Behavioral Manifestation: Spiritual Stewardship in Selected Elementary Public Schools

2021 ◽  
Author(s):  
Melody Verdejo
Keyword(s):  
Public Schools ◽  
Behavioral Manifestation ◽  
Elementary Public Schools

An exploratory study of teaching English in the Saudi elementary public schools

System ◽  
1991 ◽  
Vol 19 (3) ◽  
pp. 253-266 ◽  
Author(s):  
Abdulrahman Abdulaziz Abdan
Keyword(s):  
Public Schools ◽  
Exploratory Study ◽  
Teaching English ◽  
Elementary Public Schools

scholarly journals Private school investments and inequalities: negotiating the future in transnational Dakar

Africa ◽  
2018 ◽  
Vol 88 (4) ◽  
pp. 663-682 ◽  
Author(s):  
Amélie Grysole
Keyword(s):  
Public Schools ◽  
Private School ◽  
Structural Adjustment ◽  
Budget Cuts ◽  
State Budget ◽  
Neoliberal Reform ◽  
Educational Investments ◽  
The World ◽  
Elementary Public Schools

AbstractAs in many parts of the world, the school system in Senegal has suffered from state budget cuts associated with structural adjustment and neoliberal reform in the 1980s. As a result, the quality of elementary public schools has been compromised; meanwhile a significant private sector developed. This article analyses the proliferation of private schools in Dakar and the ways in which Senegalese parents navigate the multiplicity of school types (French, Franco-Arabic or Franco-English, Catholic or secular), to understand how families struggle to ensure their social and material reproduction in a neoliberal economy. I suggest that educational investments are situated at the intersection of global and intra-family inequalities. International migration has made global inequalities apparent within and between Senegalese families, who are unequally positioned depending on whether they include members living abroad.

The philosophy program in Chicago elementary public schools

Roeper Review ◽  
1981 ◽  
Vol 4 (1) ◽  
pp. 25-26
Author(s):  
George D. Dalin
Keyword(s):  
Public Schools ◽  
Elementary Public Schools

scholarly journals Enhancing Math-class Experience throughout Digital Game-based Learning, the case of Moroccan Elementary Public Schools

2021 ◽  
Vol 13 (5) ◽  
pp. 1-13
Author(s):  
Tariq Bouzid ◽  
◽  
Fatiha Kaddari ◽  
Hassane Darhmaoui ◽  
El Ghazi Bouzid
Keyword(s):  
Public Schools ◽  
Digital Game ◽  
Game Based Learning ◽  
Math Class ◽  
Elementary Public Schools

scholarly journals SOCIAL INCLUSION AND SOLIDARITY IN STRICT POST-GRADUATION: EXPERIENCING THE LABORATORY "SCIENTIFIC WAKE FOR THE FUTURE" (PRIMARY AND SECONDARY EDUCATION)

2015 ◽  
Vol 42 (suppl 1) ◽  
pp. 44-47
Author(s):  
Silvana Aparecida Alves Corrêa de Noronha ◽  
Linda Bernardes ◽  
Samuel Marcos Ribeiro de Noronha ◽  
Fernanda Amorim de Morais Nascimento ◽  
Lydia Masako Ferreira
Keyword(s):  
High School ◽  
Public Schools ◽  
Initial Phase ◽  
Social Inclusion ◽  
Scientific Research ◽  
Pilot Project ◽  
Student Interest ◽  
Scientific Career ◽  
Second Year ◽  
Elementary Public Schools

Objective: To stimulate and awakening the interest of students of high school or elementary public schools in research and science through scientific initiation stages in the Postgraduate Program in Translational Surgery. To stimulate and awakening the interest of students of high school or elementary public schools in research and science through scientific initiation stages in the Postgraduate Program in Translational Surgery. Method: The target audience for the development of scientific activities were students enrolled in mid-level course (second year initially) and have approval of their participation in this project by the school and by legal guardians. The inclusion criteria were: physical proximity to the higher education institution, signing the consent form by the legal responsible for the students, and for the board of the school unit and the researcher. Initially, students performed diagnostic evaluation about the prior knowledge of biology, science and scientific research. From there, the classes were prepared based on the result of this test, then started the activities of Junior Scientific Initiation in basic education. Results: The school chosen for this initial phase of the pilot project was the State School Rui Bloem which has 13 classrooms for the second year of medium education in a total of 390 students. Of these, 160 (41%) were interested but only 16 (10%) were eligible to start the pilot project in Translational Surgery Laboratory of Unifesp. These students showed average yield of 50% in diagnostic test and should start the next training in cell and molecular biology laboratory and also to attend scientific meetings. Conclusion: In the initial phase of the project, was observed the great student interest in scientific career, but at the same time, a great need for improvement. The choice of public school was for access to university and proximity. In addition, these students have more shortcomings and deficiencies. But this does not mean that the fascination for scientific career cannot turn them into great researchers thus contributing to the economic, social and intellectual growth of our country through scientific research.

scholarly journals Impact assessment of an intervention on the consumption of fruits and vegetables by students and teachers

2014 ◽  
Vol 27 (1) ◽  
pp. 55-65 ◽  
Author(s):  
Silvia Cristina Farias ◽  
Inês Rugani Ribeiro de Castro ◽  
Virgínia Martins da Matta ◽  
Luciana Maria Cerqueira Castro
Keyword(s):  
Public Schools ◽  
Rio De Janeiro ◽  
Fruits And Vegetables ◽  
Educational Materials ◽  
School Food ◽  
National School ◽  
Health Fair ◽  
Fruits And Vegetables Intake ◽  
The Impact ◽  
Elementary Public Schools

OBJECTIVE: To evaluate the impact of an intervention that promoted the consumption of fruits and vegetables on the intake of these products by students and teachers in Rio de Janeiro (RJ), Brazil. METHODS: This is a one-group pretest-posttest study of students and teachers from elementary public schools in Rio de Janeiro. The intervention included a training course for promoting healthy eating; distribution of educational materials; and holding of a one-day health fair. We assessed the activities that had been carried out, teachers' habitual fruits and vegetables intake, students' fruits and vegetables intake at school, and intervention-related issues. RESULTS: Before the intervention, 65.1% of the students consumed the school lunch and most (>79.4%) accepted and consumed the fruits and vegetables served. Most teachers (>75.0%) consumed fruits and other vegetables regularly, but only 36.4% consumed leaf vegetables regularly. The intervention was implemented only moderately (52.7%) but was well accepted by the teachers. The students of schools that implemented the intervention more extensively showed better acceptance of vegetables (p=0.009). Teachers' fruits and vegetables intake did not change. CONCLUSION: Students' fruits and vegetables intake changed modestly. This study contributes to the design of intervention studies for Brazilian schools because it coordinated the National School Food Program with educational activities.

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