Percepções dos professores da rede pública de ensino do paraná sobre o uso de recursos tecnológicos durante o período de ensino remoto emergencial / Perceptions of teachers from public schools of paraná on the use of technological resources during the emergency remote education period

En este estudio se pretende conocer las percepciones del profesorado de Educación Física de Secundaria de los centros educativos públicos de las capitales de provincia de Andalucía, con respecto a la metodología y la expresión corporal como contenido del área de Educación Física en Secundaria. Para ello se aplicó un cuestionario a los jefes de departamento, estructurado en 5 dimensiones, de las cuales se ha seleccionado una de ellas para este trabajo, la que hace referencia a la metodología. Los datos se analizaron con el programa informático SPSS 20 de un modo descriptivo. Los resultados revelaron el uso de una metodología en expresión corporal basada en la creatividad y la participación, con estilos de enseñanza como la libre exploración y la resolución de problemas. El profesorado destaca la importancia de esta etapa educativa para el trabajo de la expresión corporal, así como la necesidad de empezar en edades anteriores para conseguir alcanzar el desarrollo integral de un modo óptimo.Palabras clave: Expresión Corporal, metodología, Secundaria, percepciones del profesorado.Abstract: this study attempts to understand the perceptions of teachers in secondary physical education of the public schools in Andalusian capital cities regarding methodology and body language as content area of physical education in school. We gave a questionnaire to the department chairs - structured in 5 dimensions - of which, one has been selected for this work and it refers to methodology. Data were analyzed with SPSS 20, in a descriptive way. The results revealed the use of body language methodology, based on creativity and involvement with teaching styles as free exploration and problem solving. The faculty emphasizes the importance of this stage of education fort the work of the body language, and the need to start at earlier ages to help reach the overall development in an optimal way.Keywords: Body Language, methodology, secondary, perceptions of teachers.

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Educación remota y pandemia: experiencias de padres de familia

10.22201/fesa.rdp.2022.4.04 ◽

2021 ◽

pp. 34-51

Author(s):

Edna Karina Ortiz Nava

Keyword(s):

Public Schools ◽

Public Education ◽

Virtual Environments ◽

Structured Interview ◽

Educational Environment ◽

Educational Policies ◽

Educational Model ◽

Remote Education ◽

Digital Resources ◽

The Third

The paper presents an analysis of the experiences of parents and emergency remote education, implemented by the Ministry of Public Education (SEP), due to the COVID-19 pandemic. It is a phenomenological investigation, supported by the semi-structured interview, which outlines the use of ICT, through platforms and digital resources, and the process of appropriation by parents in virtual environments; its objective is to investigate what are the challenges they have faced in this period, in order to redefine this information. The work is presented in three sections: in the first, the problem is contextualized; the second presents the theoretical references and instruments used; and the third, the review, systematization and interpretation of the data obtained. The research shows the heterogeneity of the educational environment in public schools, the little recognition of the teaching work, the functions of parents and a task for which they were not prepared. This conjuncture reveals the urgency of reworking the educational model and adapting it to the context, as well as creating educational policies, whose central axes are in the permanent updating, in the immediate attention of deficiencies and needs of the educational actors, and in providing connectivity and literacy digital to all of them.

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Appraisal of the Perceptions of Teachers on the Implementation of School Health Services in Private and Public Secondary Schools in Ebonyi State, Nigeria

Asian Journal of Medicine and Health ◽

10.9734/ajmah/2021/v19i230307 ◽

2021 ◽

pp. 80-87

Author(s):

Onyechi Nwankwo ◽

Lois N. Omaka-Amari ◽

Eunice N. Afoke ◽

Ifeyinwa M. Okeke ◽

Jude N. Nwafor ◽

...

