scholarly journals A high level of pedagogical culture of parents as a condition of successful partnership between teachers and parents

2021 ◽  
Vol 1 (5) ◽  
pp. 98-101
Author(s):  
Natalia Semenii ◽  
Keyword(s):  
Teachers And Parents ◽  
High Level ◽  
Pedagogical Culture

scholarly journals Quality Distance Education for Early Childhood During the Corona Pandemic: The Perceptions of Female Teachers

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Ibrahim Al-Hussein ◽  
Aidah Mohammad ◽  
Mona Al-Zahrani
Keyword(s):  
Distance Education ◽  
Early Childhood ◽  
Online Education ◽  
Primary School ◽  
Primary School Children ◽  
Online Distance Education ◽  
Online Distance ◽  
Teachers And Parents ◽  
High Level ◽  
The Impact

The corona (Covid-19) pandemic caused the closure of kindergarten institutions and schools around the world which forced higher authorities to shift focus towards online distance education. The impact of the pandemic was so severe that it affected almost a quarter of the people lives, public health and above all the education sectors. The present study was designed according to the Servqual Model using sample perceptions of early childhood parameters in Saudi Arabia and Jordan utilizing online questionnaires to collect the responses from 157 teachers.  The quality of the online education services provided for primary school children due to Covid-19 suffered greatly as the teachers were not accustomed to the technology of distance learning. The present study recommends the need to explore the research of the high level for primary school children’s study tool where teachers and parents will be able to deal with online platforms effectively. During the present unavoidable crisis, the article presents an easier and equitable platform for every child in the family.

scholarly journals Gender Differences in Attitude towards the Learning of Agricultural Science in Senior High Schools in the Assin South District of the Central Region, Ghana

2016 ◽  
Vol 8 (9) ◽  
pp. 143 ◽  
Author(s):  
Ransford Opoku Darko ◽  
Shouqi Yuan ◽  
Sarah Frema Opoku ◽  
Christina Offei Ansah ◽  
Junping Liu ◽  
...  
Keyword(s):  
Gender Differences ◽  
High Schools ◽  
Science Teachers ◽  
Central Region ◽  
Agricultural Science ◽  
Male Students ◽  
Science Courses ◽  
Research Findings ◽  
Teachers And Parents ◽  
High Level

<p>Agriculture has predominantly been observed as the activity of men with little or no interest by women hence this study was conducted in two public senior high schools in the Assin South district of the Central region of Ghana aimed to investigate gender differences in attitude towards the learning of agricultural science. A sample of 198, comprising of 188 students and 10 teachers of agricultural science took part in the survey. The research instrument used for the data collection was questionnaire which was developed by the researchers in two different forms, one for the agricultural science students and the other for the agricultural science teachers. Research findings from the study indicated that gender had no significant influence on students’ attitude towards the learning of agricultural science. Also, the attitude of female students towards agricultural science as a profession is not different from that of the male students. The study again concluded that teachers and parents play a key role influencing students to pursue related science courses. However students should be given the room to express their choice of programme to pursue at the senior high level. It must be reiterated that teachers have a major role to play in increasing and sustaining the interest of students in the study of agricultural science. The study recommends that students especially females should be encouraged, towards building a positive attitude in learning of agricultural science to take up major future roles related to the field.</p>

scholarly journals STUDY OF MENTAL STATES AND PECULIARITIES OF ELEMENTARY SCHOOL CHILD'S PERSONALITY WITH DISADAPTATION

2019 ◽  
pp. 68-71
Author(s):  
Anastasia Markelova ◽  
Leonid Nikolaev
Keyword(s):  
Experimental Data ◽  
Elementary School ◽  
School Children ◽  
Psychological Factors ◽  
Elementary School Children ◽  
Mental States ◽  
Reactive Anxiety ◽  
Personal Anxiety ◽  
Teachers And Parents ◽  
High Level

The authors describe and propose ways to determine the level of school disadaptation. Associated psychological factors are identified: levels of school motivation and adaptation, situational and personal anxiety, indicators and forms of aggression, self-esteem of depression. The obtained experimental data on the tendency to disadaptation are analyzed, as well as the psychological factors that influence the formation of disadaptation of young school children are investigated. Quantitative and qualitative analysis of mental states and personality characteristics of elementary school children with disadaptation shall be conducted to study their school disadaptation, organization of comprehensive psychological and pedagogical assistance to school children, teachers and parents. Existing research methods are mainly based on self-estimation methodologies. Experimental data on addiction to disadaptation was obtained, additionally, the psychological factors, which influence on disadaptation formation of elementary school children, were examined. The majority of examined children were found to have a low level of reactive anxiety and a high level of personal anxiety.

