scholarly journals Complicity and contestation in the gentrifying urban primary school

Urban Studies ◽  
2017 ◽  
Vol 55 (14) ◽  
pp. 3076-3091 ◽  
Author(s):  
Ayo Mansaray
Keyword(s):  
Social Change ◽  
Middle Class ◽  
Primary School ◽  
Urban Schools ◽  
Leadership Style ◽  
Primary Schools ◽  
Teaching Assistants ◽  
Ethnographic Research ◽  
Institutional History

The transformation of primary schools in gentrifying localities has sometimes been referred to as a form of ‘class colonisation’. This article draws on ethnographic research with teachers, teaching assistants and parents in two inner-London primary schools to explore the largely unexamined role of school leaders (headteachers) in mediating gentrification processes within urban schools. It argues that institutional history, contexts of headship and leadership style all play an important role in negotiating and recontextualising middle-class mobilisation and power to re-shape primary schools. Headteachers’ relationship to gentrification is therefore not simply one of complicity, but often of contestation and conflict. This article therefore challenges understandings of gentrification as a hegemonic process, and contributes to a more nuanced picture of the educational consequences of gentrification, particularly the institutional realities and experiences of urban social change.

scholarly journals Effect of school reopening on SARS-CoV-2 incidence in a low-prevalence region: Prospective SARS-CoV-2 testing in healthcare workers with primary school-attending children versus without children living at home

2021 ◽  
pp. 175717742110124
Author(s):  
Melvin Frie ◽  
Lisa M Havinga ◽  
Janneke Wiersema-Buist ◽  
Charlotte G Veldman ◽  
Marjan JT de Vries ◽  
...  
Keyword(s):  
Cohort Study ◽  
Population Density ◽  
Severe Acute Respiratory Syndrome ◽  
Primary School ◽  
Primary Schools ◽  
Healthcare Workers ◽  
Regional Strategies ◽  
Low Prevalence ◽  
At Home

Coronavirus disease 2019 (COVID-19) often presents asymptomatically or milder in children compared to adults. The role of young children in the transmission of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) remains largely unknown. In the Netherlands, the first action of loosening the partial lockdown that had been implemented to reduce SARS-CoV-2 transmission was the reopening of primary schools on 1 May 2020. We subsequently conducted a prospective cohort study among healthcare workers (HCWs) with primary school-attending children versus HCWs without children living at home. We tested each HCW three times for SARS-CoV-2 from May 20 to June 15 2020 at 1-week intervals. In total, 832 nasopharyngeal swabs were taken from 283 HCWs with primary school-attending children living at home and 864 nasopharyngeal swabs from 285 HCWs without children living at home. All nasopharyngeal swabs tested negative for SARS-CoV-2. In our region with a low population density and low SARS-CoV-2 prevalence, reopening of primary schools did not lead to an increase in infections. The results of this study may serve as an example for the implementation of regional strategies to reduce SARS-CoV-2 transmission in countries with large variations in both population density and SARS-CoV-2 prevalence.

What Does School Mean to the Greek Immigrant Parent and His Child?

1976 ◽  
Vol 20 (1) ◽  
pp. 38-45 ◽  
Author(s):  
Toni Noble ◽  
Maureen Ryan
Keyword(s):  
Urban Schools ◽  
Questionnaire Survey ◽  
Primary Schools ◽  
The State ◽  
Immigrant Parent ◽  
Teacher Control ◽  
Greek Child ◽  
The Individual

Data from a questionnaire survey completed by fifty Australian-born parents and fifty Greek-born parents of grade three children in seven inner-urban schools in Melbourne draw attention to the parents' different attitudes towards and understanding of the primary schools which their children attend. Although the groups of parents are not directly comparable, recurrent themes emerging in the responses particularly reflect the Australian parents' concern for the individual child's development and the Greek parents' concern with teacher control. The Greek parents generally revealed a greater understanding of Greek schools than of the state primary schools that their children were attending. Possible effects of such attitudes on the Greek child in his quest for identity and the role of the school in coping with these difficulties are discussed.

scholarly journals PENGARUH GAYA KEPEMIMPINAN SITUASIONAL DAN MOTIVASI KERJA TERHADAP KINERJA GURU DENGAN KEPUASAN KERJA SEBAGAI VARIABEL MODERASI

