scholarly journals An examination of imagery used to represent fundamental British values and British identity on primary school display boards

2019 ◽  
Author(s):  
Marlon Moncrieffe ◽  
Audrey Moncrieffe
Keyword(s):  
National Identity ◽  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Individual Liberty ◽  
Primary School Teachers ◽  
The Rule Of Law ◽  
British Identity ◽  
Original Contribution ◽  
Depth Interviews

It is observable that display boards are being applied widely by primary schools as visual representations for teaching and learning about the stated fundamental British values of democracy, the rule of law, individual liberty and the mutual respect and tolerance of those with different faiths and beliefs. The research presented by this article is based upon analysis of 27 display boards from primary schools across England, including findings from in-depth interviews with three primary school teachers. We wanted to identify and to understand how discourses of British national identity such as monoculturalism and multiculturalism are reified by schools and teachers through the imagery used on primary school display boards in the representation of fundamental British values. Our research makes an original contribution to the debate on teaching and learning about national identity, by offering empirical evidence both of representations of fundamental British values and of teacher interpretations of the policy.

scholarly journals Dual-role Conflict among Female Primary School Teachers

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Lawal Abdul Faragai
Keyword(s):  
Primary School ◽  
Role Conflict ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Background Level ◽  
Work And Family ◽  
Dual Role ◽  
School Teachers ◽  
Conceptual Approach ◽  
Primary School Teachers

This paper is a conceptual approach that stimulate able scholars that failed to ponder carefully on dual-role conflict among female primary school teachers. Of course, female primary school teachers are experiencing dual-role conflict. Also, presently female primary school teachers has dominated our primary schools teaching our children, on the same vain experiencing dual-role conflict which needed urgent attention from all stakeholders. The essence of this paper was due to the relevance of work and family matters. Scholars are really trying their best for enlightening all stakeholders on the issue of work-family role conflict in many discipline. In Education, related researches are always carrying on but the background level of education primary school is somehow been put aside with little concern. Considering this will help in making the work-life balance of female primary school teachers more sustainable. With this teaching and learning of our younger children would be efficient and effective. The researcher has proposed a conceptual framework in studying dual-role conflict among female primary school teachers. However, the qualitative interpretivist approach using case study or grounded theory would be applicable in conducting such type of research respectively.

scholarly journals Is E-Learning for Primary School Students During the COVID-19 Pandemic a Boon or Bane?

2021 ◽  
Vol 16 (6) ◽  
pp. 1-12
Author(s):  
Sukanta Chandra Swain
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning System ◽  
Primary School Students ◽  
School Students ◽  
Primary School Teachers ◽  
E Learning ◽  
Virtual Platform ◽  
Teaching Learning

Pandemic due to the deadly virus Covid-19 has put the entire world in complete lock-down, that too, for months together. India has locked-down the entire country for more than two months. Schools, Colleges and Universities were to be closed immediately putting everything in halt. Classes were abruptly suspended and examinations were to be postponed indefinitely. Education at all levels got affected hugely. Higher education institutes (HEIs) of India that are embedded with technology blend teaching-learning system, used electronic mode for teaching and learning, i.e., e-learning, immediately after the announcement of first phase of lock-down. Following the trend, some of the primary Schools of the country also adopted the virtual platform for teaching-learning. On this backdrop, it is necessary to unfold whether the stakeholders of primary education are ready for virtual platform of teaching-learning. Thus, the objective of this paper is to establish on the basis of personal interviews among 50 parents of primary School students and 30 primary School teachers.

scholarly journals Primary school teachers' use of digital resources with interactive whiteboards: The Australian context

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Damian Maher ◽  
Renata Phelps ◽  
Nikkita Urane ◽  
Mal Lee
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teacher Educators ◽  
Dominant Role ◽  
Interactive Whiteboards ◽  
School Teachers ◽  
Digital Resources ◽  
Primary School Teachers

<span>As interactive whiteboards appear in increasing numbers in primary classrooms, questions will continue to be asked about the effectiveness of these devices in supporting teaching and learning. It is not the board itself, however, which is likely to make a difference to student learning outcomes, but the resources which teachers choose to use in conjunction with their board. This study investigated what digital resources Australian primary school teachers </span><em>are</em><span> using when teaching with interactive whiteboards and the factors affecting their choice of such resources. Data were collected from 116 teachers from 13 primary schools in regional and metropolitan areas via an online survey and follow-up focus groups. While flipchart software plays an important role in delivery of lessons, a broad range of resources, particularly online, interactive and multimedia resources are utilised. National, pedagogical and curriculum relevance are critical influences on Australian teachers' resource choice and word-of-mouth plays a dominant role in influencing patterns of use. There are important implications from the study for teachers, school leaders, teacher educators and producers of digital resources.</span>

scholarly journals Exploring Pragmatic Identities of Teachers, Pupils and Parents in Chinese Primary School Online Education

2021 ◽  
Vol 13 (3) ◽  
pp. 124
Author(s):  
Jue Wu
Keyword(s):  
Online Education ◽  
Primary School ◽  
Primary Schools ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Communication ◽  
Communication Process ◽  
Primary School Teachers ◽  
And Performance ◽  
Teachers And Parents

