Analysis of Functioning the School Council at Primary School

2012 ◽  
Vol 2 (3) ◽  
pp. 7-31
Author(s):  
Jitka Vidláková
Keyword(s):  
Primary School ◽  
Stages Of Change ◽  
School Council ◽  
School Life ◽  
School Practice ◽  
Comprehensive View ◽  
Student Council

The topic of the contribution is pupil participation in school life. In this framework we will focus on student councils, which represent one of the possible forms of pupil participation. The study analyzes the foundation and the existence of a student council at a selected primary school using a modified Lagerwei’s model of stages of change. In the text we present a comprehensive view on the functioning of student council, as we confront the data relating to its activities obtained from the headmaster, teachers and pupils. The study focuses primarily on researchers dealing with the issue of pupil participation but its focus also brings ideas and inspiration for other professionals and for school practice.

scholarly journals Visual Social Publications in the Newspapers of Greek Primary Schools: A Semiotic Analysis

2013 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Lina P. Valsamidou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Semiotic Analysis ◽  
School Life ◽  
Social Content ◽  
Research Material ◽  
The Social ◽  
Social Messages

In the present study we investigate, record and discuss icons with asocial content, their type, their signifieds and ideological significations,wishing to extract useful conclusions regarding the use of icons in schoolnewspapers as vehicles of social messages. The research material comprises intotal 252 images with a social content found in the columns of schoolnewspapers, whereas the collection of the sample was based on the study of 64school newspaper issues coming from 32 titles of primary school newspapers fromall over Greece that were published in 2004-2006. All in all, it appears that social iconic publications create theeditors’ vivid interest, as they find their way mostly in the inside pages ofnewspapers. The analysis of the icons as to their signifieds places emphasis onthe dominant ideological forms: the signifieds of historic anniversaries,school life and environmental education come before the others, which in turnsuggests the dominant ideological trends, history-school-environment/ecology:a triptych that emerges through the social-iconic choices of those involved inpublishing school newspapers.Keywords: visual social publications, schoolnewspapers, semiotic analysis, students-journalists

scholarly journals Features of Development of Social Intelligence in Primary School Age

2020 ◽  
Vol 12 (2) ◽  
pp. 91-107
Author(s):  
I.V. Emelyanova ◽  
I.Y. Kulagina
Keyword(s):  
Primary School ◽  
Computer Games ◽  
Personal Development ◽  
Social Intelligence ◽  
School Age ◽  
School Life ◽  
The Social ◽  
Medium Level ◽  
Emotional Component ◽  
Primary School Age

The article provides a review of ideas about social intelligence and information about severity of its various components in primary school age. During this period, the development foundations are laid for the next age stages, and social intelligence is the foundation of personal development. The review given by the authors showed that at the beginning of primary school age, social intelligence is at a low or medium level of development. Throughout the entire age period, the development of individual components occurs heterochronously. The child is consistently mastering social skills and is better aware of himself; these tendencies are distorted by the excessive enthusiasm for computer games. The regulation of their emotions and social sensitivity are initially more characteristic of girls, at the end of the period – to the same or greater extent in boys whose development of the emotional component of social intelligence is slowed down. At the behavioral level, the underdevelopment of the social intelligence of younger students is manifested in the difficulties of adapting to school life and communicative problems. Thus, social intelligence developed in primary school age ensures the use of optimal behaviors in interaction with others, satisfaction with family and school life.

Personality-oriented education as a condition of theoretical thinking development of primary school children

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zamira Aijanova ◽  
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
School Practice ◽  
Modern School ◽  
Education Environment ◽  
Primary Schoolchildren ◽  
Psychological Education ◽  
Theoretical Thinking

The specificity of personality-oriented education as ecological psychological education environment contributing to the development of primary schoolchildren theoretical thinking is considered in the article. Basic problems connected with such approach inculcation into modern school practice are singled out.

scholarly journals The Effect of Brain Breaks on Physical Activity Behaviour among Primary School Children: A Transtheoretical Perspective

2019 ◽  
Vol 16 (21) ◽  
pp. 4283 ◽  
Author(s):  
Hussein Rizal ◽  
Mawar Siti Hajar ◽  
Ayu Suzailiana Muhamad ◽  
Yee Cheng Kueh ◽  
Garry Kuan
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Stages Of Change ◽  
School Children ◽  
Decisional Balance ◽  
Primary School Children ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Brain Breaks

Brain Breaks Physical Activity Solutions (BBPAS) is a web-based structured physical activity (PA) video that is specifically designed for school settings and can stimulate a student’s health and learning. The purpose of this study is to measure the effect of BBPAS on the stages of change, decisional balance, processes of change, self-efficacy and leisure-time exercise among Malay ethnic primary school children. A validated Malay version of three of the five constructs was derived with sound validity and was used in the present study. A total of 159 male and 163 female children aged 10 to 11 years old, mean (SD) = 10.53 (0.50), were recruited from two schools in Kelantan, Malaysia. Purposive sampling was used to divide the children into intervention (n = 177) and control (n = 145) groups. Children in the intervention group underwent BBPAS activity for an accumulated 30 min per week, while children in the control group were not involved in the BBPAS intervention. Mixed factorial analysis of variance (ANOVA) was used to examine the effect of BBPAS on the study variables. A mixed ANOVA showed significant changes (time effect) on cognitive process, F(1, 320) = 5.768, p-value = 0.017; behavioural process, F(1, 313) = 5.736, p-value = 0.017; and internal feeling, F(1, 312) = 6.050, p-value = 0.014. There was also a significant difference between groups on cons, F(1, 316) = 7.504, p-value = 0.007. A significant interaction effect was observed for stages of change, F(1, 319) = 7.861, p-value = 0.005; pros, F(1, 316) = 31.311, p-value = 0.001; internal feeling, F(1, 312) = 4.692, p-value = 0.031; and behavioural process, F(1, 313) = 7.312, p-value = 0.007. In conclusion, BBPAS was successful in improving four of the five constructs, and thus, should be recommended to be used in schools throughout Malaysia.

