scholarly journals Monitoring attitude toward Christianity among year 5 and year 6 students attending Church in Wales primary schools

2018 ◽  
Vol 22 (2) ◽  
pp. 112-127 ◽  
Author(s):  
David W Lankshear ◽  
Leslie J Francis ◽  
Emma L Eccles
Keyword(s):  
Primary Schools ◽  
Student Attitudes ◽  
Positive Attitude ◽  
Male Students ◽  
Anglican Church ◽  
Christian Culture ◽  
Culture And Climate ◽  
Attitude Toward Christianity ◽  
Francis Scale ◽  
Insight Into

This study argues that assessment of student attitudes provides insight into the culture and climate of schools. The Francis Scale of Attitude toward Christianity was employed to explore the Christian culture and climate of Anglican church primary schools within the state-maintained sector across Wales. The analysis drew on responses from 1,899 students from year 5 and year 6. The data demonstrated that the majority of students held a positive attitude toward Christianity, that female students held a more positive attitude than did male students, and that a significant decline in positive attitude toward Christianity took place over the two year groups.

Psychological Type and Attitude toward Christianity: A Replication

2003 ◽  
Vol 92 (1) ◽  
pp. 89-90 ◽  
Author(s):  
Leslie J. Francis ◽  
Mandy Robbins ◽  
Anna Boxer ◽  
Christopher Alan Lewis ◽  
Conor McGuckin ◽  
...  
Keyword(s):  
University Students ◽  
Positive Attitude ◽  
Psychological Type ◽  
Attitude Toward Christianity ◽  
Francis Scale

A sample of 149 university students completed the Francis Psychological Type Scales together with the Francis Scale of Attitude Toward Christianity. The data indicated that university students classified as Feeling Types hold a more positive attitude toward Christianity than those classified as Thinking Types. These findings replicate the 1999 report of Jones and Francis.

scholarly journals The relationship between psychological health and attitude toward theistic faith: An empirical enquiry among 13- to 15-year-old students

2020 ◽  
Vol 3 (1) ◽  
pp. 17
Author(s):  
LESLIE J. FRANCIS
Keyword(s):  
Young People ◽  
Psychological Health ◽  
Positive Attitude ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Dimensional Model ◽  
Positive View ◽  
The Relationship ◽  
Attitude Toward Christianity ◽  
Francis Scale

This study explores the relationship between psychological health and attitude toward theistic faith among 2,067 13- to 15-year-old students attending secondary schools across Wales, building upon existing empirical research which examines the association between Eysenck’s dimensional model of personality (a measure of psychological health), and the Francis Scale of Attitude toward Christianity (a measure of affective religiosity). The participants completed the Astley-Francis Scale of Attitude toward Theistic Faith together with the abbreviated Revised Junior Eysenck Personality Questionnaire (JEPQR-A). The data indicated that a positive attitude toward theistic faith was associated with neither higher nor lower neuroticism scores, but was associated with lower psychoticism scores. There is no evidence, therefore, to link a positive view of theistic faith with poorer levels of psychological health (in terms of higher neuroticism or higher psychoticism) among young people in Wales, and some evidence to associate a positive view of theistic faith with better levels of psychological health (in terms of lower psychoticism).

scholarly journals Assessing the Ethos of Anglican Primary Schools in Wales: The Student Voice Project

2021 ◽  
pp. 1-18
Author(s):  
Leslie J. Francis ◽  
David W. Lankshear ◽  
Emma L. Eccles
Keyword(s):  
Student Voice ◽  
Primary Schools ◽  
Male Students ◽  
Inspection System ◽  
School Inspection ◽  
School Life ◽  
Anglican Church ◽  
Church School ◽  
The Church ◽  
Do So

Abstract Since the Anglican Church in England and Wales began to build schools long before the state developed machinery to do so, around a quarter of all primary schools remain connected with the Anglican Church. The church school inspection system maintains that Anglican schools have a distinctive ethos. The Student Voice Project argues that school ethos is generated by the implicit collective values, beliefs and behaviours of the students, and was designed to give explicit voice to the students in response to six specific areas of school life identified by the Anglican school inspection criteria as relevant to school ethos. Drawing on data provide by 8,111 year-five and year-six students attending Church in Wales primary schools, the present study reports on the six ethos measures and on significant differences reported by female and male students, and by year-five and year-six students.

