scholarly journals Educational attainment of Eastern European pupils in primary schools in England: Implications for policy and practice

2019 ◽  
Author(s):  
Feyisa Demie
Keyword(s):  
Primary Schools ◽  
Census Data ◽  
Social Background ◽  
Eastern European ◽  
Policy And Practice ◽  
Language Background ◽  
Methodological Approaches ◽  
The Difference ◽  
Government Statistics ◽  
British Education

The aim of this article is to explore the attainment of Eastern European children in primary schools in England. The research draws on detailed National Pupil Database and school census data for 586,181 pupils who completed Key Stage 2 in England in 2016. Two methodological approaches were used to analyse the data. First, the performance of all pupils was analysed by ethnic and language background to illustrate patterns of attainment for each group. Second, attainment data were further analysed by social background factors to explore the main factors influencing performance in schools and the reasons for underachievement. The main findings from the study confirm that a number of Eastern European pupils have low attainment, and their performance in English schools has been masked by government statistics that fail to distinguish between 'White Other' ethnic groups. The empirical data suggest that speakers of Czech, Slovak, Hungarian, Polish, Romanian, Latvian, Lithuanian and Bulgarian are particularly underachieving, and that the difference between their educational performance and others is larger than for any other main groups. There is also a wide variation in performance between regions in England, with large attainment gaps between Eastern European and White British children. Some of the main reasons for underachievement identified from the study are the lack of fluency in English, economic deprivation, a disrupted or non-existent prior education and parental lack of understanding of the British education system. Overall, this research confirms that the underachievement of Eastern European children remains a cause for concern and is obviously an issue that policymakers and schools need to address. Implications for policy and practice are discussed in the final section.

scholarly journals Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders

2021 ◽  
pp. 136700692199681
Author(s):  
Teresa Kieseier
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Social Background ◽  
Target Language ◽  
Error Sources ◽  
Common Error ◽  
Language Background ◽  
Background Factors ◽  
Language Groups ◽  
Error Types

Aims and Objectives: We compared speech accuracy and pronunciation patterns between early learners of English as a foreign language (EFL) with different language backgrounds. We asked (1) whether linguistic background predicts pronunciation outcomes, and (2) if error sources and substitution patterns differ between monolinguals and heterogeneous bilinguals. Methodology: Monolingual and bilingual 4th-graders ( N = 183) at German public primary schools participated in an English picture-naming task. We further collected linguistic, cognitive and social background measures to control for individual differences. Data and Analysis: Productions were transcribed and rated for accuracy and error types by three independent raters. We compared monolingual and bilingual pronunciation accuracy in a linear mixed-effects regression analysis controlling for background factors at the individual and institutional level. We further categorized all error types and compared their relative frequency as well as substitution patterns between different language groups. Findings: After background factors were controlled for, bilinguals (irrespective of specific L1) significantly outperformed their monolingual peers on overall pronunciation accuracy. Irrespective of language background, the most frequent error sources overlapped, affecting English sounds which are considered marked, are absent from the German phoneme inventory, or differ phonetically from a German equivalent. Originality: This study extends previous work on bilingual advantages in other domains of EFL to less researched phonological skills. It focuses on overall productive skills in young FL learners with limited proficiency and provides an overview over the most common error sources and substitution patterns in connection to language background. Significance/Implications: The study highlights that bilingual learners may deploy additional resources in the acquisition of target language phonology that should be addressed in the foreign language classroom.

scholarly journals HEALTH TECHNOLOGY REASSESSMENT: THE ART OF THE POSSIBLE

2013 ◽  
Vol 29 (4) ◽  
pp. 418-423 ◽  
Author(s):  
Gail MacKean ◽  
Tom Noseworthy ◽  
Adam G. Elshaug ◽  
Laura Leggett ◽  
Peter Littlejohns ◽  
...  
Keyword(s):  
Monitoring And Evaluation ◽  
Health Technology ◽  
Economic Effects ◽  
Policy And Practice ◽  
Political Will ◽  
Multiple Levels ◽  
Methodological Approaches ◽  
Context Specific ◽  
Constant Comparative Analysis ◽  
Health Technology Reassessment

