scholarly journals Características de la expresión emocional en los escolares primarios y su manejo desde la perspectiva del personal docente-educativo

2016 ◽  
Vol 21 (1) ◽  
pp. 1
Author(s):  
María Domingas Cassinda-Vissupe ◽  
Lisandra Angulo-Gallo ◽  
Vivian Margarita Guerra-Morales
Keyword(s):  
Primary Schools ◽  
School Context ◽  
Primary School Children ◽  
Teacher Professionalism ◽  
Teaching Staff ◽  
Emotional Environment ◽  
The Family ◽  
Probabilistic Sample ◽  
Group Acceptance ◽  
Academic Demands

The research aimed to characterize the emotional expression of primary school children, events linked to its manifestation and its management from the perspective of the teaching staff. For this descriptive exploratory study, a non-probabilistic sample of 53 teachers from various primary schools was conformed. The study was carried out by using the analysis of documents, interviews and observation, and implementing the content analysis for interpretation. Teachers identified a predominance of pleasant emotions in school, mainly joy. The main unpleasant emotions were anxiety and anger. In the school context, the unpleasant emotions were associated with the activities and the academic demands; in the family, with conflict and little family support, fundamentally. The principal drivers of pleasant emotions in school are the group acceptance, teacher professionalism and recreation; the latter is also present in the family, together with the support, dedication and harmonious coexistence. The professor says not to possess the necessary theoretical and methodological training to direct the emotional education of their students, although they recognize its importance. It is very important to provide a more solid training that allows them to know, understand and regulate their emotions as well as enhance the emotional development of their students, creating an emotional environment which facilitates the process of learning.

scholarly journals The Daily Mile in practice: implementation and adaptation of the school running programme in a multiethnic city in the UK

BMJ Open ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. e046655
Author(s):  
Ash Routen ◽  
Maria Gonzalez Aguado ◽  
Sophie O' Connell ◽  
Deirdre Harrington
Keyword(s):  
Primary Schools ◽  
Online Survey ◽  
Qualitative Interviews ◽  
School Context ◽  
Cross Sectional Study ◽  
Teaching Staff ◽  
Cross Sectional ◽  
Safety Issues ◽  
East Midlands ◽  
The Uk

ObjectivesThe aim of this study was to generate new evidence on how The Daily Mile (TDM), a popular school-based running programme in the UK, is implemented in a diverse and multiethnic city in the UK and also the barriers faced by non-implementer schools.DesignMixed method cross-sectional study (including survey data collection and qualitative interviews).SettingPrimary schools in a multiethnic city in the East Midlands, UK.ParticipantsForty-two schools in Leicester city completed an online survey, and five teaching staff from five schools took part in follow-up semistructured qualitative interviews.ResultsOverall, 40.5% of schools who completed the survey reported having never implemented TDM, and 96.0% of implementer schools reported delivering TDM on three or more days per week. Reported barriers included space limitations and safety issues, timetabling and curriculum pressures, and pupil and teacher attitudes. Facilitators of implementation were teacher engagement and school culture/ethos, communication of the initiative and substantial delivery adaptations.ConclusionsThe findings from this study, based on data from schools in a multiethnic city in the UK, suggest that implementation of TDM is variable, and is influenced by a range of factors related to the school context, as well as the characteristics of TDM itself.

Development And Piloting Of Teacher Self-Efficacy Scale

2017 ◽  
Vol 7 (2) ◽  
pp. 26-46
Author(s):  
Irena Smetáčková ◽  
Petra Topková ◽  
Anna Vozková
Keyword(s):  
Pilot Study ◽  
Self Efficacy ◽  
Primary Schools ◽  
Teacher Professionalism ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Scale Reliability ◽  
Pedagogical Skills ◽  
Quantitative Verification ◽  
Teacher Self Efficacy

Teacher self-efficacy is one of the key concepts related to teacher professionalism. It represents the trust of the teacher in his/her pedagogical skills. Research shows that teachers with high teacher self-efficacy are able to better organise teaching, motivate the students, adequately react to special educational needs, cooperate with the teaching staff and communicate with the students' parents. For both research and diagnostic purposes, it is important to have an effective tool to measure teacher self-efficacy. However, translation of foreign questionnaires is not a suitable solution, because teacher self-efficacy structure is derived from the educational system, which is culturally and historically specific. The article, therefore, introduces a newly developed teacher self-efficacy scale for the Czech primary schools. The scale was developed in three stages - qualitative pilot study, quantitative pilot study (N = 108) and quantitative verification study (N = 518). The final version consists of 45 items divided into 7 subscales. All the subscales are practically, theoretically and psychometrically relevant. The whole scale reliability (α = 0,953) and of all the subscales (α = 0,907; 0,892; 0,848; 0,822; 0,824; 0,639; 0,624) is excellent.

