Comparative Analysis of the Knowledge, Attitude, and Practice of First to Third Grade Teachers of Private and Public Schools Toward Free Play

2021 ◽  
pp. 002205742199624
Author(s):  
Clarizza Jon O. Feliciano ◽  
Marison Felicidad R. Dy
Keyword(s):  
Public Schools ◽  
Middle Childhood ◽  
Free Play ◽  
Negative Attitudes ◽  
Childhood Education ◽  
Private And Public ◽  
Early Grade ◽  
Education Administrators ◽  
Self Administered Questionnaire ◽  
Knowledge Attitude And Practice

With limited studies that focus on middle childhood education and free play, this study aimed to determine the knowledge, attitude, and practices (KAP) related to free play of 120 early grade schoolteachers in private and public schools of Los Baños, Laguna, Philippines. The data were gathered via self-administered questionnaire. The study used descriptive and statistical means to analyze data. Findings show that teachers have knowledge on free play; however, there were negative attitudes toward play, and play was not practiced. Thus, teachers and education administrators are recommended to make adjustments for teachers’ pedagogical advancement on play in middle childhood.

scholarly journals Knowledge attitude and practice of blood donation in Hail University

2018 ◽  
Vol 5 (3) ◽  
pp. 846 ◽  
Author(s):  
Manal Th. Alanazi ◽  
Halima Elagiba ◽  
Haneen R. Aloufi ◽  
Beshayer M. Alshammari ◽  
Samiyah M. Alanazi ◽  
...  
Keyword(s):  
Medical Students ◽  
Blood Donation ◽  
Demographic Data ◽  
Negative Attitudes ◽  
Knowledge And Attitudes ◽  
Attitude And Practice ◽  
Positive Attitudes ◽  
Donated Blood ◽  
Self Administered Questionnaire ◽  
Knowledge Attitude And Practice

Background: Medical students should be well educated about blood donation and its importance, and their knowledge reflects what will be transferred to the community. Thus, the aim of this study was to explore the knowledge, attitude, and practice of blood donations among medical students in Hail University. Methods: Three hundred medical students from 2nd to 6th grade participated in this self-administered questionnaire that included their demographic data, questions about their previous experience with blood donation, and questions about their knowledge and attitudes about blood donation. Results: Out of the 300 students (50 males and 50 females), among them about 88% of students knew their blood group. About 75% knew that infections can be transmitted through blood donation, especially HIV (90%), HBV (73%), HCV (71.3%), and malaria (48%). One third believed that the minimum hemoglobin level for blood donation is 12.5 g/L in men and 12 g/L in women. Negative attitudes towards blood donation included donation to relative request only (24%), paid donations (29.7%), and belief of probability to get infected (34%). Positive attitudes were addressed beliefs that donation saves lives (72%), donation is a moral activity (43%), and importance of disclosing real information before donation (46.3%). Males donated blood more than females (p<0.001), whilst females were more fearful of needles (p=0.001). Gender was significantly correlated with blood donation with an Odd's ratio of 0.28 (p<0.001). Conclusions: Knowledge, attitude, and practice of medical students about blood donation are highly variable among different grades and genders of students in Hail University.  

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

Students' perceptions regarding the use of ICT in learning

2019 ◽  
Author(s):  
Ana Elisa Carreta de Sousa
Keyword(s):  
Labor Market ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Good Practices ◽  
Private And Public ◽  
Information And Communication ◽  
Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

Impact of using interactive devices in Spanish early childhood education public schools

2018 ◽  
Vol 35 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Estefanía Martín ◽  
David Roldán-Alvarez ◽  
Pablo A. Haya ◽  
Cristina Fernández-Gaullés ◽  
Cristian Guzmán ◽  
...  
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Childhood Education

scholarly journals Effects of early childhood education attendance on achievement, social skills, behaviour, and stress

2018 ◽  
Vol 35 (3) ◽  
pp. 287-297 ◽  
Author(s):  
Marta Regina Gonçalves CORREIA-ZANINI ◽  
Edna Maria MARTURANO ◽  
Anne Marie Germaine Victorine FONTAINE
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Social Skills ◽  
Early Childhood Education ◽  
Externalizing Behavior ◽  
Socioeconomic Background ◽  
Childhood Education ◽  
Stress Symptoms ◽  
Behavioral Variables ◽  
3Rd Grade

Abstract There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attendance (one or two years) and developmental outcomes in the 3rd grade. A total of 151 students from public schools participated in the study and their academic performance, social skills, externalizing behavior and stress symptoms were assessed. Data analysis comprised group comparison and regression with control of socioeconomic background. The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. We discuss the quality of Early Childhood Education and its influence on the variables assessed and point to the need for a systematic replication study to assess the generalization of the results.

scholarly journals Comparison of students from private and public schools on the spelling performance

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Nathane Sanches Marques Silva ◽  
Patrícia Abreu Pinheiro Crenitte
Keyword(s):  
Public Schools ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Spelling Error ◽  
Spelling Errors ◽  
The Public ◽  
Spelling Ability ◽  
Private And Public ◽  
Student’S T

Objective: To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. Methods : A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. Results: In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Conclusion: Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

The Problem with Black Boys: Race, Gender, and Discipline in Christian and Private Elementary Schools

2018 ◽  
Vol 15 (3) ◽  
pp. 408-421
Author(s):  
Sharoni D. Little ◽  
La Verne A. Tolbert
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Gender Stereotypes ◽  
Teacher Expectations ◽  
Student Assessment ◽  
Black Boys ◽  
Institutional Climate ◽  
Educational Environments ◽  
Private And Public ◽  
And Gender

In Christian, private, and public schools, Black boys are forced to endure educational environments that promulgate the stereotype of their supposed intellectual inadequacy and “troublesome” behavior. Deficit-based narratives, fueled by historical racist and sexist stereotypes, contend that Black boys are deviant, disengaged, disruptive, undisciplined, unintelligent, problematic, confrontational, threatening, and difficult to teach – all in a place that should be safe and affirming – schools. In this article, we examine how racial and gender stereotypes reify the educational plight of Black boys, and negatively influence key educational foci, including teacher expectations, pedagogy, curricula, institutional climate/culture, student assessment, and disciplinary matters.

scholarly journals The Extent of Practicing Social Interaction Skills by Jordanian Elementary School Students in accordance with Carl Orff’s Approach to Music Education

2018 ◽  
Vol 12 (3) ◽  
pp. 95
Author(s):  
Tariq William Odeh ◽  
Mohammad Saleem Al Zboon
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Social Interaction ◽  
Music Education ◽  
Elementary School Students ◽  
School Students ◽  
Public And Private ◽  
Private And Public ◽  
Social Interaction Skills ◽  
Interaction Skills

The present study aimed at identifying the extent of practicing social interaction skills by Jordanian elementary school students in accordance with Carl Orff’s approach to music education. The study’s population consists from all the male and female music teachers who teach at primary levels in public and private Jordanian schools (i.e. 350 female and male teachers). In order to collect the required data, the researchers developed a questionnaire that consists from 50 statements.It was concluded that the level of practicing the social interaction skills by Jordanian elementary school students is low from the perspective of the sampled teachers. That is because the total arithmetic mean is 1.80. As for the total standard deviation, it is 0.71. In addition, the means of all the questionnaire statements are within the moderate and low levels. In the light of the study’s results, the researchers recommend the following:Promoting the role of the music education at private and public schools. The researchers also recommend providing all the necessary means and instruments for facilitating and improving the educational processHolding more training courses for teachers regularly by the ministry of education about the music education strategies and methods.

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