Keyword(s):

Public Schools ◽

Health Services ◽

Secondary Schools ◽

School Health ◽

Sampling Technique ◽

P Value ◽

School Health Services ◽

Cross Sectional ◽

Private And Public ◽

Perceptions Of Teachers

Aims: The purpose of this paper is to appraise the perceptions of teachers on the implementation of school health services in Private and Public Secondary Schools in Ebonyi State, Nigeria. Background: Health is an essential commodity that every living human bargain for and is the prerequisite determinant of our overall achievements be it academic, social, economic and political dimesions. Methodology: A cross-sectional descriptive design was employed to appraise the perceptions of teachers on the implementation of school health services in private and public secondary schools in Ebonyi state. Using the multistage sampling technique a total of 160 teachers who consented to participate in the study were enrolled. A self-developed questionnaire titled: Appraisal of the Perceptions of Teachers on the Implementation of School Health Service (APTISHS) was used for data collection. Results: The findings revealed that the perceptions of teachers on the implementation of school health services in private and public secondary schools in Ebonyi state were generally poor with the Mean score 2 and 2.2 respectively. However, despite the low perception on the implementation, private schools were more favoured than public schools in areas like: Availability of personnel (P-value: 0.00); Health records (P-value: 0.00), Quality of first aid box (P-value: 0.01). Conclusion: While efforts are made to revamp school health services in all schools, a heightened attention should be given to public schools. For an effective implementation of the school health services government should set up an implementation and evaluation committee or monitoring team. The team should composed of stakeholders from both ministries of Education and Health, school managements in both public and private including their association bodies, parent association and the communities hosting the schools. This body will facilitate issues to be agreed upon and enforcement more realistic.

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Educação física escolar e educação de jovens e adultos: desafios da docência no ensino remoto emergencial

Caderno de Educação Física e Esporte ◽

10.36453/cefe.2021.n3.27629 ◽

2021 ◽

Vol 19 (3) ◽

pp. 1-6

Author(s):

Wagner César Pinheiro Costa ◽

Willian Lazaretti da Conceição

Keyword(s):

Public Schools ◽

Adult Education ◽

Physical Education ◽

Teaching And Learning ◽

Structured Interview ◽

Physical Education Teachers ◽

Remote Education ◽

Teaching Experiences ◽

Pedagogical Action ◽

Qualitative Nature

INTRODUÇÃO: A presente pesquisa foi desenvolvida à luz das experiências docentes no atendimento educacional a estudantes matriculados/as na Educação de Jovens e Adultos (EJA) que foram imersos no Ensino Remoto Emergencial (ERE) em decorrência da COVID-19. OBJETIVO: Apresentar os desafios que emergem do processo de ensino e de aprendizado na ação pedagógica de professores de Educação Física que trabalham no ERE com turmas da EJA. MÉTODOS: Participaram do estudo, 3 professores de Educação Física, do município de Vigia de Nazaré no Estado do Pará - Brasil que lecionam nos anos finais do ensino fundamental e do ensino médio em duas escolas públicas estaduais que atendem a modalidade EJA. De cunho qualitativo, a pesquisa usou como instrumento de coleta uma entrevista semiestruturada. A análise de conteúdo subsidiou o tratamento dos dados das entrevistas. RESULTADOS: Através dos relatos obtidos foi possível deparar com as grandes dificuldades dos professores de Educação Física em relação ao ensino por meio do ERE e a dura realidade excludente do mesmo em relação aos/às alunos/as da EJA. CONCLUSÃO: Conclui-se, que o presente estudo poderá provocar novas discussões sobre o Ensino Remoto Emergencial e seu papel excludente na área da Educação, em especial no âmbito da Educação Física Escolar e a EJA.ABSTRACT. School physical education and youth and adult education: Challenges of teaching in remote education.BACKGROUND: This research was developed in the light of the teaching experiences in the educational care of students enrolled in Youth and Adult Education (EJA) who were immersed in Emergency Remote Education (ERE) due to the COVID-19. OBJECTIVE: To present the challenges that emerge from the teaching and learning process in the pedagogical action of Physical Education teachers who work in the ERE with EJA classes. METHODS: The study included 3 physical education teachers from the municipality of Vigia de Nazaré in the State of Pará - Brazil who teach in the final years of elementary school and high school in two state public schools that have the modality EJA. Of qualitative nature, the research used as a collection instrument a semi-structured interview. The content analysis supported the treatment of the data from the interviews. RESULTS: Through the reports obtained it was possible to face the great difficulties of physical education teachers in relation to teaching through ERE and the harsh excluding reality of the same in relation to the students of the EJA. CONCLUSION: It is concluded that this study may provoke new discussions on Emergency Remote Education and its excluding role in the area of Education, especially in the field of School Physical Education and the EJA.