Background:Health technology reassessment (HTR) is “a structured, evidence-based assessment of the clinical, social, ethical, and economic effects of a technology currently used in the healthcare system, to inform optimal use of that technology in comparison to its alternatives.” The purpose of this study is to describe the key themes in the context of current HTR activities and propose a way forward for this newly emerging field.Methods:Data were gathered from a workshop held as part of the 2012 Canadian Agency for Drugs and Technology in Health (CADTH) symposium. The workshop consisted of two panel presentations followed by discussion; data gathered, including presentations and rich audience discussion transcripts, were analyzed for key themes emerging in the field of HTR using constant comparative analysis.Results:The language chosen to describe HTR will set the tone for engagement. The identification of champions at multiple levels and political will are essential. Key lessons from international experience are: disinvestment is difficult, focus on clinical areas not specific technologies, identify clear goals of the HTR agenda. Six key themes were identified to move the HTR agenda forward: emphasize integration over segregation, focus on development of HTR methods and processes, processes are context-specific but lessons must be shared, build capacity in synergistic interdisciplinary fields, develop meaningful stakeholder engagement, strengthen postimplementation monitoring and evaluation.Conclusions:To move this field forward, we must continue to build on international experiences with a focus on developing novel methodological approaches to generating, incorporating, and implementing evidence into policy and practice.

The Rebellion of the Daughters

2020 ◽  
Author(s):  
Rachel Manekin
Keyword(s):  
World War I ◽  
Religious Education ◽  
Primary Schools ◽  
University Education ◽  
Orthodox Jewish ◽  
Traditional Schools ◽  
Eastern European ◽  
Jewish Women ◽  
World War ◽  
Educational Innovations

This book investigates the flight of young Jewish women from their Orthodox, mostly Hasidic, homes in Western Galicia (now Poland) in the late nineteenth and early twentieth centuries. In extreme cases, hundreds of these women sought refuge in a Kraków convent, where many converted to Catholicism. Those who stayed home often remained Jewish in name only. The book reconstructs the stories of three Jewish women runaways and reveals their struggles and innermost convictions. Unlike Orthodox Jewish boys, who attended “cheders,” traditional schools where only Jewish subjects were taught, Orthodox Jewish girls were sent to Polish primary schools. When the time came for them to marry, many young women rebelled against the marriages arranged by their parents, with some wishing to pursue secondary and university education. After World War I, the crisis of the rebellious daughters in Kraków spurred the introduction of formal religious education for young Orthodox Jewish women in Poland, which later developed into a worldwide educational movement. The book chronicles the belated Orthodox response and argues that these educational innovations not only kept Orthodox Jewish women within the fold but also foreclosed their opportunities for higher education. Exploring the estrangement of young Jewish women from traditional Judaism in Habsburg Galicia at the turn of the twentieth century, the book brings to light a forgotten yet significant episode in Eastern European history.

scholarly journals Epidemiology of traumatic injuries to the permanant incisors of 9-12-years-old school children in Damascus, Syria

2001 ◽  
Vol 7 (1-2) ◽  
pp. 291-301
Author(s):  
N. Al Beiruti ◽  
W. Marcenes ◽  
D. Tayfour ◽  
S. Issa
Keyword(s):  
Primary Schools ◽  
Traffic Accidents ◽  
Public Health Problem ◽  
Epidemiological Data ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Public And Private ◽  
Traumatic Injuries ◽  
The Difference ◽  
Dental Injuries

This cross-sectional survey was carried out to assess epidemiological data concerning dental injuries to the permanent incisors of Syrian children. It included 1087 children aged 9 to 12 years, of both sexes, randomly selected from public and private primary schools in Damascus. The response rate was 100%. The prevalence of traumatic injuries to the permanent incisors rose from 5.2% at the age of 9 years to 11.7% at the age of 12 years [P = 0.007]. The difference in prevalence between boys and girls was not statistically significant [P > 0.05]. The majority [59.8%] of children who had experienced injuries to the permanent incisors reported that they were not taken to the dentist for evaluation or treatment of the damage. Among those children who had experienced traumatic injuries to the teeth 93.1% presented with untreated damage. Because some injuries were minor, such as small enamel fractures, the proportion of children who needed treatment was 63.2%. There was a tendency for children with an incisal overjet greater than 5 mm to have experienced dental injuries [P = 0.06]. Children with inadequate lip covcmgc were more likely to have experienced dental injuries than those with adequate lip coverage [P = 0.000]. The most common reported cause of iniuries to the permanent incisors was violence [42.5%], followed by traffic accidents [24.1%] collisions with people or inanimate objects [16.0%] and falls [9.1%]. In conclusion, traumatic dental injury may pose a serious dental public health problem.