scholarly journals The Daily Mile: 15 Minutes Running Improves the Physical Fitness of Italian Primary School Children

2019 ◽  
Vol 16 (20) ◽  
pp. 3921 ◽  
Author(s):  
Brustio ◽  
Mulasso ◽  
Marasso ◽  
Ruffa ◽  
Ballatore ◽  
...  
Keyword(s):  
Physical Fitness ◽  
Primary Schools ◽  
School Context ◽  
Primary School Children ◽  
Control Group ◽  
Significant Group ◽  
Standing Long Jump ◽  
Long Jump ◽  
Run Test ◽  
Experimental Group

The Daily Mile™ is an innovative school-based intervention that requires children to run or jog outside for 15 min at a self-selected pace during class time. Today, only one study has investigated the efficacy of The Daily Mile on physical fitness, which was conducted with Scottish children. Thus, we aimed to evaluate the feasibility and effectiveness of The Daily Mile in Italian primary schools. A total of 486 children participated in The Daily Mile for 3 months (experimental group), whereas 309 children continued their daily school routine (control group). The 6-min run test, standing long jump, body mass index, and waist-to-height ratio were assessed. Their teachers completed surveys for assessing the intervention acceptability. After correction for age and gender, significant group × time interactions were observed in the 6-min run test and standing long jump results. In the post-test period, the experimental group showed improvement in the 6-min run test and standing long jump results. Overall, the teachers were satisfied with the program and found it suitable for their school context and easy to implement. The Daily Mile was successfully implemented and smoothly accepted in the day routine of Italian primary schools.

scholarly journals Development of Geographical Concept Test (GCT) for preschool and primary school childrenOkul öncesi ve ilkokul çocuklarına uygun Coğrafi Kavramlar Testi (CKT) geliştirilmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 5500
Author(s):  
Sultan Baysan ◽  
Selcen Aydoğan
Keyword(s):  
Solar System ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Primary School Children ◽  
Energy Sources ◽  
Measurement Tool ◽  
Teaching Staff ◽  
Test Results ◽  
Reliable Measurement

The aim of this study is to develop a valid and reliable measurement tool of ‘geographical concept test’ for pre and primary school. In order to achieve the objectives, program goals of preschool and primary education 1st to 4th grade have been identified. Then, 51 articles consisting the concepts of the Solar System, Earth's movements, Turkey and other countries, landforms, climate and vegetation, fluvial issues, soil, natural disasters, population and settlement, energy sources were prepared. Following the preparation of the questions, an expert opinion was taken from a total number of 8 teaching staff. After the necessary arrangements ‘Geographical Concept Test’ (GCT), was applied to a number of 743 children of pre and primary schools. The reliability coefficient of the test results (KR 20) was found to be .71 for preschool, .85 for the 1st, .73 for the 2nd, .72 for the 3rd and .70 for the 4th of primary school. ÖzetBu çalışmanın amacı, test geliştirme basamaklarını dikkate alarak okul öncesi çocuklar ve ilkokul 1, 2, 3 ve 4. sınıf öğrencilerinin coğrafi kavramlara ilişkin kazanımlarını ortaya koyan geçerli ve güvenilir bir ölçüm aracı geliştirmektir. Bu amaç doğrultusunda araştırmacılar tarafından öncelikle okul öncesi, ilkokul 1, 2, 3 ve 4. sınıf eğitim programındaki kazanımlar tespit edilmiştir. Daha sonra, bu kazanımları ölçmeye yönelik olarak Güneş Sistemi ve Dünya, Dünya’nın hareketleri, Türkiye ve diğer ülkeler, yerşekilleri, iklim ve bitki örtüsü, su-toprak, doğal afetler, nüfus ve yerleşme ile enerji kaynaklarına ilişkin 51 madde hazırlanmıştır. Soruların hazırlanmasının ardından 8 öğretim elemanından uzman görüşü alınmıştır. Pilot çalışmalar sonrası gerekli düzenlemeler yapılarak 26 soruluk Coğrafi Kavramlar Testi (CKT) okul öncesi çocukları ve ilkokul 1, 2, 3 ve 4. sınıf seviyelerini bitirmek üzere olan toplam 743 öğrenciye uygulanmıştır. Testin (KR 20) değerleri okul öncesi için .71, ilkokul 1. sınıf için .85, 2. sınıf için .73, 3. sınıf için .72 ve 4. sınıf için ise .70 olarak hesaplanmıştır.

