scholarly journals Los edificios escolares de primera enseñanza de Almudévar (Huesca, España) (1923-1936)

2020 ◽  
Vol 7 (2) ◽  
pp. 207-233
Author(s):  
Mónica Vázquez Astorga
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
School Buildings ◽  
Second Spanish Republic

The aim of this work was to study state-funded primary schools in Almudévar (Huesca, Spain) that were planned or built during Miguel Primo de Rivera’s dictatorship and the Second Spanish Republic. Based on the documents consulted in the municipal archive and visits to the buildings themselves, it provides analysis of the commitment of the municipal corporation to addressing the needs of children regarding appropriate buildings for their schooling. This study has been carried out considering the regulations on primary education that were in force at that time, as well as the school models developed to construct school buildings with the best conditions for health and hygiene.

Food education in Finnish primary education – defining themes and learning objectives using the Delphi technique

2021 ◽  
Vol 123 (13) ◽  
pp. 404-427
Author(s):  
Aija Liisa Laitinen ◽  
Tanja Tilles-Tirkkonen ◽  
Leila Karhunen ◽  
Sanna Talvia
Keyword(s):  
Primary Education ◽  
Delphi Study ◽  
Primary Schools ◽  
Food Systems ◽  
Basic Education ◽  
Qualitative Content Analysis ◽  
School Curriculum ◽  
Learning Objectives ◽  
Content Type ◽  
Food Education

PurposeThe importance of food education in primary schools has been globally recognised. However, more detailed definitions of its learning objectives are rarely found. The study aimed to define multisectoral themes and learning objectives for food education in primary education in Finland.Design/methodology/approachA descriptive three-round Delphi study was conducted with experts in food education in various organisations. In the first questionnaire, the participants were asked to define possible objectives for food education related to general objectives for basic education. Respondents of the first questionnaire formed a research panel (n = 22). These panellists were then invited to complete the second (n = 16) and third questionnaires (n = 12), where the objectives were further modified. Qualitative content analysis and Bloom's taxonomy were applied in the process of creating the learning objectives.FindingsIn the iterative process, 42 learning objectives for food education in primary schools were defined. Further, “Sustainability and ethics of food systems” was defined as the cross-cutting theme of food education. In addition, 13 subthemes were defined, which fell into three thematic categories: personal (e.g. feelings), practical (e.g. eating) and intangible (e.g. culture) issues.Originality/valueThe defined learning objectives for a holistic food education may be used in advancing primary school curriculum in Finland and perhaps other countries.

scholarly journals Rationales, Mechanisms and Challenges of Quality Assurance in Teachers’ Professional Practices at the Primary Education Sector

2015 ◽  
Vol 7 (2) ◽  
pp. 160
Author(s):  
Eyiuche Ifeoma Olibie ◽  
Wenceslaus Ndubueze Ofojebe ◽  
Theodora Chinelo Ezugoh
Keyword(s):  
Quality Assurance ◽  
Staff Development ◽  
Primary Education ◽  
Primary Schools ◽  
Professional Practices ◽  
Effective Teacher ◽  
Anambra State ◽  
Adequate Funding ◽  
Positive Correlations ◽  
Descriptive Survey

<p>This study examined the rationales, mechanisms and challenges of quality assurance in<br />teachers’ professional practices with focus on Anambra State of Nigeria. Four research<br />questions guided the study. The study adopted the descriptive survey research design. The<br />sample size involved 524 teachers drawn from various primary schools in the State. A<br />30-item questionnaire, structured on a modified 4-point Likert scale was used to collect data.<br />Data was analyzed using factor analysis; mean ratings, standard deviation and Pearson<br />correlations. Among the findings was that there are high and positive correlations among the<br />rationales, mechanisms, challenges and quality assurance for effective teacher professional<br />practices in Anambra State. It was recommended among other things that mechanisms for<br />adequate funding/financing of primary education, utilization of innovative methods and tools<br />for effective curriculum delivery, infrastructural development and constant<br />monitoring/supervision of resources as well as continuous staff development should be put in<br />place by teachers, government and private sector for quality assurance in teachers’<br />professional practices.</p>

scholarly journals Biophilic Design Patterns for Primary Schools

2021 ◽  
Vol 13 (21) ◽  
pp. 12207
Author(s):  
Rokhshid Ghaziani ◽  
Mark Lemon ◽  
Paramita Atmodiwirjo
Keyword(s):  
Primary Schools ◽  
Design Patterns ◽  
Well Being ◽  
Primary School Children ◽  
School Design ◽  
School Buildings ◽  
Biophilic Design ◽  
Natural Analogues ◽  
The Uk ◽  
Health And Well Being

