scholarly journals Pesten op ‘De Gezonde Basisschool van de Toekomst’: een exploratief onderzoek

Pedagogiek ◽  
2020 ◽  
Vol 40 (1) ◽  
pp. 97-117
Author(s):  
Saskia van Run ◽  
Onno van Schayck ◽  
Eline Urlings ◽  
Karien Coppens ◽  
Bjorn Winkens ◽  
...  
Keyword(s):  
Primary School ◽  
Lifestyle Intervention ◽  
School Environment ◽  
Primary Schools ◽  
School Setting ◽  
Well Being ◽  
Conflict Behavior ◽  
Positive Side ◽  
The Future ◽  
Health Promoting

Abstract Bullying on ‘the Healthy Primary School of the Future’: An explorative studyTo improve the well-being and health of students, several Dutch schools currently implement health promoting lifestyle interventions. To which degree these interventions influence bullying behavior in the school setting is unknown. This mixed methods study examines the influence of a lifestyle intervention at four primary schools (The Healthy Primary School of the Future; HPSF) on bullying. A longitudinal survey among 6th grade students indicated some decrease in bullying at intervention schools compared to control schools (p = .041). Interviews and focus groups conducted with school staff of the intervention schools reveal a decrease in conflicts between children, which most likely also affects bullying. According to the staff, the structural aspects of HPSF create a safer school environment with less opportunity for conflict behavior. This study demonstrates a possible positive (side) effect of a lifestyle intervention on conflicts and bullying. Further research is needed to confirm these observations.

scholarly journals Visual Social Publications in the Newspapers of Greek Primary Schools: A Semiotic Analysis

2013 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Lina P. Valsamidou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Semiotic Analysis ◽  
School Life ◽  
Social Content ◽  
Research Material ◽  
The Social ◽  
Social Messages

In the present study we investigate, record and discuss icons with asocial content, their type, their signifieds and ideological significations,wishing to extract useful conclusions regarding the use of icons in schoolnewspapers as vehicles of social messages. The research material comprises intotal 252 images with a social content found in the columns of schoolnewspapers, whereas the collection of the sample was based on the study of 64school newspaper issues coming from 32 titles of primary school newspapers fromall over Greece that were published in 2004-2006. All in all, it appears that social iconic publications create theeditors’ vivid interest, as they find their way mostly in the inside pages ofnewspapers. The analysis of the icons as to their signifieds places emphasis onthe dominant ideological forms: the signifieds of historic anniversaries,school life and environmental education come before the others, which in turnsuggests the dominant ideological trends, history-school-environment/ecology:a triptych that emerges through the social-iconic choices of those involved inpublishing school newspapers.Keywords: visual social publications, schoolnewspapers, semiotic analysis, students-journalists

scholarly journals Influence of Socially Disadvantaged Environment on Aggressiveness of Pupils at Primary Schools

2018 ◽  
Vol 8 (1) ◽  
pp. 104-115
Author(s):  
Dáša Porubčanová ◽  
Lenka Pasternáková
Keyword(s):  
Primary School ◽  
Social Environment ◽  
School Environment ◽  
Aggressive Behaviour ◽  
Primary Schools ◽  
Social Environments ◽  
Socially Disadvantaged ◽  
Research Findings ◽  
Observation Method ◽  
Aggression Level