2020 ◽  
Vol 14 (2) ◽  
pp. 105-112
Author(s):  
Yuniz Majidah ◽  
Ike Kusdyah Rachmawati ◽  
Tin Agustina Karnawati
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Leadership Style ◽  
Primary Schools ◽  
Work Motivation ◽  
Situational Leadership ◽  
Job Motivation ◽  
The Will ◽  
Education Personnel

The principal should have caring to improving the quality of education. Such caring should be demonstrated with the will and ability to develop themselves optimally, so the teachers and education personnel can improve their performance. The teacher's performance is influenced by several factors are situational leadership style, work motivation and job satisfaction.The purpose of this research is to know and analyse the influence of situational leadership style, job motivation, and job satisfaction on the teacher's performance, the influence of situasional leadership style and job motivation to the performance of teachers moderated in job satisfaction. The population of this research is the teachers of accredited pre-primary school in Singaraja Cit Bali. The data collection techniques in this research are the observation and distribution of questionnaires. This research uses data analysis methods using SmartPLS software. The results showed that the situational leadership style, job motivation, and job satisfaction affects the teacher’s performance of the accredited pre-primary schools in Singaraja City Bali, and the situational leadership style, and job motivation have no effect the teacher’s performance who are moderated job satisfaction at the pre-primary school accredited in Singaraja City Bali.

scholarly journals The role of the leader in the institutional communication process in TRNC primary schools

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Mert Baştaş ◽  
Hüseyin Aktunç
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
General Purpose ◽  
Communication Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Leading Role ◽  
Institutional Communication

The general purpose of this research is the examination of the role of the leader in the institutional communication process in TRNC primary schools. While conducting the research, principals and deputy principals, who are administrators in primary schools, were accepted as leaders in schools. At this point, it has been tried to determine how teachers perceive corporate communication in TRNC primary schools and whether their administrators show a leading role in terms of communication skills. Among the most important results of the research; Primary school teachers with a bachelor's degree had a more positive attitude towards the communication skills of their administrators than primary school teachers with a master's degree. Most of the teachers (69.4%) participating in our study stated that the most important feature that a leader should have is "effective communication skills".

scholarly journals Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School

2019 ◽  
Vol 9 (12) ◽  
pp. 124 ◽  
Author(s):  
Marina Besi ◽  
Maria Sakellariou
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Family Relationship ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Year ◽  
Parents And Children ◽  
Role Of Parents ◽  
Appropriate Practices

Internationally, a great number of researchers have pointed out the significance of school–family relationship in the process of children’s transition to primary schools. However, only recently has it been a subject of research in Greece. The purpose of this particular research, which has a sample of 1602 pre-primary and primary school teachers, is to investigate teachers’ viewpoints on the role of parents in the process of their children’s transition to primary school. Data has been collected through the use of questionnaires. Statistical analysis has shown that the overwhelming majority of teachers consider cooperation with parents as necessary. They indicate that the most important factors for successful transition are parents’ level of trust in teachers, their views on schools and learning, and their support for the new situation their child experiences. As far as the most appropriate practices are concerned, almost all teachers mention updating parents at the beginning of the school year, while many suggest that parents and children visit primary schools and that common meetings of both kindergarten and primary school teachers with parents take place before school begins. It therefore seems that teachers acknowledge the role of parents in the process of transition and suggest appropriate practices for their participation.

scholarly journals THE ROLE OF THE TEACHER IN THE DISTANCE LEARNING PROCESS IN LIGHT OF THE CORONA PANDEMIC AND ITS RELATIONSHIP TO TAKING INTO ACCOUNT INDIVIDUAL DIFFERENCES AMONG STUDENTS IN ARAB PRIMARY SCHOOLS

2021 ◽  
Vol 03 (04) ◽  
pp. 22-38
Author(s):  
Nadia GHALIA ◽  
Sawsan KARA
Keyword(s):  
Distance Learning ◽  
Individual Differences ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Green Line ◽  
Descriptive Approach ◽  
The Relationship

