scholarly journals Data collection report: the Impact of the Coronacrisis on primary education staff in the Netherlands

2020 ◽  
Author(s):  
Sara Geven
Keyword(s):  
Data Collection ◽  
The Netherlands ◽  
Primary School ◽  
Primary Education ◽  
School Staff ◽  
Parents And Children ◽  
The Impact

We ask primary school staff about the impact of the coronacrisis on education and teaching in the Netherlands. How do they teach from a distance? How do they stay in touch with parents and children? Which digital means do they use? How does the crisis affect their teaching, and education more generally?

Access, Sorting, and Achievement: The Short-Run Effects of Free Primary Education in Kenya

2012 ◽  
Vol 4 (4) ◽  
pp. 226-253 ◽  
Author(s):  
Adrienne M Lucas ◽  
Isaac M Mbiti
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Education Program ◽  
Private School ◽  
Test Scores ◽  
School Entry ◽  
Exit Examination ◽  
Free Primary Education ◽  
Short Run ◽  
The Impact

We examine the impact of the Kenyan Free Primary Education program on student participation, sorting, and achievement on the primary school exit examination. Exploiting variation in pre-program dropout rates between districts, we find that the program increased the number of students who completed primary school, spurred private school entry, and increased access for students from disadvantaged backgrounds. We argue that the program was welfare enhancing as it promoted educational access without substantially reducing the test scores of students who would have been in school in the absence of the program. (JEL H52, I21, I28, O15)

scholarly journals Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

2019 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Otilia Martí ◽  
Laura Portolés
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
The Netherlands ◽  
Student Teachers ◽  
Primary Education ◽  
Teaching Approach ◽  
Initial Teacher Training ◽  
English Only ◽  
Practitioner Perceptions ◽  
The Impact

In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

scholarly journals Material Reinforcement, Cognitive and Affective Behaviours among Primary School Pupils’

2016 ◽  
Vol 8 (3) ◽  
pp. 115
Author(s):  
IGBO JANET. N. ◽  
MEZIEOBI D. I. ◽  
EZENWAJI IFEYINWA ◽  
ONUORAH GRACE
Keyword(s):  
Standard Deviation ◽  
Data Collection ◽  
Primary School ◽  
Research Design ◽  
Research Paper ◽  
T Test ◽  
Research Questions ◽  
Primary School Pupils ◽  
The Impact

<p>This research paper aimed at determining the impact of material reinforcement on primary school pupils’ cognitive and affective behaviours in the classroom situations. Two research purposes, research questions and two hypotheses guided the study. Expose-factor research design was adopted. The sample for the study was 557 pupils. Questionnaire was used in data collection. Mean standard deviation and t-test were applied in answering the research questions while t-test was used in the analysis of the data. Results obtained indicated that material reinforcement influenced both cognitive and affective behaviours of primary school pupils significantly.</p>

scholarly journals Vliv psychomotoriky na pozornost dětí s ADHD

2013 ◽  
Vol 7 (3) ◽  
pp. 199-209
Author(s):  
Tereza Louková ◽  
Marie Blahutková
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Intervention Program ◽  
Qualitative Case Study ◽  
Children With Adhd ◽  
School Aged Children ◽  
Before And After ◽  
The Impact

This work deals with the influence of the intervention program, which includes psychomotor activities to the attention of the younger school-aged children with ADHD. The aim of the work is to validate the impact of the intervention program to the attention of the younger school-aged children with ADHD. We used the quantitative-qualitative case study. We used the methods of data collection Test of Attention d2, Test of Attention “Numerical Square”, interviews and observation. We worked with 4 children in the age of 9 to 10 years with ADHD from 2 different classes of primary school. We tested the change in concentration and extent of the attention before and after application of the intervention program. We found out that concentration and extent of attention were significantly improved at each child.

scholarly journals Primary school staff reflections on school closures due to COVID-19 and recommendations for the future: a national qualitative survey

2020 ◽  
Author(s):  
Emily Marchant ◽  
Charlotte Todd ◽  
Michaela James ◽  
Tom Crick ◽  
Russell Dwyer ◽  
...  
Keyword(s):  
Primary School ◽  
Online Survey ◽  
School Staff ◽  
Full Time ◽  
Negative Consequences ◽  
School Closures ◽  
Health And Wellbeing ◽  
Home Learning ◽  
The Future ◽  
The Impact

AbstractSchool closures due to the COVID-19 global pandemic are likely to have a range of negative consequences spanning the domains of child development, education and health, in addition to the widening of inequalities and inequities. Research is required to improve understanding of the impact of school closures on the education, health and wellbeing of pupils and school staff, the challenges posed during reopening and importantly to identify how countries can ensure a safe return to education and to inform policy. This qualitative study aimed to reflect on the experience of primary school staff (pupils aged 3-11) in Wales regarding school closures and the initial reopening of schools and to identify recommendations for the future. A total of 208 school staff completed a national online survey through the HAPPEN primary school network, consisting of questions about school closures, the phased reopening of schools and a return to full-time education. Thematic analysis of survey responses identified five recommendations; (i) prioritise the health and wellbeing of pupils and staff. This includes more focus on wellbeing activities and less focus on attainment/assessments and protecting staff breaks to promote workplace wellbeing; (ii) focus on enabling parental engagement and support. Introduce support sessions for parents and include regular check ins during periods of home learning; (iii) improve digital competence amongst pupils, teachers and parents. Ensure the provision of equipment and training in building digital skills. Offer a combination of paper-based and digital home learning activities; (iv) consider opportunities for smaller class sizes and additional staffing. Ensure support is directed to need whilst providing pastoral care; and (v) improve the mechanism of communication between schools and families, and between government and schools. Ensure that schools receive advance notice of local or national changes in guidance.

