Teachers’ Knowledge of Normal and Abnormal Elimination Patterns in Elementary School Children

2005 ◽  
Vol 21 (6) ◽  
pp. 346-349 ◽  
Author(s):  
Margaret A. Boyt
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Children ◽  
Elementary School Children ◽  
School Nurse ◽  
Health Problems ◽  
School Nurses ◽  
School Teachers ◽  
Potential Health ◽  
Public Elementary School

Dysfunctional elimination may be learned, to some degree. Because children spend nearly half of their waking hours at school, there is the potential for school to have a significant impact on their elimination patterns. Surveys were mailed to 1,000 randomly selected Iowa public elementary school teachers; 467 of the surveys were returned. Findings indicate that most elementary school teachers are unaware of the potential health problems of elimination dysfunction. One third of respondents indicated that they ask children to wait to go to the bathroom. Suboptimal conditions exist in most of the school bathrooms, with only 35% of the boys’ restrooms and 48% of the girls’ restrooms reported as “always clean.” Those teachers with more experience were more likely to report information about abnormal elimination to the school nurse. Very few teachers (18% of respondents) reported having received information about abnormal elimination and even fewer (8% of respondents) were aware of specialists trained to treat children with these problems. School nurses can have a significant impact on the development of healthy bladder habits in children. Teachers need information about normal and abnormal elimination patterns in children.

scholarly journals Gender Stereotypes and Elementary School Teachers

2012 ◽  
Vol 2 (2) ◽  
pp. 25-29
Author(s):  
Róbert Osaďan
Keyword(s):  
Elementary School ◽  
Gender Role ◽  
Elementary School Teachers ◽  
School Children ◽  
Gender Stereotypes ◽  
Elementary School Children ◽  
School Teachers ◽  
Gender Role Stereotypes

AbstractIn this study we explored the perception of gender stereotypes among elementary school teachers. Respondents (280 teachers) answered questions about their perception of the suitable behaviour according to the gender. Significant interactions emerge between teachers’ and pupils’ gender. The primary purpose of this paper was to find out on how teachers’ stereotypes affect their behavior towards elementary school-children. Results of the research were generally consistent with gender role stereotypes.

On Comparing Error Patterns and the Effect of Maturation in a Unit on Sentential Logic

1974 ◽  
Vol 5 (4) ◽  
pp. 225-237 ◽  
Author(s):  
Theodore A. Eisenberg ◽  
Robert L. Mcginty
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
School Children ◽  
Elementary School Children ◽  
Logical Reasoning ◽  
Research Literature ◽  
Reasoning Ability ◽  
School Teachers ◽  
Sentential Logic

The research literature dealing with critical thinking vis-à-vis formal logic implies that (a) an individual's reasoning ability seems to improve with age and (b) reasoning from negatively worded hypotheses is more difficult than reasoning from positively worded hypotheses. The purpose of this study was to investigate these two implications.A test consisting of 30 items in sentential logic was constructed and given to elementary school children and prospective elementary school teachers. The findings indicate that only on certain forms of questions is maturation a factor in logical reasoning ability. Indeed, with certain types of items in sentential logic, maturation–and, inseparably, education–seems to be a hindrance to logical reasoning.

Brief Reports: The Interpretation of the Connective or in Disjunctive Arguments

1978 ◽  
Vol 9 (1) ◽  
pp. 62-66
Author(s):  
W. A. Juraschek
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Children ◽  
Elementary School Children ◽  
Logical Reasoning ◽  
Reasoning Ability ◽  
School Teachers ◽  
Sentential Logic

This article describes a follow-up of a study of logical reasoning ability reported by Eisenberg and McGinty (1974).They analyzed responses of elementary school children and prospective elementary school teachers to a 30-item sentential logic test that involved arguments

scholarly journals Awareness and Practices of Distributed Leadership among Public Elementary School Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 67-68
Author(s):  
Jasmine P. Yulo ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Leadership ◽  
Distributed Leadership ◽  
Significant Relationship ◽  
School Teachers ◽  
Public Elementary School ◽  
Demographic Profile ◽  
Leaders And Followers ◽  
K 12

The field of school leadership has been continuously increasing in demands and had currently occupied the idea of distributed leadership. Distributed leadership is leadership that is "stretched over leaders and followers, which is beneficial in settings such as schools (Bonneville, 2017). The call for teachers as leaders in school to help implement the K-12 educational system had engaged them to take on collaborative roles. Thus, the study intended to describe the level of awareness and extent of practices of distributed leadership in terms of types such as collaborative, collective, and coordinated as assessed by public elementary school teachers. Moreover, it determined whether a significant relationship existed between the level of awareness and demographic profile and the extent of practices and demographic profile of teachers. Also, it intended to determine if there is a significant relationship between the awareness and practices of distributed leadership.