AbstractIntroduction: The study deals with occurrence of aggressiveness of pupils from socially disadvantaged environment. It describes the socially disadvantaged environment and the level of aggression of pupils from such environments. The text describes the most important results of the research.Methods: Within the research, a survey was carried out, monitoring the level of aggression of the majority pupils compared to the pupils from socially disadvantaged environment. The survey was carried out personally based on a monitoring scheme of aggression of the pupils from socially disadvantaged environment. The research has been made by direct observation within 60 teaching hours at the level of 1st and 4th grade.Results: The findings, which we have acquired through observation, showed that the age and maturity of younger pupils’ organisms adapts to the model of social environment. Pupils from less stimulating social environments may become the victims of aggressive attacks in various forms more frequently. Types, forms and manifestations of aggression, equally subject to influence of the environment, in a school environment at the level of 10-year-old students are perceived as some form of entertainment. They join the attack on the victim for acceptance or they have the same preferences as the group. It often happens without consequences or attempts to eliminate these signs, because the seriousness of the attack is not ascribed.Discussion: We were interested in the differences of aggression level of the majority pupils compared to the pupils from socially disadvantaged environment in the first and the fourth year of a primary school.Limitations: The results apply only to students in the first level by using of the observation method.Conclusions: As substantial and significant for pedagogic experience, we consider implementing the research findings as well on the higher level of pupils’ education and to define further correlations between aggressive behaviour and socially disadvantaged environment.

scholarly journals One- and Two-Year Effects of the Healthy Primary School of the Future on Children’s Dietary and Physical Activity Behaviours: A Quasi-Experimental Study

Nutrients ◽  
2019 ◽  
Vol 11 (3) ◽  
pp. 689 ◽  
Author(s):  
Nina H.M. Bartelink ◽  
Patricia van Assema ◽  
Stef P.J. Kremers ◽  
Hans H.C.M. Savelberg ◽  
Marije Oosterhoff ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Mixed Model ◽  
Health Behaviours ◽  
Well Being ◽  
Children's Health ◽  
Children’S Health ◽  
The Future ◽  
Quasi Experimental

Schools can help to improve children’s health. The ‘Healthy Primary School of the Future’ (HPSF) aims to sustainably integrate health and well-being into the school system. This study examined the effects of HPSF on children’s dietary and physical activity (PA) behaviours after 1 and 2 years’ follow-up. The study (n = 1676 children) has a quasi-experimental design with four intervention schools, i.e., two full HPSF (focus: nutrition and PA) and two partial HPSF (focus: PA), and four control schools. Accelerometers and child- and parent-reported questionnaires were used at baseline, after 1 (T1) and 2 (T2) years. Mixed-model analyses showed significant favourable effects for the full HPSF versus control schools for, among others, school water consumption (effect size (ES) = 1.03 (T1), 1.14 (T2)), lunch intake of vegetables (odds ratio (OR) = 3.17 (T1), 4.39 (T2)) and dairy products (OR = 4.43 (T1), 4.52 (T2)), sedentary time (ES = −0.23 (T2)) and light PA (ES = 0.22 (T2)). Almost no significant favourable effects were found for partial HPSF compared to control schools. We conclude that the full HPSF is effective in promoting children’s health behaviours at T1 and T2 compared with control schools. Focusing on both nutrition and PA components seems to be more effective in promoting healthy behaviours than focusing exclusively on PA.

Food and nutrition education opportunities within Australian primary schools

2020 ◽  
Vol 35 (6) ◽  
pp. 1291-1301 ◽  
Author(s):  
Penelope Love ◽  
Alison Booth ◽  
Claire Margerison ◽  
Caryl Nowson ◽  
Carley Grimes
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Primary Schools ◽  
Local Level ◽  
School Context ◽  
School Setting ◽  
State Level ◽  
Health Behaviours ◽  
Number Of Children ◽  
Food And Nutrition

Abstract Schools are regarded as a key setting for obesity prevention, providing an opportunity to reach a large number of children, frequently and over a prolonged period, through formal and informal opportunities to learn about health behaviours. However, the low value placed on health versus academic achievement is a barrier to effective implementation of food and nutrition (F&N) education. This study used a qualitative exploratory approach to explore the views of teachers and key health and education sector stakeholders regarding opportunities for F&N education within the Australian primary school setting. To the best of our knowledge, this is the first study to explore this topic from the perspectives of state-level coordination and development through to local-level implementation and support within the Australian primary school context. Only 2.6% of the Victorian Curriculum related to F&N education, taught through two (of seven) learning outcomes: Health and Physical Education, and Technologies. While stakeholders considered child health a priority, and schools an ideal setting for F&N education, barriers included a lack of strategic policy alignment, limited leadership and coordination, a ‘crowded curriculum’ and poor availability of shelf-ready resources with explicit curriculum links. A cross-curriculum approach was considered essential for F&N education to become embedded as a core component of the curriculum.