scholarly journals Irish and Polish in a New Context of Diversity in Northern Ireland’s Schools

2017 ◽  
Vol 2 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Eugene Mckendry
Keyword(s):  
Northern Ireland ◽  
Language Learning ◽  
Primary Schools ◽  
Large Scale ◽  
Community Relations ◽  
Economic Downturn ◽  
The European Union ◽  
Policy And Practice ◽  
Cultural Traditions ◽  
Accession Countries

Abstract While Modern Languages are in decline generally in the United Kingdom’s post-primary schools, including in Northern Ireland (Speak to the Future 2014), the international focus on primary languages has reawakened interest in the curricular area, even after the ending in 2015 of the Northern Ireland Primary Modern Languages Programme which promoted Spanish, Irish and Polish in primary schools. This paper will consider the situation in policy and practice of Modern Languages education, and Irish in particular, in Northern Ireland’s schools. During the years of economic growth in the 1990s Ireland, North and South, changed from being a country of net emigration to be an attractive country to immigrants, only to revert to large-scale emigration with the post-2008 economic downturn. While schools in Great Britain have had a long experience of receiving pupils from diverse ethnic and linguistic backgrounds, firstly from the British Empire and Commonwealth countries, Northern Ireland did not attract many such pupils due to its weaker economic condition and the conflict of the Northern Ireland Troubles. The influx from Poland and other Accession Countries following the expansion of the European Union in 2004 led to a sudden, significant increase in non-English speaking Newcomer pupils (DENI 2017). The discussion in Northern Ireland about a diverse democracy has hitherto concentrated on the historical religious and political divide, where Unionist antipathy led to the Irish Language being dubbed the ‘Green Litmus Test’ of Community Relations (Cultural Traditions Group 1994). Nevertheless, the increasing diversity can hopefully ‘have a leavening effect on a society that has long been frozen in its “two traditions” divide’ (OFMDFM 2005a: 10). This paper will revisit the role and potential of Irish within the curricular areas of Cultural Heritage and Citizenship. An argument will also be made for the importance of language awareness, interculturalism and transferable language learning skills in Northern Ireland’s expanded linguistic environment with a particular focus on Polish.

scholarly journals Setting expectations: Building the blocks of phonemic awareness

2021 ◽  
Author(s):  
W. L. Quint Oga-Baldwin ◽  
Kaori Nakao ◽  
Luke K. Fryer
Keyword(s):  
Elementary School ◽  
Phonemic Awareness ◽  
Primary Schools ◽  
School Students ◽  
English Classes ◽  
Instructional Context ◽  
Significant Difference ◽  
The Difference ◽  
Identity Test ◽  
English Instruction

Young learners require developmental benchmarks to improve awareness of the phonemes in a new language. This study aimed to extend our understanding of Japanese elementary school students’ general and specific phonemic awareness across four years of English instruction. A public elementary school 3rd-6th year students in Japan (n=261, ages=8–12) participated in this study. The phoneme-identity test used consisted of fifteen items employing words during students' regular English classes. The effect of year on achievement and the difference between grades was tested. There was a significant effect of students' year on test score (p<.05). While there were no statistically significant difference years 4-5, and between years 5-6, students’ phonemic awareness increased two-year increments. Moreover, patterns of specific phoneme difficulties were identified. The present study provides preliminary guidelines for understanding the intersection between first and foreign languages, instructional context and their shared contribution towards listening and reading development in primary schools.

scholarly journals The Impact of the Capture of Leaders of Criminal Organizations on the Labor Market: Evidence from Mexico