The study aimed to identify the role of the teacher in the distance learning process in schools within the Green Line from the perspectives of teachers and school principals in them, as well as to reveal the level of consideration of individual differences and the statement of the relationship between them. The survey descriptive approach was used, the study sample included teachers and principals in primary schools, who numbered (330) teachers and principals. The primary school was significant, and the results showed that there were no statistically significant differences attributed to the study variables about the teacher’s role in the distance learning process in light of the Corona pandemic and its relationship to taking into account individual differences among students in Arab primary schools.

scholarly journals Research on the Effectiveness of Educational Internship——A Case Study on Primary Education Major

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Sa Li
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Practice ◽  
Control Group ◽  
Significant Difference ◽  
Teaching Ability ◽  
And Control ◽  
Experimental Group

Objective: The purpose of this study is to investigate the changes of teaching ability of pre-service teachers during their internship. Methods: The pre-service teachers were divided into experimental group and control group, and the video of each class was recorded, encoded and scored by experts from primary schools, and SPSS was used to analyze the data. Results: The teaching ability of the pre-service teachers in the primary school Chinese subject had a significant improvement in the six weeks of teaching practice. The teaching ability of the pre-service teachers in the primary school mathematics discipline had no significant improvement in the six weeks of teaching practice; there is no significant difference in the teaching ability of pre-service teachers who have experienced six classroom lectures and 18 classroom lectures. Conclusion: Educational universities should attach importance to the role of educational internship in promoting the development of pre-service teachers' teaching ability and increase the internship time. Instructors should pay attention to the cultivation of pre-service teachers' teaching reflection ability and give feedback and guidance in time.

scholarly journals The Role of Distributive Leadership of Headmasters In Selected Primary School, Ampang, Selangor.

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
LEONG FERN NEE ◽  
ZURAIDAH ABDULLAH
Keyword(s):  
Primary School ◽  
Leadership Style ◽  
School Context ◽  
Primary Teachers ◽  
Distributive Leadership ◽  
Effective School ◽  
Four Dimensions ◽  
Strategic Approach ◽  
High Level

The main purpose of this study is to investigate the role of distributive leadership (DL) of headmasters in selected primary school at Ampang, Selangor. DL is an important strategic approach which leads to quality education. Headmasters’ distributive roles have four dimensions includes shared mission, vision and goals, school culture, spontaneous collaboration and shared responsibilities. The research design of this study is a quantitative method, and questionnaire is used to collect the data. There are N=351 primary teachers from two type’s school categories which are Sekolah Kebangsaan (SK) and Sekolah Jenis Kebangsaan Cina (SJKC) were selected by random sampling. Findings show that there is a high level of DL (M=3.74, SD=.59) demonstrated by headmasters. This study clearly shows Malaysia practices a bureaucratic system in education. Results also show that headmasters' leadership style influence the school managements which is lead to students’ learning outcomes. These studies have implications for administrator, teachers, students and education policymaker. The results of this study provide ideas to policymakers to take action to enact the appropriate module with school context. In brief, headmasters play distributive roles in enhancing teachers’ development and students’ improvement to realise an effective school. 

Schooling

2019 ◽  
pp. 187-194
Author(s):  
Andrew E. Clark ◽  
Sarah Flèche ◽  
Richard Layard ◽  
Nattavudh Powdthavee ◽  
George Ward
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Whole School ◽  
The Impact ◽  
Huge Variation

This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.

TEACHING AND LEARNING IRISH IN PRIMARY SCHOOL: A REVIEW OF RESEARCH AND DEVELOPMENT. John Harris and Lelia Murtagh. Dublin: Instituid Teangeolaiochta Eireann, 1999. Pp. 515. Ir £8 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 438-439
Author(s):  
Vera Regan
Keyword(s):  
Curriculum Development ◽  
Research And Development ◽  
Primary School ◽  
Language Policy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Language Planning ◽  
Research Report ◽  
Minority Languages

This volume is an extremely comprehensive research report. It speaks principally to language planning, language policy bodies, and curriculum development units in Ireland, as well as to teachers of Irish in primary schools. Although it targets a quite specific audience, it has many elements of interest to policymakers internationally, especially in relation to minority languages, and to researchers in SLA interested in areas such as bilingualism, immersion, the role of instruction, and input in the classroom.

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