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.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

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.

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.

Out-of-School Learning in Hungarian Primary Education: Practice and Barriers

2018 ◽  
Vol 41 (3) ◽  
pp. 277-294 ◽  
Author(s):  
Nóra Fűz
Keyword(s):  
Primary Schools ◽  
Large Scale ◽  
Online Survey ◽  
Core Curriculum ◽  
Education Practice ◽  
School Learning ◽  
Financial Arrangements ◽  
Low Prevalence ◽  
Out Of School

Background: In recent years interest has increased in the role of out-of-school learning (OSL) in improving science education and students’ motivation toward learning. In Hungary, however, little is known about the practice and outlook of OSL. Purpose: This study explored (a) how Hungarian primary schools use OSL places (including the location, frequency, and motivation of the visits), (b) the overall attitudes toward OSL, and (c) whether any obstacles to OSL exist that schools need to overcome. Methodology/Approach: We used a large-scale online survey collecting data from a total of 4,861 respondents, which identified the parameters of OSL programs organized by primary schools. Findings/Conclusions: Results reveal that schools follow the recommendations of the National Core Curriculum on OSL, but such programs only occasionally take place, even though the majority of respondents expressed the desire for increased frequency. The main reasons for the low prevalence of OSL activities are difficulties with financial arrangements and fitting them into the syllabus. Implications: Further research should focus on how to overcome barriers to OSL to take the intention of the respondents into consideration.

scholarly journals From Catchment Areas to Parental Choice: Education Policy Reforms and Their Effects on School Segregation

2021 ◽  
Vol 4 (11) ◽  
Author(s):  
Isabel Ramos Lobato
Keyword(s):  
School Choice ◽  
Primary School ◽  
Primary Schools ◽  
Parental Choice ◽  
School Segregation ◽  
Policy Reforms ◽  
Social Divisions ◽  
Catchment Areas ◽  
Admission System

Parents’ selective school choices play a key role in exacerbating school segregation across the globe. As a result, numerous studies have investigated parents’ choice practices, while less attention has been paid to the role of the institutional context itself. Taking the introduction of free primary school choice in North Rhine-Westphalia, Germany, as an example, in this article, I seek to provide insights into the motivations behind the policy reform and its subsequent effects. The article illustrates how the new admission system changes not only the roles, motivations, and strategies of parents, but also those of primary schools. Consequently, the abolition of primary school catchment areas led neither to more equality in choice nor to a responsible competition between primary schools. Instead, it reinforces social divisions and symbolic differences between primary schools.

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