scholarly journals COVID-19 testing in schools: Perspectives of school administrators, teachers, parents, and students in Southern California

2021 ◽  
Author(s):  
Jennifer B Unger ◽  
Daniel W Soto ◽  
Ryan Lee ◽  
Sohini Deva ◽  
Kush Shanker ◽  
...  
Keyword(s):  
High School Students ◽  
Los Angeles ◽  
School Environment ◽  
School Administrators ◽  
School Students ◽  
Financial Barriers ◽  
Perceived Safety ◽  
Teachers And Parents ◽  
Sick Children ◽  
High Level

Background School-based COVID-19 testing is a potential strategy to facilitate the safe reopening of schools that have been closed due to the pandemic. This qualitative study assessed attitudes toward this strategy among four groups of stakeholders: school administrators, teachers, parents, and high school students. Methods Focus groups and interviews were conducted in Los Angeles from December 2020 to January 2021 when schools were closed due to the high level of COVID transmission in the community. Results Findings indicated similarities and differences in attitudes toward in-school COVID-19 testing. All groups agreed that frequent in-school COVID-19 testing could increase the actual safety and perceived safety of the school environment. School administrators and teachers expressed pessimism about the financial cost and logistics of implementing a testing program. Parents supported frequent testing but expressed concerns about physical discomfort and stigma for students who test positive. Teachers and parents noted that testing would prevent parents from sending sick children to school. Students were in favor of testing because it would allow them to return to in-person school after a difficult year of online learning. Conclusion In-school COVID-19 testing could be a useful component of school reopening plans and will be accepted by stakeholders if logistical and financial barriers can be surmounted and stigma from positive results can be minimized.

scholarly journals Intellectual Abilities of Younger Adolescents with Different Levels of Stress Resistance

2021 ◽  
Vol 2021 (2) ◽  
pp. 125-132
Author(s):  
Elena Kagan ◽  
Galina Tupikina ◽  
Elena Tsigichko
Keyword(s):  
Stress Resistance ◽  
Intellectual Development ◽  
School Students ◽  
Resistance Level ◽  
Low Level ◽  
Good Ability ◽  
Intellectual Abilities ◽  
Teachers And Parents ◽  
High Level ◽  
Different Levels

The research featured the intellectual abilities of teenagers with different levels of stress resistance. The research objective was to describe the options for intellectual development of secondary school students depending on their stress resistance level. The authors reviewed various approaches to intellectual development of younger adolescents. They proposed a set of assessment techniques for the level of mental development. The research revealed the effect of stress resistance on the intellectual abilities of teenagers. Teenagers with a low level of stress resistance were excitable and careless, while demonstrating tender conscience and poor analytical and verbal skills. Respondents with a high level of stress showed a low level of excitability and conscientiousness, a high level of carelessness, a good ability to establish analogies, and admirable verbal abilities. The paper contains some useful recommendations for teachers and parents on the development of teenagers' intellectual skills based on their level of stress resistance.

scholarly journals Impact of COVID-19 Lockdowns on Australian Primary and Secondary School Students' Online Learning Experiences

2021 ◽  
pp. 298-314
Author(s):  
Damian Maher
Keyword(s):  
Social Engagement ◽  
School Students ◽  
Face To Face ◽  
South Wales ◽  
Short Period ◽  
Community Of Inquiry Framework ◽  
Teachers And Parents ◽  
Level Of Understanding ◽  
High Level ◽  
The Impact

The impact of COVID-19 has seen many schools across the globe transition from face-to-face teaching to emergency remote teaching in a short period of time. This has impacted the quality of students' educational experiences. The study reported here draws on data collected from students, teachers, and parents in eight schools in New South Wales, Australia using a qualitative approach including surveys, and draws a Community of Inquiry framework to understand the experiences of students. Results of the study showed that social impacts were extensive and that limited interactions resulted in the loss of engagement and motivation for a majority of students who also reported a high level of understanding of what was expected of them but felt the workload was too high. It is suggested that more time be provided for social engagement to support motivation and engagement.

