes ◽  
University Campus ◽  
Content Type ◽  
Assessment Scores ◽  
Post Test ◽  
Internship Programs ◽  
Method Of Evaluation

Purpose The purpose of this paper is to explore the strategies and an effective model for creating and implementing a sustainability internship program at a university campus. Design/methodology/approach This study assessed Western Michigan University’s sustainability program’s interns’ gain of environmental knowledge on sustainability topics via pre- and post-test assessments. A sample of 50 interns between fall 2016 and spring 2019 comprising six cohorts participated in this study. Data were analyzed using statistical package for social sciences to calculate descriptive statistics and sign tests. Findings The sign tests of the accumulative internship pre- and post-test assessment scores significantly increased for all 14 sustainability knowledge dimensions. Research limitations/implications The pre- and post-test assessments of the internship program are unable to track and predict the long-term behavior changes of the interns after the completion of the program. Therefore, a future longitudinal study is needed. Practical implications This sustainability internship program’s content and experiential learning model has been proven to be effective in increasing interns’ knowledge of sustainability issues and creating sustainability stewards. Institutions and universities should consider creating their own sustainability internship program based on Western Michigan University's program using pre- and post-test assessments as a method of evaluation. Social implications The internship programs’ main strength is that it offers students from all academic backgrounds an opportunity to dig deep into sustainability issues, build new social networks, gain knowledge, develop leadership skills, become sustainability stewards and immediately apply what they have learned on campus and in their local community. On-campus internships are unique learning opportunities worthy of study and refinement. Originality/value This research paper is unique because it analyzes the combined pre- and post-test scores of six cohorts of interns’ across multiple knowledge dimensions of sustainability. This study empirically shows that the combined interns’ sustainability knowledge across all dimensions significantly increased from the pre- to post-test over the semester-long program.

Exploring the effects of authentic leadership on academic optimism and teacher engagement in Thailand

2018 ◽  
Vol 32 (1) ◽  
pp. 27-45 ◽  
Author(s):  
Dhirapat Kulophas ◽  
Philip Hallinger ◽  
Auyporn Ruengtrakul ◽  
Suwimon Wongwanich
Keyword(s):  
Education Reform ◽  
School Leadership ◽  
Work Engagement ◽  
Primary Schools ◽  
Authentic Leadership ◽  
Academic Optimism ◽  
School Level ◽  
Equation Modeling ◽  
Suitable Model ◽  
Content Type

Purpose In the context of Thailand’s progress towards education reform, scholars have identified a lack of effective school-level leadership as an impeding factor. The purpose of this paper is to develop and validate a theoretical model of authentic leadership effects on teacher academic optimism and work engagement. Authentic leadership was considered a suitable model of school leadership in light of Thailand’s explicit recognition of the importance of developing the moral capacity of students and emphasis on ethical leadership. Design/methodology/approach The study employed a quantitative cross-sectional survey design. Survey data were obtained from 605 teachers in a nationally representative sample of 182 primary schools. The data were analyzed using confirmatory factor analysis and structural equation modeling. Findings The results indicated that the model of authentic leadership effects on teachers’ academic optimism and work engagement was validated. A moderate relationship was observed between authentic leadership and the dependent measures of teacher attitudes. Practical implications The study identified a potentially important lack of alignment between the espoused values and actions/decisions of school principals in Thailand. When combined with prior research conducted on leadership for educational reform in Thailand, our findings highlight the systemic nature of the problem faced in changing traditional patterns of behavior in Thai schools. More specifically, despite change in the nation’s educational goals, human resource management of the nation’s school leaders continues to produce administrators and managers rather than leaders, either instructional or moral. Originality/value The study extends prior studies of school leadership in the context of Thailand’s education reform that focused more specifically on principal instructional leadership in Thailand. In addition, this study of authentic school leadership is one of only a few conducted outside of Western societies.

Land readjustment as an alternative land development tool for peri-urban areas of Ethiopia

2015 ◽  
Vol 33 (1) ◽  
pp. 36-58 ◽  
Author(s):  
Achamyeleh Gashu Adam
Keyword(s):  
Urban Development ◽  
Urban Areas ◽  
Local Community ◽  
Group Discussion ◽  
Land Development ◽  
Urban Land ◽  
Content Type ◽  
Development System ◽  
Development Tool ◽  
Land Readjustment

