scholarly journals Stan cyfryzacji polskich szkół na podstawie badania „Polska szkoła w dobie cyfryzacji. Diagnoza 2017” w kontekście potrzeby wdrożenia nauczania w modelu STEAM

2018 ◽  
Author(s):  
MARLENA PLEBAŃSKA
Keyword(s):  
High Schools ◽  
Middle Schools ◽  
Primary Schools ◽  
Vocational Schools ◽  
Full Report ◽  
Technical Schools ◽  
Study Results ◽  
The Status ◽  
Faculty Of Education ◽  
The University

Marlena Plebańska, Digitisation of Polish Schools Based on the “Polish School in the Digitisation Era. The 2017 Diagnosis” Survey in the Context of the Necessity of Implementing the STEAM Model of Teaching, Interdisciplinary Contexts of Special Pedagogy, No. 23, Poznań 2018. Pp. 53–70. Adam Mickiewicz University Press.ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.03 The author of the paper presents the concept of teaching in the STEAM model in relation to the necessity of building competence of tomorrow among pupils of primary schools and even preschools. The author sets forth the status of digitisation of Polish schools in the light of the most extensive Polish digitisation survey: the 2017 Digital Diagnosis. The author primarily discusses the conclusions from studies pertaining to the status of digitisation of the Polish schools in the context of implementation of the STEAM model as a concept for developing competence of tomorrow. Results of studies conducted in June 2017 among pupils, parents and teachers are presented. The study was prepared and conducted by a team of researchers/academic employees of the Faculty of Education at the University of Warsaw in cooperation with PCG Edukacja under the supervision of the author of this paper. The study encompassed 100,129 respondents from primary schools, middle schools, high schools, technical schools and vocational schools from all provinces in Poland. The full report presenting the study results is available on website: https://www.librus.pl/doradca-dyrektora/informacje-prawne/organizacja-pracy-szkoly/stan-cyfryzacji-polskich-szkol-ku-refleksji-raport-2017/

scholarly journals An Exploratory Study of Students’ Indiscipline at Islamic University in Uganda

2021 ◽  
Vol 3 (1) ◽  
pp. 87-95
Author(s):  
Amina Hassan
Keyword(s):  
Survey Design ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Law Faculty ◽  
The Status ◽  
School Rules ◽  
The Common ◽  
Faculty Of Education ◽  
The University ◽  
Academic Year

The study explored the common students’ indiscipline at Islamic University in Uganda. The study was quantitative and a cross-sectional survey design was used. The population of the study was 3,486 registered students in the academic year 2019/2020. They were selected from the Faculty of Education, Faculty of Management Studies, Faculty of Law, Faculty of Social Sciences, and Faculty of Science. A sample of 265 respondents was selected for the study using proportionate and random sampling. The mean score was computed to analyse the data. To conclude, the point range of the arithmetic mean was considered. The study found that the common indiscipline among learners in IUIU included disrespect to teachers and school rules and regulations, theft, and irregular attendance. The study recommended IUIU administration improves staff remuneration to change the status of the teachers. Furthermore, the administration needs to tighten security in the university and residents need to take care of their property to avoid theft. The researcher also recommended that a study should be carried out to find out the cause of students’ irregular attendance

scholarly journals HEAD TEACHER-PARENT COLLABORATION POLICIES’ USEFULNESS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

2018 ◽  
Vol 6 (4) ◽  
pp. 65-71
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Target Population ◽  
Research Approach ◽  
Head Teacher ◽  
Policy Context ◽  
Parent Collaboration ◽  
Study Results ◽  
The Status

Through head teacher-parent collaboration, Inclusive education can be improved. The purpose of the study was to analyse the usefulness of head teacher-parent collaboration policies for the improvement of inclusive education in regular public primary schools in Meru County. The objective of the study was to examine the usefulness of policies that govern head teacher-parent collaboration for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration policy context enhanced the improvement of inclusive education. Most of the schools used informal policies. It was concluded that, head teacher-parent collaboration policy context is crucial to the improvement of inclusive education. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies.

scholarly journals Intense Teaching Schedule in Israeli Teachers

2021 ◽  
Vol 8 (3) ◽  
pp. 329-348
Author(s):  
Yaffa Buskila ◽  
Tamar Chen-Levi
Keyword(s):  
High School ◽  
Middle School ◽  
High Schools ◽  
Middle Schools ◽  
Primary School ◽  
Middle School Teachers ◽  
Primary Schools ◽  
School Teachers ◽  
The Third ◽  
Student Achievements

The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school

scholarly journals IMAGE IN NON-ARTISTIC TEXT AS A FACTOR DEVELOPING READING STRATEGIES OF SECONDARY TECHNICAL SCHOOLS' PUPILS

