scholarly journals Informal nature experience on the school playground

2015 ◽  
Vol 2 (1) ◽  
pp. 18-25 ◽  
Author(s):  
Andreas Raith
Keyword(s):  
Primary Schools ◽  
Large Scale ◽  
School Teacher ◽  
Meta Analysis ◽  
Educational Institutions ◽  
Primary School Teacher ◽  
School Playgrounds ◽  
First Results ◽  
The Impact ◽  
Nature Experience

Abstract In Germany, all-day care and all-day schooling are currently increasing on a large-scale. The extended time children spend in educational institutions could potentially result in limited access to nature experience for children. On the other hand, it could equally create opportunities for informal nature experience if school playgrounds have a specific nature-oriented design. This article is written from the perspective of a primary school teacher and presents the findings of a meta-analysis which looks at the impact nature experience has on the development of children. Furthermore, the first results of a research study on green playgrounds in primary schools is discussed. The results so far seem to indicate that green school playgrounds have the potential of providing nature experience particularly for primary students

SOCIAL STRUCTURE AND EDUCATIONAL LEVEL OF TEACHERS OF THE UZBEKISTAN SSR

2021 ◽  
Vol 4 (7) ◽  
pp. 34-43
Author(s):  
Muysin Dusaliev ◽  
Keyword(s):  
Public Education ◽  
Education System ◽  
Educational Level ◽  
Primary Schools ◽  
Current Problem ◽  
Educational Institutions ◽  
Religious Schools ◽  
Soviet Government ◽  
Public Education System ◽  
The Impact

The article highlights the problems and needs of the population for education as a result of the concentration of the Soviet government on the formation of a public education system in the spirit of its socialist ideas by creating new Soviet schools and increasing their number.In November 1918,the Soviet government of Turkestan decided to separate church from state and school from church. Although the existing private old religious schools were not completely banned by this decision, the creation of new Soviet schools and the increase in their number became more and more important. It is clear that this is a sign that the system is completely politicized. The schools were divided into two levels: the first level educational institutions included the first three classes, and the second level consisted of four classes. There was also a high school with three classes. Under the conditions of that time, more primary schools were opened in the country.This article discusses the current problem in the Soviet-era public education system under the Soviet government from 1994 to 1991, as well as the impact of this problem on today's education system

scholarly journals Cognitive Strategies for Teaching Reading in Primary School Teacher Training Curriculum in Vietnamese Context

2020 ◽  
Vol 5 (6) ◽  
pp. 702-709
Author(s):  
Nguyen Thi Thu Van ◽  
Ly Tuan Phu ◽  
Dang Quynh Lien ◽  
Nguyen Pham Phuong Khanh
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Cognitive Strategies ◽  
Reading Performance ◽  
Control Group ◽  
Primary School Teacher ◽  
Training Curriculum ◽  
Quasi Experimental ◽  
The Impact

This study aims to explore the effectiveness of cognitive reading strategies in primary school teacher training curriculum. Designed under the paradigm of a quasi-experimental research with the participation of an experimental and a control group, the current study seeks to investigate the impact of cognitive strategies training on students’ reading comprehension. Findings from the study showed that cognitive strategies training incorporated into a primary school teacher training course could improve pre-service teachers’ reading performance. It is concluded that students need more time and practice so that they can use their new strategies automatically at the procedural stage.

The Association between COMT Val158Met Polymorphism and the Post-Traumatic Stress Disorder Risk: A Meta-Analysis

2021 ◽  
pp. 1-14
Author(s):  
Mi Su ◽  
Yongyan Song
Keyword(s):  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Large Scale ◽  
Stress Disorder ◽  
Meta Analysis ◽  
Cochrane Library ◽  
Post Traumatic Stress ◽  
Val158met Polymorphism ◽  
Post Traumatic ◽  
The Impact

<b><i>Background:</i></b> Genetic factors were suggested to have influence on the development of post-traumatic stress disorder (PTSD). The possible association between catechol-O-methyltransferase (<i>COMT</i>) Val158Met polymorphism and PTSD has been evaluated in several studies. But the results were still controversial. Therefore, we conduct this meta-analysis to address these issues. <b><i>Methods:</i></b> The PubMed, EMBASE, Cochrane Library, and Web of Science databases were searched for eligible studies. The pooled odds ratio (OR) with 95% confidence interval (CI) was calculated to estimate the association between <i>COMT</i> Val158Met polymorphism and PTSD. <b><i>Results:</i></b> Five articles including 6 studies with 893 cases and 968 controls were finally included in the present meta-analysis. The pooled analyses did not demonstrate a significant association between the <i>COMT</i> Val158Met polymorphism and PTSD in any of the selected genetic models: allele model (OR = 1.13, 95% CI: 0.97–1.31), dominant model (OR = 1.17, 95% CI: 0.93–1.46), recessive model (OR = 1.44, 95% CI: 0.78–2.66), and additive model (OR = 1.54, 95% CI: 0.85–2.80). Subgroup analyses suggested that the Hardy-Weinberg equilibrium status of genotype distributions could influence the relationship of <i>COMT</i> Val158Met polymorphism and PTSD. <b><i>Conclusions:</i></b> The present meta-analysis suggested that the <i>COMT</i> Val158Met polymorphism may not be associated with the PTSD risk. Further large-scale and population-representative studies are warranted to evaluate the impact of the <i>COMT</i> Val158Met polymorphism on the risk of PTSD.