Existing frameworks for biophilic design have similar strategies and attributes as useful checklists for designers; however, the focus has been on adults rather than children, and there remains the need for more guidance related to school design by extension. The application of biophilia would be a design resolution in schools because of its impact on children’s health and well-being, which has been more important since the pandemic started; however, it remains quite unexplored in school design in many countries, including the UK. Biophilic design patterns can be used in school buildings and grounds for greater connectivity between spaces and nature in order to promote children’s well-being. This paper focuses on ten biophilic design patterns under two categories of ‘nature in the space’ and ‘natural analogues.’ This study presents the findings of case studies in various countries. The analysis focuses on the manifestations of biophilia to inform the application of biophilic design patterns for primary schools. Finally, this paper suggests how primary school children could be involved in a co-design process in order to evaluate biophilic design patterns.

scholarly journals Does Primary Education Hinder Child Development? A Study of Six Selected Primary Schools of Dhaka City in Bangladesh

2021 ◽  
Vol 6 (11) ◽  
pp. 334-344
Author(s):  
Shahanaz Akter ◽  
Md. Roknuzzaman Siddiky ◽  
Israt Eshita Haque
Keyword(s):  
Child Development ◽  
Adverse Effects ◽  
Primary Education ◽  
Urban Areas ◽  
Primary Schools ◽  
Personality Development ◽  
Structured Interview ◽  
Primary Data ◽  
Dhaka City ◽  
Primary Level

The study was intended to explore the effects of primary education on the childhood of the students of Dhaka city. Primary data for this study were collected from 18 students of 6 schools of Dhaka city by using semi-structured interview schedules. The study reveals that several factors pertaining to primary education such as unwillingness to go to school, excessive burden of textbooks, pressure of homework, lack of opportunities to play, frequent number of examinations, parents’ unhealthy competition for good results have adverse effects on child development. The study puts forward that the adverse effects of primary schools including Government primary schools and kindergarten schools have caused adverse physical, psychological, cognitive and personality development among the students and disrupted their joyful and playful childhood and social learning. Unified primary education is a utopia in Bangladesh making disparities among the students of different categories of schools. Children are going to school with a heavy bag loaded with textbooks, notebooks and other needed things. Children are going through mental pressure about their results and good grades which are appreciated with chocolates and their bad results are depreciated with rebuke and punishment. The most important factor of students’ attraction to go to school is the opportunity to play with the friends. Free, joyous, playful and colorful childhood of the primary level students is disappearing in the urban areas of Dhaka due to excessive study pressure in the primary level. However, the study recommends that a unified primary education system should be ensured in Bangladesh as soon as possible which would help the social, emotional and cognitive development of the children protecting their colorful childhood.

scholarly journals EXPERIENCE OF ICT IMPLEMENTATION IN PRIMARY CURRICULUM IN UKRAINE AND THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

2020 ◽  
Vol 75 (1) ◽  
pp. 42-55
Author(s):  
Ірина Василівна Борисенко ◽  
Оксана Павлівна Биконя ◽  
Ольга Олександрівна Рембач ◽  
Лариса Петрівна Шумна ◽  
Олександр Іванович Олійник ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Computer Science ◽  
Primary Education ◽  
Digital Literacy ◽  
Primary Schools ◽  
National Standards ◽  
European Countries ◽  
National Standard ◽  
Advantages And Disadvantages ◽  
Ict Implementation

The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation. The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage. Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.

scholarly journals Pragmatics in Teacher Talk: The Case of Pre-Primary Education

2020 ◽  
Vol 13 (8) ◽  
pp. 168
Author(s):  
Júlia Barón ◽  
Helena Roquet ◽  
Natalia Evnitskaya ◽  
Noelia Navarro
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Primary Schools ◽  
Language Use ◽  
Speech Act ◽  
Primary Teachers ◽  
Teacher Talk ◽  
Pragmatic Competence ◽  
Efl Classrooms ◽  
L1 English

This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall interviews with the teachers were also conducted in order to examine their perceptions of their pragmatic performances in the classroom. Results show that teachers predominantly use imperatives in the three groups (Catalan L1, English L1 and EFL); however, a wider variety of requesting strategies is used in the L1 lessons. The study concludes with reflections on the pedagogical implications of the findings and calls for the need to raise teachers&rsquo; awareness about the effect their language use might have on the development of learners&rsquo; pragmatic competence both in the L1 and the foreign language.