2021 ◽  
Vol 11 (1) ◽  
pp. 369-373
Author(s):  
DANA VICHERKOVÁ ◽  
MARKÉTA ŠENKEŘÍKOVÁ ◽  
DENISA LICHÁ
Keyword(s):  
Czech Republic ◽  
Student Teachers ◽  
Reading Strategies ◽  
Current Problem ◽  
The Czech Republic ◽  
Technical Schools ◽  
Factors Influencing ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The paper focuses on the current problem of factors influencing the reading of non-artistic texts and the development of reading strategies of pupils of secondary technical schools in the Moravian-Silesian Region of the Czech Republic. The paper aims to reflect, describe, analyse and evaluate which types of non-artistic texts, images, and depictions develop pupils' reading strategies. The text presents selected results of the quantitatively oriented questionnaire survey focusing on the identification of the relationship between the pupil's notion of a non-artistic text and course of work with the image as factors influencing their reading strategies. The partial goal of the pilot research is to point out the factors influencing student teachers at the Faculty of Education of the University of Ostrava in working with non-artistic text, an image in the text and their understanding.

scholarly journals THE STUDY OF THE UKRAINIAN LANGUAGE AT THE UNIVERSITY OF BUCHAREST: HISTORY AND PERSPECTIVES

2019 ◽  
pp. 118-132
Author(s):  
Octavia Nedelcu
Keyword(s):  
Education Reform ◽  
Primary Schools ◽  
World Order ◽  
Scientific Discipline ◽  
Literature Study ◽  
Slavic Languages ◽  
Language Studies ◽  
Language And Literature ◽  
The Status ◽  
The University

The article presents an analysis of the status of the Ukrainian language studies at the University of Bucharest from a diachronic and synchronic perspective. The Romanian-Ukrainian relations (political, administrative or economic), were founded and developed on the basis and in the context of cultural relations. For more than three decades, in Romania, international scientific events have been organized by the academic institutions in the partnership with governmental and local ones in order to maintain the Romanian-Ukrainian relations. Education has always been a basic component of people’s culture, regardless of the social world order or the level of education: primary school, secondary school, high school or university, the latter being the topic of our paper. Apart from the University of Bucharest, which has a rich tradition, in Romania, the undergraduate studies of the Ukrainian language and literature together with modern language and literature study (the Romanian language and literature) are currently provided by the “Stefan cel Mare” University of Suceava, within the Department of the Romanian Language and Literature of the Faculty of Letters and Communication Sciences, as well as by the “Babeș-Bolyai” University of Cluj-Napoca, within the Department of Slavic Languages and Literatures of the Faculty of Letters. Ukrainian studies at the university level in Romania have emerged since the very foundation of the Romanian philology in the 19th century, more precisely since forming the Slavic studies as a scientific discipline. Bogdan Petriceicu Hasdeu, one of the greatest personalities in the Romanian culture, (linguist, folklorist and philologist) played a big role in this sense, studying the way Romanian history had been reflected in the Ukrainian folklore. The Ukrainian folklore and the works of Taras Shevchenko were studied by the translator Grigore N. Lazu and the literary critic Constantin Dobrogeanu-Gherea. P. P. Panaitescu, Șt. Ciobanu, Zamfir Arbore and other researchers also wrote about the Romanian-Ukrainian literary relations. In the institutional framework, i.e. in primary schools, secondary schools, high schools and universities, the Ukrainian language and literature had been taught since 1948, after the Education Reform. The Department of Ukrainian Language and Literature of the University of Bucharest was established within the Department of Slavic Languages of the Faculty of Philology in 1952. Since founding of the Department by Professor Constantin Drapaca, such specialists as Nicolae Pavliuc, Magdalena Laszlo-Kuțiuk, Stelian Gruia, Dan Horia Mazilu, Ioan Rebușapcă, Micola Corsiuc, Roman Petrașuc, Maria Hoșciuc and Aliona Bivolaru made their contribution into promoting and increasing the prestige of the Ukrainian studies in Romania, as well as to strengthening relations between Romania and Ukraine.