Analysis of the Impact of the Economic Crisis of 2008 on the Primary Level of Public Education in Guatemala, in the Period From 2002 to 2015

2018 ◽  
pp. 94-108
Author(s):  
Sofía Jimena Roca
Keyword(s):  
Economic Growth ◽  
Public Education ◽  
Primary School ◽  
Economic Crisis ◽  
Primary Education ◽  
Drop Out ◽  
Ministry Of Education ◽  
Number Of Children ◽  
School Year ◽  
The Impact

The objective of this chapter is the analysis of the primary education in Guatemala and if the amount of investment during the period 2002–2015 is significant for the number of children promoted by school year, and if these investments were impacted by the economic crisis of 2008. The results of the investigation demonstrate that the variables with significance where the number of teachers and the budget per year, without relation to economic growth and no impact by the economic crisis on 2008 and with no significant relation with the rate of drop out, which was an important result, especially in primary school. The data analyzed also show that the budget per year for the Ministry of Education doesn't suffer an impact after the economic crisis in 2008, where the author expected to find some problem after the crisis, but that the number of teachers hired in 2009 almost doubles the amount of teachers who were hired in 2008.

scholarly journals Perspectives of primary school staff who work with children with additional needs: Insights that may help to improve support for visually impaired children

2020 ◽  
pp. 026461962093594
Author(s):  
Anna Pease ◽  
Trudy Goodenough ◽  
Joao Roe ◽  
Sue Rogers ◽  
Cathy Williams
Keyword(s):  
Primary School ◽  
Information Sharing ◽  
Primary Schools ◽  
Qualitative Interviews ◽  
Visual Impairments ◽  
School Staff ◽  
Going Private ◽  
Barriers And Opportunities ◽  
The Impact

Educational support for children with visual impairments (VIs) at school relies on effective information-sharing between hospital eye services and schools. There may be delays in this process which impede school staff’s efforts to help affected children. As part of a programme of work aiming to improve outcomes for children with cerebral visual impairments (CVIs), this study carried out qualitative interviews to understand the views of primary school staff about receiving and using external specialist advice in general. These data can be used to inform and improve information-sharing aimed at supporting children in primary school who have VI. Views of primary school teachers and staff with responsibility for supporting children with additional needs were elicited in nine interviews, across three mainstream primary school settings in Gloucestershire, UK. Interviews were carried out in October 2017. Participants were asked about their experiences of working with children with additional needs and engaging with outside specialist providers. Thematic analysis was used to look for patterns in the data. Interviews revealed four major themes: understanding the condition (including training, individual differences, and understanding the aim of the strategy); translating reports into action (including adaptations to recommendations, team working, and communication formats); follow-up (including feedback and measuring progress); and barriers and opportunities for accessing support (including systematic barriers, going private, and ideal scenarios). This small study provides insights into how teachers and school staff perceive the relationship with external specialists. Services for children with VI in primary schools may be enhanced if they provide information about the impact of VI; about the underlying conditions if known, training and awareness activities for staff and offer a route for follow-up or enquiries. These insights can be used to inform service design and policy.

IMPACT OF PORT LANES FOR PRIMARY SCHOOL (A case study of students at SDN 03 Sintete)

2020 ◽  
Vol 3 (1) ◽  
pp. 36-45
Author(s):  
Ilma Sholeha ◽  
Ayu Sholina
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Social Environment ◽  
Negative Impact ◽  
Positive Impact ◽  
Sampling Technique ◽  
Qualitative Approach ◽  
The Impact

This study was motivated by low motivation of students This study aims to find out the impact of port lane as social environment  so that it has impact on education in SDN 03 Sintete because most of students live around the port. The study used qualitative approach and data collection techniques used were observation, interview and documentation. Sampling technique used is sampling purposive that determination of the sample based on certain consideration. The result showed that port lane had positive impact  on the socio-economic society in Sintete. However, port lane also had negative impact for student’s education in SDN 03 Sintete. 

scholarly journals Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0260396
Author(s):  
Emily Marchant ◽  
Charlotte Todd ◽  
Michaela James ◽  
Tom Crick ◽  
Russell Dwyer ◽  
...  
Keyword(s):  
Primary School ◽  
Online Survey ◽  
Parental Engagement ◽  
School Staff ◽  
Negative Consequences ◽  
School Closures ◽  
Face To Face ◽  
Health And Wellbeing ◽  
The Future ◽  
The Impact

School closures due to the COVID-19 global pandemic are likely to have a range of negative consequences spanning the domains of child development, education and health, in addition to the widening of inequalities and inequities. Research is required to improve understanding of the impact of school closures on the education, health and wellbeing of pupils and school staff, the challenges posed during face-to-face reopening and importantly to identify how the impacts of these challenges can be addressed going forward to inform emerging policy and practice. This qualitative study aimed to reflect on the perspectives and experiences of primary school staff (pupils aged 3–11) in Wales regarding school closures and the initial face-to-face reopening of schools and to identify recommendations for the future. A total of 208 school staff completed a national online survey through the HAPPEN primary school network, consisting of questions about school closures (March to June 2020), the phased face-to-face reopening of schools (June to July 2020) and a return to face-to-face education. Thematic analysis of survey responses highlighted that primary school staff perceive that gaps in learning, health and wellbeing have increased and inequalities have widened during school closures. Findings from this study identified five recommendations; (i) prioritise the health and wellbeing of pupils and staff; (ii) focus on enabling parental engagement and support; (iii) improve digital competence amongst pupils, teachers and parents; (iv) consider opportunities for smaller class sizes and additional staffing; and (v) improve the mechanism of communication between schools and families, and between government and schools.

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