Surviving the Partnership

2017 ◽  
pp. 152-166
Author(s):  
Jennifer Barker ◽  
Jennifer Thompson ◽  
Pamela Hurley
Keyword(s):  
University Students ◽  
Primary School ◽  
Community Engagement ◽  
Research University ◽  
Engaged Scholarship ◽  
Engaged Learning ◽  
Primary School Students ◽  
School Students

This chapter breaks down the process and application of community engagement projects within a department of architecture, at an urban-serving research university. As a matter of policy, the department requires community engagement projects in all design studios, and as such, promotes a culture of engaged learning. The authors present an overview of engaged culture based on their experiences with community engagement projects, including strengths and areas for improvement. This is supported by the presentation of an arts-based project involving plastic reuse that brought together university students and primary school students. The authors conclude with recommendations for sustaining a culture of engagement, including aspects they seek to implement as they continue to foster engaged learning and further their own engaged scholarship.

scholarly journals Development of combinatorial abilities of students in the process of developing compositions of mathematical problems

2021 ◽  
Vol 98 ◽  
pp. 04003
Author(s):  
Aleksander Savenkov ◽  
Marina Romanova ◽  
Lkhamtseren Bold
Keyword(s):  
University Students ◽  
Primary School ◽  
Psychosocial Development ◽  
Cultural Development ◽  
Cognitive Factors ◽  
Logical Thinking ◽  
Primary School Students ◽  
Future Teachers ◽  
School Students ◽  
Mathematical Problems

Well-developed combinatorial abilities are an essential component of the professionalism of a modern primary school teacher. The goal of the present study is to search for methodological techniques for lessons on the methods of teaching mathematics in primary school that would activate the interconnection of logical thinking and several non-cognitive abilities of teachers in training. Said interconnection is viewed as a means allowing diagnosing and developing the combinatorial abilities of future primary school teachers. The study implements testing methods with consecutive mathematical processing. Assessment of the non-cognitive factors (the level of general cultural development, general humanitarian training, characteristics of the microenvironment, the level of general psychosocial development, etc.) involved the methods assessing academic success and psychosocial development level, as well as expert assessment of the level of general cultural development. These data were compared with the level of development of pedagogical university students’ logical thinking determined through Raven’s Progressive Matrices. The forming stage of the study involved original methodological techniques used to stimulate university students’ interest in creating compositions of textual mathematical problems for primary school students. The proposed methodological solutions to the problems of the diagnostics and development of combinatorial thinking in future teachers understood as a combination of logical thinking and several non-cognitive factors have shown themselves to be effective. The development of compositions of textual mathematical problems for primary school students is an effective means of developing future teachers’ combinatorial abilities.

scholarly journals Standing, Active vs Sitting, Torpid: a Management Decision

AL-TA LIM ◽  
2018 ◽  
Vol 25 (1) ◽  
pp. 22-35
Author(s):  
Bustami Usman ◽  
Ibrahim Champion ◽  
Asnawi Muslem ◽  
Iskandar Abdul Samad
Keyword(s):  
High School ◽  
Qualitative Research ◽  
University Students ◽  
Primary School ◽  
Computer Games ◽  
Management Decision ◽  
Primary School Students ◽  
School Students ◽  
Pros And Cons ◽  
Watching Tv

The aim of the study is to investigate the pros and cons of standing while working and studying. A qualitative research was employed where the data taken from education practitioners and students interested to learn and support the introduction of standing desks. The finding of the study show that students and sedentary workers now spend up to 85% of their waking hours,(+/-13.5 hrs/day), sitting viz: sitting at meals, sitting in transportation, sitting in schools or offices, sitting watching TV or looking at a handphone or an i-pad plus sitting whilst watching sport or playing computer games. Even if standing in classes became the default behaviour in all classes it could only result in a maximum of about 20 extra hours of standing per week during semesters and thus could only reduce the amount of time spent sitting by a maximum of 14% of waking hours to 71% of waking hours. The height of Standing Desks should be at the elbow height of the  person concerned ie about 1.00m for senior high school and university students and adults. For primary school students the desk height for the standing desk is about 75cm – ie. the same as the desk height for normal sitting desks for adults. The study also did a small survey of educators, 66% of whom would support the introduction of  standing desks.  Finally the study found that 72 % of the students and their teacher supported the introduction of standing desks. It is hoped that some schools and offices will take the initiative to introduce standing desks on a larger scale.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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