scholarly journals Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach

2020 ◽  
Vol 10 (12) ◽  
pp. 388
Author(s):  
André Freitas ◽  
Fátima Pereira ◽  
Paulo Nogueira
Keyword(s):  
Life History ◽  
Primary School ◽  
Lived Experiences ◽  
Primary Schools ◽  
Arts Education ◽  
School Teacher ◽  
Expressive Arts ◽  
Primary School Teacher ◽  
Research Approach ◽  
Starting Point

In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education—such as language, communication, knowledge, and lived experiences—making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.

scholarly journals MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS

ALQALAM ◽  
2010 ◽  
Vol 27 (3) ◽  
pp. 452
Author(s):  
Mansur Akil
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
School Setting ◽  
School Curriculum ◽  
Primary School Teacher ◽  
Language Diversity ◽  
Native Languages ◽  
Cultural Festivals ◽  
Primary School Curriculum

The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.

scholarly journals The Teaching of English in Indonesian Primary Schools: a Response to the New Policy

2019 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Ahmad Jazuly ◽  
Ninuk Indrayani ◽  
Nostalgianti Citra Prystiananta
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching English ◽  
English Language Policy ◽  
The Government ◽  
Compulsory Subject ◽  
Learning English

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

scholarly journals Primary education and its impact on literacy rate: A division wise comparative study of Bangladesh

2021 ◽  
Vol 10 (4) ◽  
pp. 391-405
Author(s):  
Sujan Chandra Paul ◽  
Md Arif Hosen ◽  
Jyotirmay Biswas ◽  
Shahadat Hossain
Keyword(s):  
Primary Schools ◽  
Positive Relationship ◽  
Least Square ◽  
Educational Institutions ◽  
Rate Data ◽  
Literacy Rate ◽  
Ordinary Least Square ◽  
Independent Variables ◽  
Different Types ◽  
The Impact

This study investigates the impact of a number of educational institutions and students per teacher on the literacy rate. Data of 489 Upazilasrelating to the dependent (literacy rate) and independent variables (no. of educational institutions and students per teacher of different types of primary and equivalent educational institutions) of 8 Divisions were collected from District Statistics 2011 of Bangladesh Bureau of Statistics. The Ordinary Least Square (OLS) method is used in this study. This research found that a number of government primary schools had a significant positive relationship with the literacy rate in Barishal, Chittagong, Khulna, and Mymensingh Divisions.

scholarly journals ORGANIZATION OF LESSONS IN PRIMARY SCHOOL USING THE METHOD OF CASE STUDY

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Vozniak ◽  
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Primary Schools ◽  
School Teacher ◽  
Approaches To Learning ◽  
Educational Process ◽  
Primary School Teacher ◽  
Primary School Teachers ◽  
High Level

Case study is one of the active approaches to learning, which is considered a more effective way to develop professional skills and achieve learning outcomes than traditional teaching methods. However interactive teaching methods require more responsibility, innovation of the primary school teacher and involvement of students in the educational process. The article examines the problem of introducing into the practice of primary school teachers the method of studying situations (case study) as a promising method of forming an educated, creative personality. The expediency of using case-based technologies for the formation of vital competence junior student, improving the quality of education in primary schools. Case study is considered by specialists as a method of interactive learning that provides a combination of theory with practice and knowledge with competencies. This method allows to implement the learning process in primary school on fundamentally different methodological approaches. Features, types, forms and other methodical characteristics of cases are considered, the structure of lessons in elementary school with use of a case method is described. The problems of introduction of the method in the educational process of primary school are also described. It is characterized by the means of the teacher's work in the context of the use of case-methods in more educated students. It was found solutions such research tasks as – understanding of the case as a multi-functional technologies; – characterization of educational opportunities Case technology; Studying of its content, the main types of structure in terms of achieving the objectives of formation of vital competence of the younger schoolboy. Тhe basic components of this technology are analyzed. It is noted that the work with cases in the classroom allows applying the theoretical knowledge to solve practical problems, helps to develop students' independent thinking, linking theory with practice. The work with cases is creative and is a determiner of the high level of teaching.

scholarly journals The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Eddie Denessen ◽  
Nienke Vos ◽  
Fred Hasselman ◽  
Monika Louws
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Student Attitudes ◽  
School Teacher ◽  
Science And Technology ◽  
Primary School Teacher ◽  
Female Teacher ◽  
Positive Attitudes ◽  
Attitudes Towards Science ◽  
Teachers Attitudes

This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 571-586 ◽  
Author(s):  
Liam Clohessy ◽  
Richard Bowles ◽  
Déirdre Ní Chróinín
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
School Teacher ◽  
Specific Area ◽  
Primary School Teacher ◽  
Individual Interviews ◽  
Lead Teachers ◽  
Teachers Experiences ◽  
Generalist Teachers

Class swapping is the process whereby a generalist primary school teacher with a particular subject expertise and interest swaps classes with a teacher colleague and they teach each other’s class a specific area of the curriculum. Instances of class swapping for physical education (PE) have been noted in many countries, but there is currently no explicit research into this practice. Consequently, this research investigated the experiences of two generalist teachers with additional PE expertise teaching PE to classes other than their own in two Irish primary schools over two separate intervention periods totalling 18 weeks. The participants’ experiences of class swapping for PE were analysed using qualitative data generated by individual interviews, pupil focus groups, researcher observations and teacher reflections. Hargreaves and Fullan’s theory of professional capital was used as a theoretical framework. The lead teachers’ expertise and enthusiasm for PE provided the pupils involved with rich PE experiences. The opportunity to teach additional PE also increased the lead teachers’ ability and motivation to provide further PE leadership within their schools. Furthermore, class swapping contributed to increased teacher interactions focused on teaching and learning. These findings make a worthwhile contribution to our understanding of class swapping and its potential to enrich pupil experiences in primary PE settings where generalist teachers operate.

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