The study of pragmatic identity has been a trend in the field of pragmatics. The primary schools in China have carried out online education in the spring of 2020 due to the outbreak of COVID-19, and this study focuses on two primary pupils and their teachers and parents, paying attention to the pragmatic identities constructed and the discursive devices used by the primary school teachers, pupils and their parents in this special online communication process. It is found that the teachers in this case study tend to construct four types of pragmatic identities in the online teaching activities, namely the knowledgeable scholars, instructional technicians, activity organizers and performance evaluators. The pupils participated in this study mainly build two types of pragmatic identities, namely the study explorers and atmosphere enliveners. The parents involved in the study tend to construct three pragmatic identities – teaching assistants, facility supporters and co-learners – in the online education context. Some discursive devices are used to construct these pragmatic identities, including the devices of language style, speech act, address, vocabulary selection and paralinguistic means. This study also yields some interesting findings on the interaction among teachers, pupils and parents during the process of identity construction in the online teaching and learning environment.

South African Teachers’ Perspectives of What Causes Students to Exhibit Challenging Behavior in Primary Schools

2021 ◽  
pp. 002205742098870
Author(s):  
Julie Shantone Rubbi Nunan
Keyword(s):  
Primary School ◽  
South African ◽  
Challenging Behavior ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
School Intervention ◽  
Future Research ◽  
School Teachers ◽  
Primary School Teachers

South African primary school teachers struggle curtailing student behaviors, therefore impeding teaching and learning. To understand this phenomenon, 15 primary school teachers were interviewed. Findings reveal that students’ negative family dynamics, displaced aggression, and social factors influenced challenging behavior. Social cognitive theory and general systems theory rationalized how behavior is learned and transferred within systems. Understanding the causative factors of student challenging behavior will benefit teachers to understand the student before addressing their behavior. Future research should look into student challenging behavior from other perspectives. School intervention programs should be established that support vulnerable students to curtail their challenging behavior.

scholarly journals PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND

2013 ◽  
Vol 55 (1) ◽  
pp. 74-87
Author(s):  
Lindiwe Rose Matsenjwa ◽  
S’lungile Kindness Thwala
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Primary Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Knowledge Measurement ◽  
Measurement And Evaluation ◽  
Descriptive Survey

The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers. Key words: assessment, knowledge, measurement, primary teachers, Swaziland.

Knowledge and Attitude of Teachers in Selected Malaysian Primary School towards Dental Injuries

2018 ◽  
Vol 15 (2) ◽  
pp. 51
Author(s):  
Syazwani Hassan ◽  
Nur Nabila Zulkifly ◽  
Annapurny Venkiteswaran ◽  
Rohaida Abdul Halim
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Tertiary Education ◽  
Primary School Teachers ◽  
Storage Media ◽  
Validated Questionnaire ◽  
First Aid Training ◽  
Level Of Knowledge ◽  
Knowledge And Attitude ◽  
Dental Injuries

To ascertain the level of knowledge among primary school teachers towards the management of traumatic dental injuries (TDIs) in school and to determine the preference among teachers regarding the education tools that can be used to increase awareness and knowledge among them. A total of 150 teachers from primary schools in three different districts were included in the study and they were given self-administered questionnaires to be filled. The validated questionnaire was distributed randomly in the selected schools. The questionnaire included two scenarios comprising of tooth fracture and avulsion. Questions regarding awareness and management of these scenarios were asked. All 150 participants answered the questionnaire; of these 74% were females 26% were males. 64% of the participants had received tertiary education. Although 70% of teachers had obtained first aid training, only 9.3% of them had received training regrading dental injuries. About 53% of participants knew the correct answer for the appropriate response to fractured tooth and only 35.3% managed to correctly answer the question related to appropriate response to an avulsed tooth. Only 38.7% knew about appropriate rinsing solution and a mere 4.7% were familiar with proper storage media. Even though the teachers have poor knowledge regarding management of dental injuries, it is reassuring to know that 93% of them are keen on further training and awareness. More educational programmes need to be introduced to empower the teachers with the relevant knowledge required to deal with dental emergencies.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals CHILDREN’S FOOD PREFERENCES INCLUDED AND OFFERED IN THE „SCHOOL SCHEME”

2018 ◽  
Vol XX (6) ◽  
pp. 262-266
Author(s):  
Sławomir Wawrzyniak ◽  
Krystyna Krzyżanowska
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Dairy Products ◽  
Fruits And Vegetables ◽  
Food Preferences ◽  
Sweet Pepper ◽  
Cottage Cheese ◽  
School Teachers ◽  
Primary School Teachers

The aim of the studies was to gather the primary school teachers’ opinion about the „School Scheme” and its effectiveness, as well as children’s food preferences and the reasons, why some of the schools didn’t take part in the program. The empiric studies were conducted in 2017 and 6,413 teachers from primary schools took part in them. The results show that students prefer to eat fruits than vegetables. If some of them chose vegetables, they ate tomatoes, radish, carrot rather than kohlrabi or sweet pepper. When it comes to dairy products, they took: milk and cottage cheese. Some of the Polish schools didn’t take part in the program, because they claim not to have enough suitable place to store fruits and vegetables at their entities and children’s parents weren’t interested in that matter.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

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