Purpose – The rapid urban population growth in Ethiopia is causing an increasing demand for urban land, which primarily tends to be supplied by expropriation of peri-urban land. The process of urban development in Ethiopia is largely criticized for forced displacement and disruption of the peri-urban local community. Thus, the purpose of this paper is to introduce how Ethiopia’s urban development system could be built on the participatory and inclusive approaches of land acquisition. Design/methodology/approach – The study has employed questionnaire survey results, focus group discussion with panel of experts and previous research reports to examine the peri-urban situations and then to show why an alternative land development approach is needed to be introduced in the urban land development system of Ethiopia. Desk review on land readjustment was also made to explore best lessons from other countries applicable to the peri-urban contexts of Ethiopia. Findings – This study has explored that land readjustment is potentially an appropriate land development tool to alleviate peri-urban land development limitations in Ethiopia. Practical implications – Researchers, policy makers and government bodies that are interested in peri-urban land would appreciate and consider implementing the adapted land readjustment model as an alternative land development tool. Consequently, the local peri-urban landholders’ rights would be protected and maintained in the process of urbanization. Originality/value – Although land readjustment has the potential to achieve participatory peri-urban land development, awareness of the method in the Ethiopian urban land development system is inadequate. This study contributes to fill this gap and create an insight into the basic conditions for the adaption of the tool.

scholarly journals THE EFECT OF ENVIRONMENTAL TECHNIQUE TO THE STUDENTS ACHIEVEMENT IN LEARNING VOCABULARY IN JUNIOR HIGH SCHOOL AT BATAM

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Warno Edi
Keyword(s):  
High School ◽  
Junior High School ◽  
Local Community ◽  
Junior High ◽  
First Graders ◽  
School Level ◽  
High School Level ◽  
Post Test ◽  
Field Notes ◽  
Junior High School Level

This study was aimed to identify English as an international language is used in countries throughout the World, including Indonesia. Last few years, English has been taught at Junior High School. It has been accepted in Indonesia in line with the government’s plan on the nine-year compulsory study. Based on the 2013 curriculum, English at Junior High School level is taught as local content to serve the need of the local community. Thus, this study attempted to use an action research as methodology in teaching English vocabulary to young learners, particularly to the first graders.  In applying this study, the writer use the instruments.The instruments of the study in this research are a Environmental technique, tests, field notes and a questionnaire.After giving all the instrument, the writer analyze the result using statistical formulas. Then the writer compared the results in pre-test and post-test. The students’ mastery of vocabularies of fruits, animals, road sign, parts of body, and things in the classroom have improved after the Environmental techniques was given. It was supported by the significant different result of the pretest that was lower (56.64%) than post-test (96.19%).

scholarly journals “It’s a bit of freedom away from home and cleaning all the time”

2019 ◽  
Vol 39 (5/6) ◽  
pp. 464-477
Author(s):  
Dave Cudworth
Keyword(s):  
Public Space ◽  
Young Women ◽  
Gender Relations ◽  
School Attendance ◽  
Group Discussion ◽  
Structured Interview ◽  
Head Teachers ◽  
Content Type ◽  
Gender Regimes ◽  
Education Support

Purpose Much has been written over the past 50 years about the concerns associated with the educational underachievement of Gypsy children in England. This work has usually focussed on ethnicity and mobility as key factors that affect school attendance. However, it is only relatively recently that a concern with gender relations has entered the debate. Therefore, the purpose of this paper is to provide an empirically driven contribution to this fledging area of enquiry. Design/methodology/approach This paper draws on semi-structured interview material and a focus group discussion about the educational experiences and aspirations of three mothers and six young women from the community. Further, interview materials were collected from two head teachers with Gypsy children in their schools and two Traveller Education Support Staff. Findings This paper finds how educational “public” space is providing a place for girls and young women to think differently and even begin to challenge the gender regimes embedded within the “private” space of their communities. Originality/value In line with the idea that space and place are fundamental in formulating gender relations, this paper frames this phenomenon within a socio-spatial context.

The effect of algorithm teaching on the problem-solving skills of deaf-hard hearing students

2017 ◽  
Vol 51 (4) ◽  
pp. 354-372 ◽  
Author(s):  
Arzu Deveci Topal ◽  
Esra Çoban Budak ◽  
Aynur Kolburan Geçer
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Design Methodology ◽  
School Level ◽  
Test Results ◽  
Problem Solving Skills ◽  
Content Type ◽  
Significant Difference ◽  
Secondary School Level ◽  
Post Test

Purpose The purpose of this paper is to identify the effects of algorithm teaching on the problem-solving skills of deaf-hard hearing students. Design/methodology/approach In this research, a pre-test and post-test problem-solving scale was applied to the single group (16 deaf-hard hearing students at a secondary school level) that had received algorithm education. Pre-test and post-test results were compared in order to see whether there was a significant difference among students in terms of their problem-solving attitudes. Students’ levels of performing the applications were examined through observation forms and their opinions about algorithm teaching were received. Findings As a result of the research, it was determined that implemented algorithm teaching had a significant effect on improving the problem-solving skills of the students. Originality/value Scratch training can be administered as either a compulsory or an optional course for hearing students as the Scratch programme offers the opportunity of teaching algorithmic reasoning with games, making the courses entertaining and giving students the chance to create their own designs which helps to improve their creative problem-solving skills and their motivation accordingly. Scratch teaching can be beneficial in developing students’ problem-solving behaviours and creativity.

