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 Features of Development of Social Intelligence in Primary School Age

2020 ◽  
Vol 12 (2) ◽  
pp. 91-107
Author(s):  
I.V. Emelyanova ◽  
I.Y. Kulagina
Keyword(s):  
Primary School ◽  
Computer Games ◽  
Personal Development ◽  
Social Intelligence ◽  
School Age ◽  
School Life ◽  
The Social ◽  
Medium Level ◽  
Emotional Component ◽  
Primary School Age

The article provides a review of ideas about social intelligence and information about severity of its various components in primary school age. During this period, the development foundations are laid for the next age stages, and social intelligence is the foundation of personal development. The review given by the authors showed that at the beginning of primary school age, social intelligence is at a low or medium level of development. Throughout the entire age period, the development of individual components occurs heterochronously. The child is consistently mastering social skills and is better aware of himself; these tendencies are distorted by the excessive enthusiasm for computer games. The regulation of their emotions and social sensitivity are initially more characteristic of girls, at the end of the period – to the same or greater extent in boys whose development of the emotional component of social intelligence is slowed down. At the behavioral level, the underdevelopment of the social intelligence of younger students is manifested in the difficulties of adapting to school life and communicative problems. Thus, social intelligence developed in primary school age ensures the use of optimal behaviors in interaction with others, satisfaction with family and school life.

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 THE IMPACT OF GLOBALIZATION FOR NEED OF SOCIAL PEDAGOGUES IN SCHOOLS

2017 ◽  
Vol 5 ◽  
pp. 587-592
Author(s):  
Pavol Durana ◽  
Darina Chlebikova
Keyword(s):  
Social Environment ◽  
School Environment ◽  
Questionnaire Survey ◽  
Emotional Abuse ◽  
Primary Schools ◽  
Economic Security ◽  
The Social ◽  
Social Pedagogues ◽  
The Impact ◽  
Made In

The aim of this paper is to highlight the changes that have occurred in society due to globalization. There has been a change in the social environment, economic security of family and social security of pupils. The result is the change of behavior and socialization in school, leading to undesirable practices in primary schools, such as bullying, truancy, drugs, rebellion, violence, emotional abuse and so forth. Social pedagogues are the experts in schools that can help in these areas and can help to harmonize the school environment. The questionnaire survey made in 18 primary schools in Žilina tries to find out the existence of social pedagogues and their activities in primary schools

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 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.

Social bonding and children’s collaborations as citizen-peers at primary school

2021 ◽  
pp. 174619792110404
Author(s):  
Caitríona Fitzgerald
Keyword(s):  
Primary School ◽  
Social Action ◽  
School Environment ◽  
Primary Schools ◽  
Peer Group ◽  
Social Bonding ◽  
Social Strategies ◽  
Social Hierarchies ◽  
The Republic ◽  
Active Citizen

This qualitative research explored 9- to 12-year-old children’s citizenship participation at primary school in the Republic of Ireland. During 2016–2017, 160 children from 6 co-educational primary schools participated. Through a process of grounded analysis, children are identified as active citizen-peers of their peer groups. As citizen-peers, children used social strategies to assert their agency and autonomy within the adult-controlled school environment. Social bonding between children also influenced the ways citizen-peers negotiated peer group social hierarchies. Inductive analysis of observational data identifies children’s social strategies as covert and overt forms of Collective Social Action ( CSA); motivated by competition and/or protest against the activities children did not want to participate in at school. This research found that low social bonding between children affects peer solidarity, which suggests that social bonding is an important aspect of children’s collaboration as citizen-peers at school.

Some Noncognitive Effects of Streaming and Tracking in the Primary School

1979 ◽  
Vol 23 (1) ◽  
pp. 64-69
Author(s):  
Penny Nicholson ◽  
L. B. Brown ◽  
C. P. Kenna
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
School Organization ◽  
Self Esteem ◽  
Self Concept ◽  
Random Allocation ◽  
Sociometric Choice

Children in primary schools can be horizontally grouped by ability and achievement, or by random allocation to classes. The present study aimed to explore some noncognitive concomitants of these two methods of school organization specifically in relation to self-esteem, academic self-concept, sociometric choice and attitude to the school environment. A significantly lower self-esteem was found among pupils streamed in lower socio-economic areas, but a higher self-esteem for those in streamed classes in higher status areas. In both of these areas social choices were less widely diffused in streamed than in tracked classes.

scholarly journals A Technique for Assessing Learning Motivation in Primary School Age