An Attempt to Improve Air Quality in Primary Schools

2017 ◽  
Author(s):  
Marek Telejko ◽  
Ewa Zender-Swiercz
Keyword(s):  
Air Quality ◽  
Primary School ◽  
Indoor Air ◽  
Primary Schools ◽  
Natural Ventilation ◽  
Ventilation System ◽  
Co2 Concentration ◽  
School Buildings ◽  
Maximum Value

Most primary school buildings in Poland rely on natural ventilation. This fact is attributed to the age of these buildings constructed more than dozen or even several tens of years ago. Few of them were fitted with a mechanical ventilation system allowing for the adjustment of microclimate parameters. The national requirements for gravity ventilation provide general guidelines, specifying strict description only for the airtightness of windows and doors and the minimum airflow to be supplied to the rooms. The minimum airflow supplied is independent of the number of occupants and purpose of the room. Low indoor air quality (IAQ) can impact occupants’ health and lead to poor productivity or low academic performance. Therefore the provision of good IAQ in classrooms and laboratories is very important. This paper presents the results of the investigation devoted to the quality of indoor air in classrooms of selected Polish primary school. Six primary school in a town with a population of 200 000 inhabitants were involved in the investigations. The participating school buildings were built between 1976 and 1994 and had gravity ventilation systems. The variability of basic IAQ parameters, i.e., temperature, relative humidity and carbon dioxide level, was analysed and the assessment of the classrooms in terms of microbiological purity was performed. The outcomes confirmed the low quality of the indoor air in these buildings. The maximum value of CO2 concentration amounted to more than 4000 ppm. Certain modifications aimed at improving IAQ were proposed during the investigations. Two solutions were implemented. The results of this study indicate that the proposed solution offers the potential to improve IAQ within classrooms.

scholarly journals Sustainable Development of School Buildings Management in the Exploratory Schools in the Hashemite Kingdom of Jordan

2018 ◽  
Vol 11 (6) ◽  
pp. 79
Author(s):  
Rawia Khalil Hasan Al Shboul
Keyword(s):  
Sustainable Development ◽  
Primary Schools ◽  
School Principals ◽  
T Test ◽  
School Buildings ◽  
School Building ◽  
Test Analysis ◽  
Administrative Practices ◽  
The Sustainable Development ◽  
Type Of School

The management and sustainability of school buildings is one of the primary challenges facing school administrations in the twenty-first century, especially after the increasing demand for education and seeking to increase the absorptive capacity of the increasing numbers of students, in addition to increasing the number of days of the school year and the fact that students are staying for a period of more than six hours a day in the school. This requires studying the reality of sustainable development to manage school buildings and its ability to meet the future needs of the teaching and learning processes. From here, the objective of the study was to reveal the administrative practices necessary to achieve sustainable development of school buildings in the exploratory schools (technology schools in Jordan) by answering the following questions:1) What administrative needs are required to achieve sustainable development practices in the management of exploratory schools in the Hashemite Kingdom of Jordan from the point of view of school principals, their assistants and Main Teachers in these schools?2) Do the sustainable development practices in the management of exploratory school buildings in the Hashemite Kingdom of Jordan differ at the level (α = 0.05) according to gender, type of school, job?To achieve the objective of the study and answer its questions, a questionnaire was prepared consisting of (47) items, each reflecting the school management practices necessary to achieve the sustainable development of the school building. The coefficient of reliability and validity of the instrument was verified with alpha-Cronbach (0.96) for the instrument as a whole. The study sample included (623) individuals. For data analysis, the arithmetical means, standard deviations, T test, and mono-variance analysis were used.The results of the study showed that the management of the exploratory schools needs administrative practices to achieve the sustainable development of the school building to a high degree in the field of school and service facilities. The responses of the sample members of the study recorded the highest mean of 4.13, while the lowest need was recorded for the field of management of the site of the school building with a mean of 3.67. The results of the T-test analysis showed that there were statistically significant differences (α = 0.05) between the responses of the sample of the study in the management of the site of the school building in favor of the Main Teacher with a mean of 3.81 compared with the responses of school principals and their assistants. The results of the study also showed that there were statistically significant differences between the responses of the sample of the study in the field of school building site due to the type of school in favor of basic education schools (first and second cycle ) compared to primary schools (1-10). As for the gender variable, the results of the T-test analysis showed that there were no statistically significant differences between the arithmetical means of the responses of the sample of the study in all fields of study.

scholarly journals A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

2016 ◽  
Vol 10 (7) ◽  
pp. 58 ◽  
Author(s):  
Kittisak Jermsittiparsert ◽  
Thanaporn Sriyakul ◽  
Chayongkan Pamornmast ◽  
Sudarat Rodboonsong ◽  
Wanwichit Boonprong ◽  
...  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
User Satisfaction ◽  
Primary Schools ◽  
Service User ◽  
Basic Education ◽  
Unit Cost ◽  
Education Management ◽  
Administrative Organization ◽  
Education Commission

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as  x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

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