scholarly journals Awakening Aspirations of Primary School Students: Where Will Your Dreams Take You?

2017 ◽  
Vol 6 (3) ◽  
pp. 116 ◽  
Author(s):  
Ruth Greenaway ◽  
Uwe Terton
Keyword(s):  
Higher Education ◽  
Primary School ◽  
New World ◽  
Tertiary Education ◽  
Economic Status ◽  
Primary School Students ◽  
School Students ◽  
Education Literature ◽  
Socio Economic Status ◽  
Capacity To Aspire

This article posits that when children are encouraged to aspire, they can become aware of a new world of choices and opportunities. Children should be supported to aspire in all areas of their lives. Of interest is children’s capacity to aspire to attend tertiary education. Literature shows that children cannot aspire to attend higher education when they have no knowledge of the opportunities nor realise its purpose. To support this argument, we discuss a project involving primary school students from areas that have been identified as having a low socio-economic status. The results show that as a consequence of students participating in the My Tertiary Eductaion (MyTED) program they developed the capacity to aspire to attend tertiary education.“Alicia would look up at the starry sky and dream”(Bright Star, Crew, 1997, p.5)

scholarly journals Social Representations of Higher Education of Students from Families with Different Socio-Economic Status

2020 ◽  
Vol 11 (3) ◽  
pp. 99-113
Author(s):  
G.K. Esina
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Social Representations ◽  
Human Life ◽  
Economic Status ◽  
Total Sample ◽  
School Students ◽  
Socio Economic Status ◽  
The Social ◽  
Education Of Students

Objective of the study was to identify the structure and content of the social representations of higher education of students from families with different socio-economic status. Background. The higher education is the most important area of human life. It’s connected not only with the wellbeing and social success, but also with the social inequality. The family’s socio-economic status is one of the factors of such inequality in access to the higher education. The social representations of higher education’ specificity studying is a resource for understanding the differences in the assessment of its value, goals and results by students from families with different socio-economic status. Study design. The research is based on the structural approach of the theory of social representations. Three steps were carried out: (a) the students families’ socio-economic status was determined; (b) the structure of social representations of higher education of students from families of each status category was revealed; (c) students evaluated the significance and valence of the structure of social representations’ elements. Participants. The total sample size was 332 students (average age of 21.7): of which 112 were secondary school students (average age of 16.6), 105 were undergraduate students (average age of 20) and 115 were master students (average age of 28.3). Measurements. The methodology of P. Vergès for the analysis the social representations was used. Respondents were asked to evaluate associations in accordance with their perceived significance and emotional attitude (valence). The questionnaire was used to determine the respondents’ socio-economic status. Results. The structure of social representations of higher education of students from families with different socio-economic status was identified and described. The differences in the content of social representations of higher education were found. Conclusions. The cores of social representations of higher education differ according to the number of elements and in their content characteristics for students from families with different socio-economic status. It’s revealed differences in the significance and emotional rating of representations’ core elements

scholarly journals Examining the views of secondary school students on tourism according to different variables (a quantitative study in Safranbolu)

2011 ◽  
Vol 1 (4) ◽  
pp. 85-97 ◽  
Author(s):  
Ufuk Karakuş ◽  
Osman Çepni ◽  
Bahadır Kılcan
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Quantitative Study ◽  
Secondary School Students ◽  
Economic Status ◽  
Study Data ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Geographic Position

The purpose of this study is to indicate primary school students' views on changes in the socioeconomic and cultural structures of population, which stem from touristic activities. The ffects of variables on these views will be tested in the study. 676 primary school students of sixth, seventh, and eighth grade in Safranbolu, Karabük participated in the study. Data were collected by 5-point Likert type questionnaire developed by Özüpekçe (2008). Results mirrored that students' views on touristic activities were generally positive. It was also seen that students' views differed significantly according to the variables such as school's geographic position, students' grades, and families' economic status.

Explaining the Western Cape Performance Paradox

2018 ◽  
Author(s):  
Gabrielle Wills ◽  
Debra Shepherd ◽  
Janeli Kotzé
Keyword(s):  
South Africa ◽  
Learning Outcomes ◽  
System Performance ◽  
Economic Status ◽  
Eastern Africa ◽  
Western Cape ◽  
Primary School Students ◽  
School Students ◽  
Socio Economic Status ◽  
Hierarchical Governance

In this chapter we consider how well primary school students perform in the Western Cape when compared with their peers in other provinces and countries across Southern and Eastern Africa. We find that while the Western Cape is a relatively efficient education system within South Africa, particularly in serving the poorest students, a less-resourced country such as Kenya produces higher Grade 6 learning outcomes at every level of student socio-economic status. The system performance differentials are not explained away by differences in resourcing, teacher, school inputs, or indicators of hierarchical governance. The results point to the limits of strong Weberian bureaucratic capabilities for raising learning outcomes.

Potential of Extracurricular Activities for Adapting Primary School Students to Studies

2016 ◽  
Vol 4 (1) ◽  
pp. 56-64
Author(s):  
������� ◽  
Irina Ivanova
Keyword(s):  
Primary School ◽  
Monitoring System ◽  
Extracurricular Activities ◽  
New World ◽  
Performance Criteria ◽  
Federal State ◽  
Primary School Students ◽  
School Students ◽  
Educational Standard ◽  
State Educational

The paper considers how to adapt primary school students to studies as the new for them kind of activity by means of extracurricular activities, as the latter have got the particular role in upbringing and development of children in the course of implementing the Federal State Educational Standard (FGOS). The paper also describes the author�s �New World in My View� program of extracurricular activities with socio-pedagogical orientation, given, that this program is being realized within secondary schools of Kaluga and Kaluga region in terms of working with school-age children. The novelty of the program is outlined along with its structure, content units, methodological support and performance criteria. The program is accompanied with the monitoring system, set up based on the requirements of the RF Government Decree �On implementation of the monitoring system of education� and the requirements to outcomes of mastering the basic educational program of primary education. The �New World in My View� program can be widely applied in the regional educational practice with regard to organizing extracurricular activities of primary school students to help them to successfully master the Federal State Educational Standard of Primary General Education.

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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