2021 ◽  
Vol 26 (5) ◽  
pp. 43-53
Author(s):  
I.Y. Kulagina ◽  
E.V. Apasova ◽  
V.V. Fyodorov
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Negative Attitude ◽  
Learning Motivation ◽  
Primary School Children ◽  
Full Time ◽  
Validity And Reliability ◽  
Social Significance ◽  
School Life ◽  
Primary School Age

The article describes the development of a diagnostic tool for determining the level of learning motivation in primary school children. The questionnaire developed by the authors includes 4 scales: negative attitude towards full-time schooling, demonstration of competence, positive attitude towards school life, and social significance of learning as a value. The study was carried out on a stage-by-stage basis and involved 352 students of 3—4 grades of Moscow schools in the first stage and 364 students in the second. The first stage allowed us to select 15 out of 33 judgments which differentiate the answers of children the most. These judgments made up the final version of the questionnaire which was used in the subsequent stages of the study. Standardization of the questionnaire showed the internal consistency of its scales and the correspondence between the indicators of motivation obtained in the test and the expert assessments of teachers. The results obtained in the study demonstrate construct validity and reliability of the “Learning Motivation Level” questionnaire. The developed technique can be used for monitoring purposes in primary schools in order to study and assess children’s motivation and needs, in counseling and research practice, and for assessing the effectiveness of various educational programs.

scholarly journals Contribuições da Pedagogia Waldorf para uma educação ambiental crítica: o processo pedagógico na Escola Waldorf Rural Dendê da Serra em Uruçuca-BAContributions of the Waldorf Pedagogy for a critical and emancipatory environmental education from the study of the pedagogical process at the Waldorf Rural School Dendê da Serra in Uruçuca-BAContribuciones de la Pedagogía Waldorf para una educación ambiental critica y emancipatoria a partir del estudio del proceso pedagógico en la Escuela Waldorf Rural Dendê da Serra en Uruçuca-BA

2018 ◽  
Vol 35 (1) ◽  
pp. 296-314
Author(s):  
Sandra Sylvia Ziegler ◽  
Gustavo Ferreira da Costa Lima
Keyword(s):  
Environmental Education ◽  
Social Development ◽  
Social Environment ◽  
Scientific Knowledge ◽  
School Environment ◽  
Rural School ◽  
Environmental Crisis ◽  
The Social ◽  
Modus Vivendi ◽  
The World

No cenário das múltiplas crises contemporâneas, em especial da crise ambiental se faz necessário formar indivíduos críticos, autônomos e transformadores do entorno social. O presente estudo propõe investigar possíveis contribuições da Pedagogia Waldorf para uma educação ambiental critica e emancipatória a partir do estudo do processo pedagógico e da sustentabilidade na infraestrutura do ambiente escolar na Escola Waldorf Rural Dendê da Serra em Uruçuca-BA. Por meio da pesquisa qualitativa de abordagem etnográfica com a observação do cotidiano escolar, a análise documental do Projeto Político-Pedagógico e Planos de Curso e entrevistas semiestruturada, organizados em núcleos temáticos e analisados a partir do referencial teórico encontramos segundo os pontos investigados na escola, uma perspectiva holística, sistêmica, complexa que favorece à inserção crítica da questão ambiental na educação. In the context of the multiple contemporary crises that we face, especially the environmental crisis, the model of economic, technological and social development establishes the modus vivendi that governs humanity, within a mechanistic, fragmentary and linear thinking that fractions the world and subjugates The traditional knowledge of mankind to scientific knowledge. Faced with this vision, it is necessary to seek possibilities for the education of the critical individual, autonomous and transforming the social environment. The present study aimed to investigate the possible contributions of the Waldorf Pedagogy to a critical and emancipatory environmental education from the study of environmental education in the pedagogical process and sustainability in the school environment infrastructure at the Waldorf Rural School Dendê da Serra in Uruçuca-BA. En el escenario de las múltiples crisis contemporáneas con que nos enfrentamos, en especial de la crisis ambiental, el modelo de desarrollo económico, tecnológico y social establecen el modus vivendi que rige a la humanidad, dentro de un pensamiento mecanicista, fragmentario y lineal que fracciona el mundo y subyuga Los saberes tradicionales de la humanidad al conocimiento científico. Ante esta visión se hace necesario buscar posibilidades de educación del individuo crítico, autónomo y transformador del entorno social. El presente estudio tuvo propuesto investigar posibles contribuciones de la Pedagogía Waldorf para una educación ambiental crítica y emancipatoria a partir del estudio de la educación ambiental en el proceso pedagógico y de la sostenibilidad en la infraestructura del ambiente escolar en la Escuela Waldorf Rural Dendê da Serra en Uruçuca-BA.

Sign in / Sign up

Export Citation Format

Share Document