scholarly journals Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools

2021 ◽  
Vol 11 (11) ◽  
pp. 740
Author(s):  
Chris Rolph
Keyword(s):  
Primary Schools ◽  
School Level ◽  
Primary School Children ◽  
Teaching Staff ◽  
Level Data ◽  
Quasi Experimental ◽  
One To One ◽  
The Cost ◽  
National Tests ◽  
The Impact

This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a one-to-one basis with children to develop numeracy skills. This quantitative study seeks to examine the impact of +1 and Po2 by considering performance data aggregated at the school level. The attainment of children at 1071 English schools which use the +1 and Po2 products was compared with that of peers in other schools using a quasi-experimental research design based on England’s national performance measures. Statistical analysis suggests that schools using +1 and Po2 show higher levels of mathematics attainment than those who may have used other resources. Furthermore, there is an important finding that assessment attendance is higher, and disapplication from the curriculum lower, in schools using +1 and Po2. This indicates that use of this one-to-one intervention improves access to national tests for children and represents an opportunity for school leaders to maximise the cost effectiveness of existing non-teaching staff or volunteers.

scholarly journals Scuola e famiglie immigrate: Uno studio in una scuola del Sud Italia

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 11-32
Author(s):  
Marco Centorrino ◽  
Lilia Pellegrino
Keyword(s):  
Secondary School ◽  
Southern Italy ◽  
School Context ◽  
Immigrant Families ◽  
Teaching Staff ◽  
Lower Secondary School ◽  
Italian School ◽  
The Family ◽  
Integration Of Immigrants ◽  
First Results

Con esta contribución se pretende investigar,en la dimensión de la vida cotidiana,uno de los aspectos a través del cual, ennuestra opinión, es posible analizar la dinámicade integración de los inmigrantesen Italia.De hecho, la creciente presencia en lasúltimas décadas de hijos de familias inmigrantesen la escuela italiana ha puesto demanifiesto la necesidad de una comunicacióne interacción constantes y efectivasentre la familia y la escuela. La contribuciónse centra en los primeros resultadosde un estudio, dedicado precisamentea este aspecto, llevado a cabo en unaciudad del Sur de Italia, en una escuelasecundaria que cada año registra un aumentosignificativo de alumnos de origenextranjero.Nuestro trabajo analiza las percepcionesdel personal docente con respecto a laparticipación de las familias inmigrantesen el contexto escolar. Our contribution intends to investigate, in the dimension of everyday life, one of the aspects through which - in our opinion - it is possible to analyze the dynamics of integration of immigrants in Italy. In fact, the increasing presence in recent decades of children of immigrant families within the Italian school has highlighted the need for constant and effective communication and interaction between the family and the school. The contribution focuses on the first results of a study, dedicated precisely to this aspect, carried out in a city in Southern Italy, in a lower secondary school that every year records a significant increase in pupils of foreign origin. Our work analyzes the perceptions of the teaching staff regarding the participation and involvement of immigrant families in the school context.

scholarly journals Association between the school physical activity environment, measured and self-reported student physical activity and active transport behaviours in Victoria, Australia

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Nicholas Crooks ◽  
Laura Alston ◽  
Melanie Nichols ◽  
Kristy A. Bolton ◽  
Steven Allender ◽  
...  
Keyword(s):  
Physical Activity ◽  
Active Transport ◽  
Primary Schools ◽  
Weight Status ◽  
School Principal ◽  
Primary School Children ◽  
Physically Active ◽  
Physical Activity Environment ◽  
Policy Practice ◽  
Socioeconomic Composition