Interrater Reliability of the ENERGY Photo-Rating Instrument for School Environments Related to Physical Activity and Eating

2016 ◽  
Vol 13 (4) ◽  
pp. 433-439
Author(s):  
Teatske Altenburg ◽  
Saskia te Velde ◽  
Kai-Jan Chiu ◽  
George Moschonis ◽  
Yannis Manios ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Interrater Reliability ◽  
Overweight And Obesity ◽  
School Environments ◽  
Cohen’S Kappa ◽  
Cohen's Kappa ◽  
Rating Instrument

Background:The school environment can play an important role in the prevention of childhood overweight and obesity. Photos of the school environment may contribute to more adequate measurement of the school environment, as photos can be rated by different assessors. We aimed to examine the interrater reliability for rating characteristics of primary school environments related to physical activity and eating.Methods:Photos taken at 172 primary schools in 7 European countries were rated according to a standardized protocol. Briefly, after categorizing all photos in subsections of physical activity or eating opportunities, 2 researchers independently rated aspects of safety, functionality, aesthetics, type of food/drinks advertised, type/variety of foods provided. Interrater reliability was assessed using the intraclass correlation coefficient (ICC) and Cohen’s kappa.Results:Six subsections of the photo-rating instrument showed excellent (ICC or Cohen’s kappa ≥0.81) or good (ICC or Cohen’s kappa 0.61 to 0.80) interrater reliability. Outdoor physical activity facilities (ICC = 0.54) showed moderate, and school canteens (Cohen’s kappa = 0.05) and vending machines showed poor (Cohen’s kappa = 0.16) interrater reliability.Conclusion:Interrater reliability of the ENERGY (EuropeaN Energy balance Research to prevent excessive weight Gain among Youth) photo-rating instrument was good-to-excellent for 6 out of 9 characteristics of primary school environment components related to physical activity and eating.

scholarly journals MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS

ALQALAM ◽  
2010 ◽  
Vol 27 (3) ◽  
pp. 452
Author(s):  
Mansur Akil
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
School Setting ◽  
School Curriculum ◽  
Primary School Teacher ◽  
Language Diversity ◽  
Native Languages ◽  
Cultural Festivals ◽  
Primary School Curriculum

The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.

scholarly journals Pembentukan Karakter Murid (Studi terhadap Sekolah Dasar Islam Terpadu Al-Fityah Pekanbaru)

2018 ◽  
Vol 15 (2) ◽  
pp. 63-83
Author(s):  
Yenni Yunita
Keyword(s):  
Primary School ◽  
Character Education ◽  
School Environment ◽  
Primary Schools ◽  
Field Research ◽  
School Students ◽  
Moral Foundation ◽  
Character Formation ◽  
Daily Lives ◽  
Education Today

Character education is essentially required to be applied in educational institutions and in the teaching system of education today. Without character education, it means permitting the mix of clarity of understanding of moral values ​​and ambiguous nature which prevent students from making decisions based on a strong moral foundation. This study is a field research  which aims to determine the formation of character and factors that influence the formation of character of students at the Al-Fityah Integrated Islamic Primary School Pekanbaru. The type of research is qualitative research. The subject of this study was  teachers at the Alfityah Pekanbaru Integrated Islamic Primary School, amounting to 42 people. While the objects in this study were Al-Fityah Islamic Primary School Students totaling 439 people. Data collection techniques in research are observation, interviews, and documentation. Based on the results of this study, it showed that the Formation of students' Characters in the Al-Fityah Integrated Islamic Primary Schools Pekanbaru essentially teaches andimplements Islamic manners to students and then refuses them in their daily lives both in the school environment and in the home environment with reference to 10 muwasafat. Character formation is good in the school environment and it directly guided and cared for by the teachers, while at home the character formation of the children is guided by both parents through the Adab Monitoring Book (BMA) and then evaluated by the teacher at school. There are several factors that influence character formation, namely: family or parents, friends, environment, and the influence of television and other electronic media including the internet.