2021 ◽  
Author(s):  
Daniel Osuna Gómez ◽  
Keyword(s):  
Labor Market ◽  
Census Data ◽  
Negative Impact ◽  
Difference Analysis ◽  
Criminal Organizations ◽  
Before And After ◽  
Economic Census ◽  
The Difference ◽  
Integral Assessment ◽  
The Impact

This paper estimates the impact of the capture of leaders of criminal organizations on the labor market in municipalities where these organizations operated between 2004 and 2006. The difference-in-difference analysis compares different employment outcomes in cartel locations and the rest, before and after the capture of cartel leaders. The results show that captures caused a decrease in nominal wages and paid employment in cartel municipalities. Using Economic Census Data, I find that captures also caused a fall in the number of establishments and had a negative impact on other establishment outcomes. This document focuses exclusively on the impact of the capture of leaders of criminal organizations on the labor market until 2011 without studying other possible consequences, and thus does not make an integral assessment of this policy

scholarly journals Informing one-to-one computing in primary schools: Student use of netbooks

2011 ◽  
Vol 27 (3) ◽  
Author(s):  
Kevin Larkin ◽  
Glenn Finger
Keyword(s):  
Primary Schools ◽  
Computer Usage ◽  
Evidence Based ◽  
Policy And Practice ◽  
Laptop Programs ◽  
Individual Teacher ◽  
One To One ◽  
Student Ratios ◽  
Minimal Research ◽  
Actual Computer

<blockquote>Although one-to-one laptop programs are being introduced in many schools, minimal research has been conducted regarding their effectiveness in primary schools. Evidence-based research is needed to inform significant funding, deployment and student use of computers. This article analyses key findings from a study conducted in four Year 7 classrooms in which students were provided with netbook computers as an alternative to more expensive laptop computers. Variable access was provided to students including computer to student ratios of one-to-one and one-to-two. Findings indicated that increased access to the netbook computers resulted in increases in computer usage by these students, compared with their minimal use of computers before the study. However, despite the increased access, actual computer usage remained limited. The article reports that factors contributing to the minimal use of computers included individual teacher agency, a crowded curriculum, and the historical use of computers. Implications for policy and practice are suggested.</blockquote><p> </p>

COMPARING SELECTED TYPES OF AGGRESSIVENESS AND INDIVIDUAL TYPES OF HOSTILITY AMONG STUDENTS OF SPORTS HOCKEY CLASSES

2018 ◽  
Vol 28 (82) ◽  
pp. 61-67
Author(s):  
Karol Görner ◽  
Mária Gregáňová ◽  
Katarzyna Wójcik ◽  
Jakub Spieszny
Keyword(s):  
Primary Schools ◽  
Total Sample ◽  
Fair Play ◽  
Young Athletes ◽  
Older Learners ◽  
Average Value ◽  
Significant Difference ◽  
Weighted Score ◽  
The Difference ◽  
Psychological Questionnaire

Aim of the research was to find out and compare individual subsystems of selected types of aggressiveness and individual types of hostility within age categories of learners of sports hockey classes. Research sample consisted of sixth, seventh, eighth and ninth grade boys from primary schools. Age of learners varied from 11 to 14 years. Total sample consisted of 120 learners. The research was it was implemented with the help of a standardized psychological questionnaire B – D – I. In the results we‘re comparing the differences in individual subspecies of aggressive behaviour and also in overall aggressiveness between younger and older learners grade. It turned out that in all of the observed comparisons older learners achieved higher average values of the weighted score than younger. The difference was confirmed also by the nonparametric Mann Whitney U test, which at the unilateral test of 5 % level of demonstrability tells that between younger and older learners there‘s statistically significant difference p = 0.031. Also, any increased value of the resentment didn‘t occur neither among younger learners who achieved the average value of the weighted score 4.19 nor among older learners with the average value of the weighted score 4.81 and therefore there is not statistically significant difference (p = 0.681). Our research revealed that controlling emotions such as aggression is very important. Therefore, it‘s important to pay enough attention to the young athletes and their coaches to prevent any manifestations of aggressiveness from their performers and to encourage them to play fair-play sports.

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