scholarly journals The effect of leadership and work discipline on teacher performance

2021 ◽  
Vol 6 (1) ◽  
pp. 204
Author(s):  
Melia Wulandari ◽  
Happy Fitria ◽  
Achmad Wahidy
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Significant Influence ◽  
Teacher Performance ◽  
School Teachers ◽  
Public Elementary School

This study aims to determine the effect of leadership and work discipline on the performance of public elementary school teachers in Cluster I, Rambutan District, Banyuasin Regency. This type of research is quantitative. The sample in the study was 55 respondents with data collection techniques in the form of a questionnaire (questionnaire). The results showed that: 1) there is a significant influence of leadership on teacher performance, 2) there is a significant effect of work discipline on teacher performance, 3) there is a significant influence between leadership and work discipline on teacher performance.

scholarly journals O "aluno da escola pública": o que dizem as professoras

2019 ◽  
Vol 87 (217) ◽  
Author(s):  
Alda Mazzotti
Keyword(s):  
Elementary School ◽  
Public School ◽  
Elementary School Teachers ◽  
Rio De Janeiro ◽  
Social Representations ◽  
School Failure ◽  
Structural Approach ◽  
School Teachers ◽  
Public Elementary School ◽  
The Public

Apresenta resultados de uma pesquisa que investigou as representações de “aluno da escola pública” construídas por professores da rede pública de ensino fundamental do Rio de Janeiro. Utilizando a abordagem estrutural de Abric, concluiu-se que o núcleo da representação é constituído pelos elementos pobre e aprende a “se virar” sozinho. Cotejando-se estes resultados com os obtidos nas etapas anteriores da pesquisa, observa-se que, para os professores, o aluno tem que aprender a “se virar” sozinho porque é pobre e a pobreza implicaria desagregação familiar e luta pela sobrevivência, impedindo os pais de oferecerem aos filhos a atenção de que necessitam. Dadas todas estas características, esse aluno representaria um desafio para os professores, desafio este que eles se sentem impotentes para enfrentar. Palavras-chave: representações sociais; aluno da escola pública; família e escola; fracasso escolar. Abstract The article presents a research that investigated the representations of the “public school student” constructed by public elementary school teachers of Rio de Janeiro. Using the structural approach proposed by Abric, one concluded that the nucleus of the representation is constituted by the elements poor and learns to make it on his own. Comparing these results with those obtained in the previous steps of the research, it can be observed that, to the teachers, the student has to learn to make it on his own because he is poor and poverty would imply family desegregation and struggle for survival, preventing the parents from providing their children with the attention they need. Given all those characteristics, this student would represent a challenge to the teachers, but this is a challenge they feel they are impotent to cope with. Keywords: social representations; public school student; family and school; school failure.

scholarly journals Analysis of Implementation of Elementary School Teachers Competence in Sungai Raya

2019 ◽  
Vol 2 (3) ◽  
pp. 91
Author(s):  
Maha Lastasabuju Basafpipana Habaridota
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Participant Observation ◽  
Professional Competencies ◽  
School Teachers ◽  
Public Elementary School ◽  
The Social ◽  
Collection Data ◽  
Using Data

This study aims to determine the analysis of the implementation of the competence of public elementary school teachers in Sungai Raya subdistrict, Kubu Regency. The study was conducted in Sungai Raya Subdistrict with 29 elementary school teachers. Data collected are pedagogical, personal, social, and professional competencies using data collection tools in the form of interview sheets, non-participant observation sheets, and documentation. Data analysis uses a checklist matrix technique with several stages, namely: data collection, data reduction, data display, drawing conclusions. The results showed that: First, the implementation of pedagogical competencies by public elementary school teachers in Sungai Raya Subdistrict, Kubu Raya District, was interpreted that the teacher's ability to educate reached an average of 3.37 with a good category. Second, the personality competency of public elementary school teachers in Sungai Raya Subdistrict, Kubu Raya Regency, averaged 3.30 in the good category. Third, the social competency of public elementary school teachers in Sungai Raya District is an average of 3.37 with a good category. The four professional competencies of public elementary school teachers in Sungai Raya District reach an average of 3.30 in the good category. The results of this study, it is suggested to be a reference for similar research related to teacher competencies, which should be part of the teacher to dedicate himself to serve especially elementary school teachers in Sungai Raya District Kubu Raya District.

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