scholarly journals ORPHANHOOD EFFECT ON PRIMARY SCHOOL PUPILS’ INTERPERSONAL RELATIONSHIPS IN KENYA

2012 ◽  
Vol 49 (1) ◽  
pp. 40-47
Author(s):  
Beatrice M. Mburugu ◽  
Micah C. Chepchieng ◽  
Teresa C. Kattam
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Counselors ◽  
Interpersonal Relationships ◽  
Primary Schools ◽  
Well Being ◽  
Psychological Well Being ◽  
Being There ◽  
Sampling Procedures ◽  
Primary School Pupils

In Kenya, orphanhood has risen and affected many children among them primary school pupils. A parent’s death may affect children’s psychological well being. There is a close coherence between children’s psychological well-beings and their interpersonal relationships. Children who have poor psychological well-being are likely to be withdrawn, experience low self-esteem and have poor adaptations to human functioning and life experiences. These conditions affect their relations with others hence become deviants. A literature gap exists in Kenya on orphanhood’s effect children’s relations with other pupils thus motivating the authors to come up with such a study. Thus, the objective of the study was to establish the influence of orphanhood on pupils’ interpersonal relationships in public primary schools by comparing the mean scores in pupils’ interpersonal relationships between the orphaned and the non-orphaned pupils. Also, establish whether gender differences exist in interpersonal relationships between the orphaned pupils. Causal-Comparative research design was considered appropriate for the study because of the comparison of groups. A sample of 110 pupils (55 orphaned and 55 non-orphaned) drawn from 10 primary schools was involved in the study. The pupils were drawn from primary classes 6 and 7. The sample was selected by using purposive and stratified random sampling procedures. A questionnaire was used to collect data which was analyzed by use of independent sample t-test. The study established that orphanhood has a significant effect on interpersonal relationships among pupils in primary schools in Kenya. It was also established that significant gender differences exist in the effect that orphanhood exert on pupils; with boys being more affected than the girls. From the findings, it is evident that absence of parents negatively affect the interpersonal skills of children particularly the boy-child. Such children need counseling interventions to counter these effects. It is therefore recommended that school counselors, teachers and school administrators in Kenya should assist orphaned pupils cope with the loss of their parents by offering psychological and social support to them. This is because the poor interpersonal relationships of orphaned pupils may affect various aspects of their lives that include academics and discipline among others. Key words: effect, interpersonal, relationships, orphanhood, primary school pupil.

scholarly journals School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

2021 ◽  
Author(s):  
Rose Jummai MUSA ◽  
Adeyemi Abiodun ADEYINKA
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Language Skills ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Location ◽  
Montessori Method ◽  
Edo State ◽  
Primary School Pupils

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

scholarly journals THE DEVELOPMENT OF TECHNOLOGIES FOR THE DEVELOPMENT OF FUTURE TEACHERS’ LANGUAGE SENSE IN PRIMARY SCHOOLS

2013 ◽  
Vol 3 (3) ◽  
pp. 81-85
Author(s):  
SIRAMARG WARDUMYAN ◽  
KARINE AGHABABYAN
Keyword(s):  
Primary School ◽  
Language Comprehension ◽  
Primary Schools ◽  
Evaluation Criteria ◽  
Experimental Results ◽  
Future Teachers ◽  
The Future ◽  
Development Of Language

The work is dedicated to the development of technologies for the development of future teachers’ language sense in primary schools. Based on the analysis of experimental results revealed the main evaluation criteria and the level of development of language sense of the future teachers in primary school. In particular, the technique of creating a complex exercise to determine the level of sense of language (comprehension of the word, skills, resources and the use of voice, etc.) students.

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