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The psychosocial impacts of remote education on black youth: an intersectional debate on the COVID-19 pandemic, gender, race and class

10.25242/8876113220212452 ◽

2021 ◽

Author(s):

Daianne Possoly da Silva Alves ◽

Franciele Therezinha Magno Calidoni ◽

Mariana Sales de Oliveira ◽

Thaís Araújo de Azevedo ◽

Thalissa Bastos Batista ◽

...

Keyword(s):

Public Schools ◽

Social Relations ◽

Black Youth ◽

Field Research ◽

Structured Interview ◽

Exploratory Research ◽

Psychosocial Effects ◽

Structural Racism ◽

Remote Education ◽

Race And Class

The Covid-19 pandemic has moved scientists from different areas of knowledge worldwide to bring reflections on the impacts caused by it, whose scope goes beyond human health in its physical and psychological aspects and affects the economy, politics, social relations at work, the educational system, etc. Therefore, this project, promoted by the Laboratory for the Study of Stigmatization Processes (LEPE) in partnership with the Racism Studies Line (LER) of the Psychology Course of the Higher Education Institutes at CENSA -ISECENSA, aims to promote the debate on the psychosocial effects of remote education on black youth, through an intersectional analysis between Covid-19 pandemic, gender, race and class. The objective of this research is to understand the ways in which black youth was affected in the psychosocial dimension with the establishment of remote education in the public state network with the Covid-19 pandemic. This is an exploratory research, in which a bibliographic review will be carried out to support the researchers' views on the proposed theme, using books and scientific articles on social psychology, remote education in the Covid-19 pandemic, racism and intersectionality. Besides field research, using the semi-structured interview technique. We intend to conduct group interviews, through Google Meet, with black students graduating from Liceu de Humanidades de Campos high school and from other public schools.. We hope to foster the discussion on structural racism that affects the Brazilian society focusing on the psychosocial vulnerability of black youth in the face of remote education established by the Covid-19 pandemic, and, finally, to publish two scientific articles in “Revista Perspectivas Online” with the obtained results

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Fake news and real news: What are their characteristics and how to identify them in a school and in COVID-19 pandemic context? A proposal for scientific literacy adapted to emergency remote education

Research Society and Development ◽

10.33448/rsd-v10i13.21442 ◽

2021 ◽

Vol 10 (13) ◽

pp. e310101321442

Author(s):

Renato Corrêia Lima ◽

Adriana Oliveira Freitas ◽

Jacqueline da Silva Batista ◽

Vinícius Rocha da Silva

Keyword(s):

High School Students ◽

Public Schools ◽

Scientific Literacy ◽

The Internet ◽

Fake News ◽

Ethical Guidelines ◽

School Students ◽

Remote Education ◽

The World

This case study aimed to apply, adapt and then evaluate a didactic approach to combat fake news, through scientific literacy in the context of emergency remote education (ERE) with a focus on COVID-19. For this, virtual workshops were held in 2020 with high school students from two public schools in the state of Maranhão, Brazil. All the ethical guidelines of Resolution CNS 510/2016 were followed. In the workshops, the students were exposed to the situation-problem of differentiating fake news from reliable news by identifying typical characteristics of either type of information. There were 18 characteristics for fake news and 18 characteristics for reliable news, of which 50% and 83.3% are unpublished, respectively. In addition, four fake news features and four reliable news features were observed by the students exclusively related to COVID-19. Thus, the adaptation to ERE that is proposed in the present study proved effective and could subsidize any work that aims to prepare students to better understand what is true and what is untrue in the world of the Internet, especially regards to in social media.