scholarly journals Frederick James Dent, 1905-1973

1974 ◽  
Vol 20 ◽  
pp. 154-180
Keyword(s):  
Primary School ◽  
Civil Service ◽  
School Teacher ◽  
School Life ◽  
Telephone Company ◽  
Small Family ◽  
Modern School ◽  
The Family ◽  
Professional Photographer ◽  
Artistic Career

Frederick James Dent was born on 12 October 1905 at Horbury in Yorkshire. His father, Frederick Dent, had been in business at one time as a professional photographer, and appears to have brought to his work artistic talent and an inventive mind. He exhibited at the Royal Photographic Society and invented a photographic process for making prints on silk; perhaps because he always sought perfection the business failed. He joined the National Telephone Company on the engineering side, and supervised the construction of telephone exchanges at Batley and Horbury. The family came from York where they had been in business as military tailors. Dent’s mother, Sarah Liddle Pearson, came from a family connected with the sea. She won a Bede’s Scholarship and became a school teacher. Her father’s home was in Sunderland and he had held a master’s ticket in sail. The family had opposed the marriage and it was a number of years after they went away together that they were forgiven. It was a small family, consisting of Fred and one sister, and they eventually moved to Leeds when the father became an engineering inspector in the Civil Service. Dent entered the Leeds Boys Modern School (now the Co-education Leeds School) in September 1917 from Blenheim (Leeds) County Primary School. He was an outstanding pupil, and his reports showed that he excelled in every subject that he undertook. His first intention was to follow an artistic career, but towards the end of his school life, and with little more than a year to spare, he changed over to science. His sister recalls the long arguments when their father finally persuaded him that art may be a good hobby but there are better ways of earning a living.

Using Visual Art Works As a Means for Improving Primary School Students’ Skills to Connected Speech

10.12737/7835 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Visual Art ◽  
First Graders ◽  
Primary School Students ◽  
School Life ◽  
Connected Speech ◽  
School Students ◽  
Art Works ◽  
Psychological Features

The article discusses problems of a child’s adaptation to school life and psychological features of first graders. teachersare advised on formingthe sustained cognitive interestin 7-year old children, developing the motivation to study, and creatingthe conditions for positive emotional attitude to school.

scholarly journals PRACTICAL OPTIONS FOR FORMING AND IMPROVING SOCIAL AND EMOTIONAL SKILLS IN THE TRAINING IN TECHNOLOGY AND ENTREPRENEURSHIP IN THE PRIMARY SCHOOL

2018 ◽  
Vol 15 ◽  
pp. 57-66
Author(s):  
Georgi Ivanov ◽  
Angelina Kalinova
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Entrepreneurship Education ◽  
Emotional Skills ◽  
Research Results ◽  
Social And Emotional ◽  
School Practice ◽  
Social And Emotional Skills ◽  
The Social ◽  
The Subject

Issues related to the formation and improvement of students' social and emotional skills and the reduction of aggression are the subject of a number of studies. Some of them are oriented towards identifying the genesis and essence of these processes, and others - to find solutions in real school practice. In this publication we present research results that gravitate to the second type of research. The object of the study is the processes of formation and improvement of the social and emotional skills of the students and the reduction of the aggression in technology and entrepreneurship education at elementary school and the subject - the development of practical options for formation and improvement of the social and emotional skills of the students reducing aggression. The aim of the study is to develop practical options for shaping and improving social and emotional skills of students and reducing aggression in technology and entrepreneurship education in primary school.

EVALUATION OF THE EDUCATION-RELATED ACHIEVEMENTS OF PRIMARY SCHOOL PUPILS – BETWEEN SUPPORTING AND EXCLUSION

2019 ◽  
Vol 20 ◽  
pp. 219-231
Author(s):  
Michał Kowalewski
Keyword(s):  
Primary School ◽  
Social Exclusion ◽  
Primary Education ◽  
School Community ◽  
The Other ◽  
School Practice ◽  
Potential Source ◽  
Other Hand ◽  
The One ◽  
Primary School Pupils

It is expected that today’s school shall, on the one hand – to the greatest extent possible, support a pupil in his or her development and education-related activities, on the other hand – prevent exclusion, so easy to occur in today’s, structurally diversified society. The factor which poses a potential source of social exclusion is the evaluation of education-related achievements of pupils, present in the education-related school practice in the form of a grade. The system of evaluating the education-related achievements, in view of the diversity of results, often introduce stereotypical divisions into “better” and “worse” pupils, resulting in school setbacks, implicating negatively perceived competition as well as distorting the relations within the school community. In view of the aforementioned circumstances, the considerations over the evaluation of education-related achievements seem to be well-founded, particularly in the context of primary education of pupils.

Sign in / Sign up

Export Citation Format

Share Document