scholarly journals Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

2021 ◽  
pp. 136216882110317
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Raúl Azpilicueta-Martínez
Keyword(s):  
Foreign Language ◽  
School System ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Context ◽  
Great Influence ◽  
Motivation To Learn ◽  
Integrated Learning ◽  
Young Learners ◽  
Regional Language

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group ( n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group ( n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

Business student attitudes toward corporate social responsibility: a Vietnamese study

2021 ◽  
pp. 1-24
Author(s):  
Hauthikim Do ◽  
Chee Chuong Sum
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Student Attitudes ◽  
Business Students ◽  
Male Students ◽  
Business Organizations ◽  
Context Sensitive ◽  
Theoretical Perspectives ◽  
Corporate Social ◽  
Practical Implications

Abstract Globally, organizations are increasingly embracing corporate social responsibility (CSR) to strengthen competitive advantage. Although CSR is recognized to be context-sensitive, the literature is still lacking studies that examine CSR in different contexts, particularly non-western ones. Our study adds to a deeper understanding of CSR in Vietnam by identifying the predictors of CSR attitudes of business students. Vietnam has rich cultural, social, and economic characteristics that offer new theoretical perspectives and insights on the contextual nature of CSR. Our findings showed that CSR attitudes related positively to idealism and student seniority, and negatively to materialism and male students. A positive CSR–relativism relationship was uncovered. Spirituality related positively to the importance of CSR to business sustainability and negatively to CSR's importance to short-term competitiveness. The findings have theoretical and practical implications on the understanding and practice of CSR that would benefit CSR researchers, business organizations, and education institutions.

scholarly journals Combating the Coronavirus Pandemic in Small Schools

2021 ◽  
Vol 13 (13) ◽  
pp. 7086
Author(s):  
Martina Maněnová ◽  
Janet Wolf ◽  
Martin Skutil ◽  
Jitka Vítová
Keyword(s):  
Distance Education ◽  
Primary Schools ◽  
Small Schools ◽  
Research Question ◽  
Phenomenological Approach ◽  
Key Factors ◽  
Result Section ◽  
School Directors ◽  
Ict Competence ◽  
Insight Into

Due to the COVID-19 pandemic, the issue of distance education in primary schools has become a much-discussed topic. It is therefore no surprise that the issues related to it have come to the forefront of many researchers. There is, however, at least one group that has stayed relatively unnoticed, and it is so-called small schools. Thus, we conducted a qualitative study based on the phenomenological approach, searching for answers to our research question: What has been the experience of the directors of small schools with distance education during the pandemic? Our findings offer an in-depth insight into the life of six schools through the eyes of their directors. Semi-structural interviews with school directors helped us reveal three key factors that, in our opinion, had the greatest influence on the form of distance education. These are (1) the factor of ICT competence of all actors, (2) the factor of organization of educational settings, and (3) the factor of the teaching methods and forms used in education. Furthermore, we conclude the result section with a subchapter that captures the positive aspects of distance education as perceived by the addressed school directors.

An analysis of pragmatic content in EFL textbooks for young learners in Croatia

2021 ◽  
pp. 136216882098693
Author(s):  
Eva Jakupčević ◽  
Mihajla Ćavar Portolan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Speech Acts ◽  
Primary Schools ◽  
Communicative Competence ◽  
Essential Element ◽  
Pragmatic Competence ◽  
Young Learners ◽  
Language Classes ◽  
Insight Into