Research Based Design of an Eelementary School

2009 ◽  
Vol 34 (1) ◽  
pp. 9-16 ◽  
Author(s):  
Henry Sanoff
Keyword(s):  
Learning Styles ◽  
Design Feature ◽  
The United States ◽  
Direct Access ◽  
Ecological Awareness ◽  
Level Of Satisfaction ◽  
Key Factor ◽  
Final Design ◽  
Teachers And Parents ◽  
High Level

The aim of this paper was to examine current learning styles and teaching methods in order to suggest a new form of learning environment for young students. Features such as different activity settings and small group activities aimed at enhancing learning resulted from the participation of students, teachers and parents in the design of the Gibsonville Elementary School. Teachers, working in small groups, compared different classroom arrangements along with criteria to compare and evaluate each alternative and unanimously selected an “L” shape classroom, which became the basis for the design of the school. Another critical design feature that emerged from the teacher workshop was direct access from each classroom to the outdoors, allowing teachers to create outdoor classrooms that could enhance student's ecological awareness. The final design featured four academic houses of six L shaped classrooms each around an open courtyard to provide a resource for students, parents, and teachers to collectively explore and maintain outdoor environmental themes. A post occupancy evaluation was conducted several months after completion of construction and revealed a high level of satisfaction; however, the findings pointed to the need for a subsequent workshop to focus on the effective arrangement of furniture in L shaped classrooms. The participatory process was identified by the students and teachers as the key factor contributing to the design, which of one of the first schools of its type in the United States.

scholarly journals Development of Creation of Executive Function-EF Model for Preschool Children through the Participation Process of the School under Suan Dusit University’s Network

2019 ◽  
Vol 10 (5) ◽  
pp. 13-23
Author(s):  
Kwanfah Rangsiyanon ◽  
Pornluck Intamra ◽  
Sasipun Pianpiamsin ◽  
Sinsupa Wannasuth ◽  
Siripong Tinnarat
Keyword(s):  
Executive Function ◽  
Data Analysis ◽  
Preschool Children ◽  
Significance Level ◽  
Quantitative Data Analysis ◽  
The Creation ◽  
Participation Process ◽  
Teachers And Parents ◽  
Measurement And Evaluation ◽  
High Level

Abstract The objectives of this research were to create the trial and develop the creation of Executive Function-EF Model. The research consisted of 3 procedures, which were 1) The formation of sample, which was teachers and parents from the school under Suan Dusit University’s Network; 2) The trial of sample, which was children between 3-5 years old from 6 schools under Suan Dusit University’s Network; and 3) The development of key informants, which were the Executive Function-EF Model specialists in terms of measurement and evaluation and early childhood education, including the representatives of teacher, administrator, and parents from the school under Suan Dusit University’s Network. The content analysis was used in the qualitative data analysis. The average, standard deviation, and dependent t-test were used in the quantitative data analysis. The research results found that 1. The creation of Executive Function-EF Model consisted of 4 components, which were principle, objective, learning process, and evaluation; 2. The trial result of the creation of Executive Function-EF Model was that the development of creation of Executive Function-EF Model of preschool children in the overall image and each aspect after using the model was higher than before using the model with the statistically significance level of .001 and 3. The result of the development of creation of Executive Function-EF Model was that the creation of Executive Function-EF Model that was developed was suitable to be used and had the possibility to be put into practice in a high level.

scholarly journals COVID-19 Testing in Schools: Perspectives of School Administrators, Teachers, Parents, and Students in Southern California

2021 ◽  
pp. 152483992110660
Author(s):  
Jennifer B. Unger ◽  
Daniel Soto ◽  
Ryan Lee ◽  
Sohini Deva ◽  
Kush Shanker ◽  
...  
Keyword(s):  
High School Students ◽  
Los Angeles ◽  
School Environment ◽  
School Administrators ◽  
School Students ◽  
Financial Barriers ◽  
Perceived Safety ◽  
Teachers And Parents ◽  
Sick Children ◽  
High Level

Background School-based COVID-19 testing is a potential strategy to facilitate the safe reopening of schools that have been closed due to the pandemic. This qualitative study assessed attitudes toward this strategy among four groups of stakeholders: school administrators, teachers, parents, and high school students. Methods Focus groups and interviews were conducted in Los Angeles from December 2020 to January 2021 when schools were closed due to the high level of COVID transmission in the community. Results Findings indicated similarities and differences in attitudes toward in-school COVID-19 testing. All groups agreed that frequent in-school COVID-19 testing could increase the actual safety and perceived safety of the school environment. School administrators expressed pessimism about the financial cost and logistics of implementing a testing program. Parents supported frequent testing but expressed concerns about physical discomfort and stigma for students who test positive. Teachers and parents noted that testing would prevent parents from sending sick children to school. Students were in favor of testing because it would allow them to return to in-person school after a difficult year of online learning. Conclusion In-school COVID-19 testing could be a useful component of school reopening plans and will be accepted by stakeholders if logistical and financial barriers can be surmounted and stigma from positive results can be minimized.

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