Practice and Theoretical Exploration of Supernormal Education of Mathematics in Gifted and Talented Children from 6–8 Years

1997 ◽  
Vol 12 (2) ◽  
pp. 98-102
Author(s):  
Liu Zhiping ◽  
Liu Pengzhi
Keyword(s):  
Gifted And Talented ◽  
Primary Schools ◽  
Great Success ◽  
Beijing Area ◽  
Start Up ◽  
The Status ◽  
Discovery Method ◽  
The University ◽  
Stimulation Of ◽  
Visual Geometry

From 1992 we began to explore supernormal education of mathematics in gifted and talented children selected from the first and second grades of several primary schools and it seems a great success. We are the first to carry out such activity in the Beijing area and have compiled and published four textbooks of teaching materials which have been adopted by many schools. It is intended in this paper to provide a briefing on the status of offering such education. The problems encountered in the supernormal education and the teaching experiences accumulated are discussed on the following issues: Start-up with audio-visual geometry Stress on combination of shape and number Launching our mathematics activities Stimulation of ability of imagination Application of the discovery method Induction-find the University regularity Mathematics-search out model Modernization on mathematics education We firmly believe that all the above issues are extremely important to the supernormal education of mathematics in gifted and talented children from 6–8 years.

scholarly journals The Relationship between Spiritual Well-Being and Happiness: An Investigation on Teachers

2020 ◽  
Vol 5 (3) ◽  
pp. 287-300
Author(s):  
Mustafa Özgenel ◽  
Özden Yılmaz
Keyword(s):  
High Schools ◽  
Middle Schools ◽  
Primary Schools ◽  
Personal Information ◽  
Well Being ◽  
Different Types ◽  
Spiritual Well Being ◽  
Vocational High Schools ◽  
The Relationship ◽  
Oxford Happiness Questionnaire

This study aims to examine the relationship between teachers’ spiritual well-being and happiness levels. Being quantitative in nature, this study employs a relationship survey model. A total of 390 teachers employed in various grades of different types of schools (i.e., primary schools, middle schools, Imam-Khatib middle schools, Anatolian-science high schools, Imam-Khatib high schools, and vocational high schools) in Istanbul’s Küçükçekmece district volunteered to participate in this study. The Personal Information Form, the Spiritual Well-Being Scale, and the Oxford Happiness Questionnaire were employed to collect data, which were then analyzed using Pearson’s correlation coefficient and a regression analysis. The results of these analyses reveal that happiness is significantly and positively correlated with transcendence and harmony with nature whereas happiness is significantly and negatively correlated with anomie. While transcendence positively affects teachers’ happiness, anomie negatively affects them. It has been found that this effect size is medium. Another important finding obtained in the study is that harmony with nature, one of the sub-dimensions of spiritual well-being, does not affect teachers’ happiness.

A loss of status and a sense of defeat: an evolutionary perspective on professional burnout

2007 ◽  
Vol 21 (4) ◽  
pp. 471-485 ◽  
Author(s):  
Abraham P. Buunk ◽  
José Maria Peíró ◽  
Isabel Rodríguez ◽  
M. Jesús Bravo
Keyword(s):  
High Schools ◽  
Longitudinal Study ◽  
Primary Schools ◽  
Social Rank ◽  
Professional Burnout ◽  
Evolutionary Perspective ◽  
Cross Sectional ◽  
The Status ◽  
Over Time

This longitudinal study among Spanish teachers (N = 558) examined burnout from an evolutionary social rank perspective. The types of stress differed among various school levels, and a sense of defeat was highest among teachers in primary schools. A low status, a loss of status and a sense of defeat were independent cross‐sectional predictors of burnout. Longitudinally a sense of defeat predicted an increase in burnout over time, especially among males and teachers in high schools. The status related variables were in general more important predictors of burnout than stressors that are usually associated with burnout. Copyright © 2007 John Wiley & Sons, Ltd.

Trends in Bicycle Helmet Use by Children: 1985 to 1990

PEDIATRICS ◽  
1992 ◽  
Vol 89 (1) ◽  
pp. 78-80
Author(s):  
Barry D. Weiss
Keyword(s):  
Elementary Schools ◽  
High Schools ◽  
Middle Schools ◽  
Large Scale ◽  
Low Cost ◽  
School Level ◽  
University Campus ◽  
Project Staff ◽  
Helmet Use ◽  
The University

Research has demonstrated that helmets protect against head injury during bicycle crashes. Several investigators have shown that large-scale, community-wide programs can increase the rate of helmet use by children. The objective of this research was to determine whether helmet use had changed over a 5-year period in a community with no formal programs designed to increase the use of helmets. In 1985 and again in 1990, project staff observed student bicyclists arriving at four elementary schools, three middle schools, three high schools, and one university campus. The same schools were used both years. There was no significant increase in the percentage of students who used helmets at the middle schools (0 both years), the high schools (1.85% vs 1.45%), or the university (10.0% vs 4.0%). At the four elementary schools, helmet use increased from 1.85% in 1985 to 17.1% in 1990. Much of this increase was attributable to one school at which helmet use increased from 4.4% to 21.4%. This school, and no others, had begun teaching about helmet use in the classroom. The results suggest that (1) helmet use will not increase at the middle school level or higher without specific interventions and (2) slmple, low-cost, classroom interventions can increase helmet use by elementary school children.

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