Pragmatic competence is an essential element of communicative competence, which makes it relevant for speakers of all ages, including young language learners (YLLs). Despite the recognized importance of pragmatics, research of textbooks for adult second language (L2) learners to date has found them lacking in their approach to this key aspect of language. However, there is very little research of pragmatics in textbooks for YLLs, which would provide insight into the extent to which these materials can support teachers in including elements of pragmatic competence into their language classes. The present study aims to fill this gap by determining how much pragmatic content is included in 18 textbooks used in Croatian primary schools with learners aged 9–12 years. The textbooks are compared in regard to the percentage of pages with pragmatic content as well as the different speech acts that receive explicit attention in them. The main finding of the study is the great amount of inconsistency when it comes to the scope and treatment of pragmatic content, with some textbooks proving extremely lacking. The results present a concerning picture as all of the students using these diverse textbooks should be following the same curriculum which emphasizes the development of communicative competence.

scholarly journals "Effectiveness of Diagnosis Based Remediation on Attainment of MLL in Mathematics among V Standard Students "

2009 ◽  
Vol 8 (1) ◽  
pp. 61
Author(s):  
Prakash K ◽  
Premalatha Sharma
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
Male Students ◽  
Control Group ◽  
Test Design ◽  
Post Test ◽  
Class Room ◽  
Urban And Rural Areas ◽  
Regular Classes ◽  
Experimental Group

Present study is aimed to assess the effectiveness of diagnosis-based remediation programme in improving the proportionate of students mastering each competency (percentage of competency mastered) by the group of V standard students in the selected (experimental) schools of Shimoga District. A total of 100 students of 4 government primary schools from Shimoga district constituted the sample for the study, of which 50 were boys and remaining 50 were girls. They were selected from both urban and rural areas of Shimoga district. This is an experimental study with pre and post test design. Among the selected100 non-mastered students, 50 were non masters and they formed control group and remaining 50 constituted the experimental group. After 2 months of intervention for the experimental group, the investigator conducted post test for both controlled and experimental groups. The controlled group students were attending regular classes whereas students from experimental group were attending the intervention class outside the class room which was taken by the investigator himself. MLL based test developed by Kashinath (2005) was adapted and used for assessing selected MLL competencies, which had 7 competencies was administered on the students selected 4 government primary schools of Shimoga district. The results showed that experimental group had gained significantly higher competencies in total scores than the control group. Further, male students of experimental group had substantial gain compared to all other groups.

The Games Men Play

2017 ◽  
pp. 71-87
Author(s):  
Eric Niemi
Keyword(s):  
Popular Culture ◽  
Video Games ◽  
Video Game ◽  
Critical Discourse ◽  
Male Students ◽  
Discourse Communities ◽  
Critical Part ◽  
Insight Into

This chapter conveys the results of a study examining how male students use video games to construct their masculinity. Applying a critical discourse methodology, the study provides insight into how men construct their masculinity within video game discourse communities and how the construction applies to other discourses. It examines how men enter the discourse, what they learn in the discourse, and then how they apply that learning to other discourse communities. It concludes with recommendations and suggestions regarding how video games are a critical part of popular culture that facilitates construction of an identity through the multitude of encounters and relationships within the discourse.

scholarly journals ICT in the Primary School

2020 ◽  
Vol 14 (3) ◽  
pp. 257-264
Author(s):  
Darko Dukić ◽  
Slavko Petrinšak ◽  
Pavao Pinjušić
Keyword(s):  
Professional Development ◽  
Data Analysis ◽  
Primary School ◽  
Continuing Education ◽  
Primary Schools ◽  
Development Process ◽  
Background Characteristics ◽  
Ict Implementation ◽  
Computer Classrooms ◽  
Insight Into

The aim of the study was to explore various issues related to the introduction and use of ICT in primary schools in eastern and central Croatia from the viewpoint of informatics teachers. A total of 232 respondents participated in the survey. Both descriptive and inferential statistics were applied in data analysis. The results indicate that the equipment in computer classrooms is only partially satisfactory. LCD projectors and multimedia computers are mostly used in teaching informatics. The research also revealed that teachers are aware of the importance of ICT implementation in classrooms. However, they are less satisfied with the professional development opportunities. Their responses also suggest that they are ready to participate in the curriculum development process, undertake continuing education, and focus on pupils and their learning. In addition, the analysis showed that teachers, regardless of their background characteristics, share similar views. So far, the issues discussed in this paper have only been superficially examined. The present study expands previous research by providing insight into the practice and attitudes of informatics teachers in Croatian primary schools.

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