Abstract Background Environments within schools including the physical, social-cultural and policy/practice environments have the potential to influence children’s physical activity (PA) behaviours and weight status. This Australian first study comprehensively examined the association(s) of physical, social-cultural and policy/practice environments with PA, active transport (AT) and weight status among regional primary school children. Methods Data were from two childhood obesity monitoring systems in regional Victoria, Australia. Measured height and weight were collected from students in Year 2 (aged approx. 7–8 years), Year 4 (9–10 years), and Year 6 (11–12 years). Self–reported PA behaviour, including AT were collected from students in Year 4 and 6 and a sub-sample wore an ActiGraph (wGT3X-BT) accelerometer for 7-days. A school physical activity environment audit was completed by the school principal and responses were used to calculate school physical activity environment scores (PAES) and active transport environment scores (ATES). Mixed effects logistic regression was used to assess the relationship between the proportion of students meeting the PA guidelines (≥60mins/day of moderate-to-vigorous PA) and PAES tertiles (low, medium, high) and those using AT and school ATES tertiles, controlling for gender, school size/type and socioeconomic composition. Results The analysed sample included 54/146 (37%) schools and 3360/5376 (64%) students. In stratified analysis, girls in schools with a medium PAES score were more likely to meet the objectively measured PA guideline compared to low PAES score (OR 2.3, 95%CI 1.27, 4.16). Similarly, students in schools with a medium or high ATES score had higher odds of self-reported AT (medium OR 3.15, 95%CI 1.67, 5.94; high OR 3.71, 95%CI: 1.80, 7.64). No association between PAES or ATES and weight status were observed. Self-reported AT among boys (OR 1.59, 95%CI 1.19, 2.13) and girls (OR 1.56, 95%CI 1.08, 2.27) was associated with higher odds of meeting self-reported PA guidelines on all 7-days than those who did not report using AT. Conclusions In this study of regional Victorian primary schools, PA environments were only associated with girls’ adherence to PA guidelines. School AT environments were strongly associated with students’ AT behaviours and with increased likelihood of students being physically active.

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.

Disclosure of Spousal Violence

2016 ◽  
Vol 32 (2) ◽  
pp. 164-182 ◽  
Author(s):  
Hanan Al-Modallal
Keyword(s):  
Health Professionals ◽  
Spousal Violence ◽  
Parental Violence ◽  
Policy Makers ◽  
Demographic Profile ◽  
Significant Relationships ◽  
Emotional Environment ◽  
The Family ◽  
Victims Of Violence ◽  
Health Care Centers

The objectives of this study were to identify reasons behind not disclosing spousal violence and examine relationships between these reasons and women’s demographic profile including the experience of spousal violence. Jordanian women ( N = 709) aged 16 to 66 years ( M = 32.6, SD = 8.7) attending health care centers were recruited. Results indicated that women’s intentions to maintain the family unit and use of patience with abuser represented the top two reasons for not disclosing violence. Non-significant relationships were, generally, identified between not disclosing spousal violence and women’s demographic profile. Women’s justification of spousal violence and witnessing parental violence were the proposed reasons for women’s lack of disclosure of violence. Implications for this study include health professionals’ use of evidence-based knowledge and skills to deal with victims of violence. Researchers’ roles include creating physical and emotional environment that urges disclosure of violence. Furthermore, they can contribute with health professionals in the implementation of health education programs directing victims and perpetrators in the places where they can be located. Proper collaboration between health professionals, researchers, and policy makers may significantly limit suffering of victims of violence.

scholarly journals A Combined Impact-Process Evaluation of a Program Promoting Active Transport to School: Understanding the Factors That Shaped Program Effectiveness

2013 ◽  
Vol 2013 ◽  
pp. 1-14 ◽  
Author(s):  
S. Crawford ◽  
J. Garrard
Keyword(s):  
Mixed Methods ◽  
Process Evaluation ◽  
Active Transport ◽  
Primary Schools ◽  
Quantitative Data ◽  
Program Effectiveness ◽  
Primary School Children ◽  
Second Phase ◽  
Program Staff ◽  
Impact Process

This mixed methods study was a comprehensive impact-process evaluation of the Ride2School program in metropolitan and regional areas in Victoria, Australia. The program aimed to promote transport to school for primary school children. Qualitative and quantitative data were collected at baseline and followup from two primary schools involved in the pilot phase of the program and two matched comparison schools, and a further 13 primary schools that participated in the implementation phase of the program. Classroom surveys, structured and unstructured observations, and interviews with Ride2School program staff were used to evaluate the pilot program. For the 13 schools in the second phase of the program, parents and students completed questionnaires at baseline (N= 889) and followup (N= 761). Based on the quantitative data, there was little evidence of an overall increase in active transport to school across participating schools, although impacts varied among individual schools. Qualitative data in the form of observations, interviews, and focus group discussions with students, school staff, and program staff provided insight into the reasons for variable program impacts. This paper highlights the benefits of undertaking a mixed methods approach to evaluating active transport to school programs that enables both measurement and understanding of program impacts.

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