Primary school principals ' job satisfaction and occupational stress

2016 ◽  
Vol 30 (1) ◽  
pp. 115-128 ◽  
Author(s):  
Merike Darmody ◽  
Emer Smyth
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Occupational Stress ◽  
Primary Schools ◽  
School Principals ◽  
School Context ◽  
School Level ◽  
School Factors ◽  
Content Type ◽  
Primary School Principals

Purpose – The purpose of this paper is to explore the factors associated with occupational stress and job satisfaction among Irish primary school principals. A principal’s job has become increasingly demanding and complex in recent decades. However, there is little current research into their levels of stress and job satisfaction, particularly based on nationally representative data. In order to understand how principals perceive their job and how best to support them, new insights into factors contributing to job satisfaction and stress of school principals are warranted. Design/methodology/approach – The paper draws on an analysis of Growing up in Ireland data, a national representative study of nine-year-old children in Ireland. In order to explore the simultaneous impact of individual and school factors on stress and job satisfaction of principals in Irish primary schools, multivariate analysis was used. Analyses in this paper are based on responses from principals in 898 schools. Findings – The results of the study indicate that a significant number of primary school principals in Ireland are not very satisfied and feel stressed about their job. Regression analysis revealed that job satisfaction and occupational stress were related to a complex set of personal characteristics, working conditions, school context and teacher climate. Research limitations/implications – The data are limited to primary school principals. However, this is in itself an advantage since it allows for greater insights into variation across principals in job satisfaction and stress, holding the effect of school level constant. Originality/value – This is the first study of its kind in the Irish context that explores the simultaneous effect of a number of factors on school principals’ stress and job satisfaction.

scholarly journals The Feasibility and Effectiveness of Integrating Content Knowledge and English Competences for Assessing English Proficiency in CLIL

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Ima Isnaini Taufiqur Rohmah
Keyword(s):  
Content Knowledge ◽  
Primary Schools ◽  
Qualitative Data ◽  
English Proficiency ◽  
Great Influence ◽  
Structured Interview ◽  
Post Test ◽  
Proficiency Assessment ◽  
English Competence ◽  
Interview Questionnaire

Researching Content and Language Integrated learning (CLIL) is unique since the focus is not only in English as instructional language but we have to consider the content as another side of the coin. Both aspects must be balance. This study aimed exploring the integration of content knowledge and English competence in English proficiency assessment and also the effectiveness of the integration to measure students’ English proficiency. This study used Combined study (Creswell, 2012). The participants of this study were 3 primary schools under the name of International Class Program in East java Indonesia. The data were gathered through semi-structured interview, questionnaire and test, i.e. pre-and-post-test. The qualitative data were analyzed descriptively; and the quantitative data were analyzed by using paired sample t-test formula. The results revealed that integrating content knowledge and English competences in assessing English proficiency is feasible and applicable. Furthermore, it has been statistically proven that it is effective integrating content knowledge and English competences in assessing CLIL by indicated the raise of students’ English proficiency. This study implies that integrating both aspects in CLIL has great influence in students’ English assessment and this should be taken into account by the related parties.

Improving school feeding through participation: should the teacher be actively involved?

2018 ◽  
Vol 32 (1) ◽  
pp. 141-154 ◽  
Author(s):  
Issah Iddrisu
Keyword(s):  
School System ◽  
Structured Interview ◽  
School Level ◽  
Educational Institutions ◽  
Content Type ◽  
School Feeding ◽  
Current State ◽  
Efficient Delivery ◽  
Interview Guide ◽  
Enhance Efficiency

Purpose Maintaining the success of educational institutions largely depends on the teacher. It is the teacher whose main efforts and contribution help in achieving the goals in education. The purpose of this paper is to examine the current state of the programme delivery and how involving the active participation of the teacher will help enhance effective and efficient delivery of the school feeding programme at the school level. Design/methodology/approach A total of ten basic schools were purposefully selected for the study with the use of the case study method. Interviews and observations were made in all the selected schools using a semi-structured interview guide. It was also done for some selected stakeholders within the study area under the school feeding programme. Findings There is an indication that teachers as managers and administrators of the school system are not actively involved in the feeding programme leading to an ineffective and efficient delivery. The school children do not get the best from the programme. There is a need to put teachers in charge of operations at the school level. This will improve trust and cooperation between caterers, students and opinion leaders. The structure at the school level should be redesigned making caterers answerable to the teacher. Teachers as implementers in the case of the capitation grant will enhance efficiency leading to the achievement of the goal of the programme. Originality/value The study underlines the importance, efficiency and influence of the teacher within the school system, in the operations of the school feeding programme and in the Ghanaian society.

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