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An Analysis of Relationship Between Schools’ DNA Profiles and Organizational Happiness According to the Perception of Teachers

Journal of Education ◽

10.1177/0022057421996256 ◽

2021 ◽

pp. 002205742199625

Author(s):

Özge Köse ◽

Gökhan Kahveci

Keyword(s):

Public Schools ◽

Positive Relationship ◽

Negative Relationship ◽

Research Model ◽

Teachers Perceptions ◽

Dna Profiles ◽

The Relationship ◽

Perceptions Of Teachers

This research was carried out with the aim of determining the relationship between schools’ DNA profiles and organizational happiness according to teachers’ perceptions. The research sample consists of 404 teachers who work at primary or secondary public schools in Rize, Turkey. The research model is a correlational survey model. As a result of the research, the resilient organizations have the highest perception level among the school DNA profiles according to the perceptions of teachers. In addition, it has been found out that a positive relationship exists between healthy organizations and organizational happiness and a negative relationship exists between unhealthy organizations and organizational happiness. Finally, school DNA profiles significantly predict organizational happiness and explain 35% of the variation occurred in organizational happiness.

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Understanding the Perceptions of Teachers of Sukkur IBA Community Colleges and the Teachers of Public Schools of City Shikarpur about the Curriculum Ideologies: A Comparative Study

sjesr ◽

10.36902/sjesr-vol4-iss2-2021(317-324) ◽

2021 ◽

Vol 4 (2) ◽

pp. 317-324

Author(s):

Imran Ahmed Moriani ◽

Naveed Ahmad Taseer ◽

Amjad Ali Rind

Keyword(s):

Community Colleges ◽

Public Schools ◽

Comparative Study ◽

Sampling Technique ◽

Social Reconstruction ◽

Social Efficiency ◽

Learner Centered ◽

Curriculum Ideologies ◽

Convenience Sampling ◽

Perceptions Of Teachers

The current study aims at understanding the perceptions of teachers about curriculum ideologies in the context of Sindh, Pakistan. A quantitative approach was employed within it the descriptive design was used. The data was collected through an adopted questionnaire developed by Schiro 2008. The sample of the study was a hundred teachers and the convenience sampling technique was adopted in this study. The data were analyzed through SPSS (SPSS) version 23.0 and percentages were calculated to know the perceptions of teachers regarding four curriculum ideologies namely scholar academic ideology, social efficiency ideology, learner-centered ideology, and social reconstruction ideology. The results revealed that learner-centered ideology was the most preferred curriculum ideology among the teachers of Five Sukkur IBA Community colleges whereas the Scholar Academic ideology has been the least favorable for them. However, Scholar Academy ideology was the most preferred, and social reconstruction ideology was the least preferred among Teachers of Public Schools of Shikarpur City.

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An Approach to Mainstreaming Language-Disabled Children in the Elementary School

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0901.17 ◽

1978 ◽

Vol 9 (1) ◽

pp. 17-23

Author(s):

Karen Navratil ◽

Margie Petrasek

Keyword(s):

Elementary School ◽

Public Schools ◽

Oral Language ◽

School Age Children ◽

Montgomery County ◽

Elementary School Age ◽

Language Classrooms ◽

Language Pathology ◽

General Goal ◽

Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

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A Rural County Speech and Language Program

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0804.250 ◽

1977 ◽

Vol 8 (4) ◽

pp. 250-255 ◽

Cited By ~ 1

Author(s):

Hildegarde Traywick

Keyword(s):

Public Schools ◽

Speech And Language ◽

Rural County ◽

Language Program ◽

The Public ◽

Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

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