scholarly journals TEFL Training Program for Local and Cultural-based Instruction: Case Studies in Thai Primary Schools

2010 ◽  
Vol 6 (9) ◽  
Author(s):  
Sasiwan Potcharapanpong ◽  
Sumlee Thongthew
Keyword(s):  
Training Program ◽  
Case Studies ◽  
Primary Schools ◽  
Based Instruction

Impact of training on entrepreneurial intention: an interactive cognitive perspective

2015 ◽  
Vol 27 (6) ◽  
pp. 593-616 ◽  
Author(s):  
Fayçal Boukamcha
Keyword(s):  
Training Program ◽  
Case Studies ◽  
Entrepreneurial Intention ◽  
Equation Modeling ◽  
Cognitive Perspective ◽  
Content Type ◽  
Success Stories ◽  
Self Employment ◽  
Entrepreneurial Training ◽  
The Impact

Purpose – This paper aims to clarify the impact of the entrepreneurial training on a Tunisian trainee’s entrepreneurial cognitions and intention. An interactive cognitive perspective was adopted to test the interaction effect between the entrepreneurial cognitions: the perceived entrepreneurial self-efficacy, the perceived entrepreneurial feasibility and entrepreneurial desirability. A research model was built showing several relationships between entrepreneurial training, cognitions and intention. Design/methodology/approach – A survey was conducted on a convenience sample of 240 participants in four business incubators. The maximum-likelihood test was used as a structural equation modeling method to test the model. Findings – The results show the importance of the entrepreneurial training in the development of entrepreneurial cognitions. Further, the findings, to some extent, validate the interaction between the entrepreneurial cognitive patterns. However, entrepreneurial intention was only predicted through the entrepreneurial desirability. Several implications are discussed at the end of this paper. Practical implications – The findings seem interesting insofar, as they show the importance of entrepreneurial trainings in the entrepreneurial intention development through the enhancement of desirability. This process can be triggered by a training program that contains case studies, success stories and conferences to make the youth enthusiastic about self-employment. Originality/value – The significant impact of the entrepreneurial training on trainees’ cognitions should encourage governments and incubators to promote entrepreneurial training programs to enhance the youths’ willingness to create their own businesses. The findings in this paper seem interesting insofar as they show the importance of entrepreneurial trainings in the entrepreneurial intention development through the enhancement of desirability. This process can be triggered by a training program that contains case studies, success stories and conferences to make the youth enthusiastic about self-employment.

scholarly journals Effect of Implementing a Training Program on the Performance of Primary School Teachers Regarding Disaster Management in Al Malikeyeh - Syria

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Basem Essa Abozeed ◽  
Zakia Toma Toama ◽  
Amina Ahmad Mohamed ◽  
Alyaa Farouk Abd El-Fattah Ibrahim
Keyword(s):  
Primary School ◽  
Training Program ◽  
Disaster Management ◽  
Primary Schools ◽  
Management Practice ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Awareness Campaigns

Background: Disasters are a global problem, concern every community and no community is immune from it, schools all over the world suffer from disasters, which affect children health and safety. Teachers play essential roles in child protection so, teachers’ training is very significant for effective school disaster management. The study aimed to evaluate. The effectiveness of implementing a training program on the performance of primary school teachers in Al Malikeyeh regarding disaster management. Methods: Design: Quasi-experimental design. Setting: the current study conducted in six primary schools at Al-Malikeyeh distracts. Sample: 78 school teachers. Tool of the study: Teacher's knowledge and practice about disaster management structured interview questionnaire which contained three parts: part (I): Socioeconomic data, part (II): knowledge of the teachers, part (III): practice of the teachers .Results: about 35.8% of teachers had good knowledge pre program; meanwhile post and follow up the program this percent was increased respectively 87.2 % and79.5%. Also the findings observed that 30.8% of teachers had satisfactory practice, whereas, respectively 84.6% and 76.9 of them gained satisfactory disaster management practice post and follow up the program,. Conclusion: Implementing the training program had statistically significant improvement on knowledge and skills of primary school teachers in Al-Malikyeh regarding disaster management. Recommended: Training programs and workshops about disaster issues should be organized for the school teachers and key teams on regular basis, in addition to, awareness campaigns should be implementing with employing mass and social media technologies.

Aboriginal Educators’ Training Program 1981-82

1982 ◽  
Vol 10 (2) ◽  
pp. 42-43
Author(s):  
D. Tournier
Keyword(s):  
Training Program ◽  
Primary Schools ◽  
Public Speaking ◽  
New South ◽  
Writing Skills ◽  
Child Psychology ◽  
Teaching Techniques ◽  
South Wales ◽  
Murray River ◽  
Aboriginal History

Every Wednesday we have a training program for Aboriginal educators in Swan Hill, which is situated on the New South Wales and Victorian border near the Murray River. The Aboriginal educators involved in this program are: Jon Kirby, Caroline Steel, Lynette Bugeja and myself. This program is co-ordinated by our resource teacher – Jill Pattenden.In 1981 we covered such subjects as reading and writing skills, communication, teaching techniques, lesson planning, Aboriginal history, child psychology, counselling, lessons in organising, oral history, community and alcohol, public speaking, submission drafting, study of Aboriginal spirituality.All these subjects were studied with the help of people in the community, both Aboriginal and European. These resource people included local elders, field officers, counsellors, psychologists, an alcohol counsellor, teachers, and people with tribal experience.As part of the program we did activity days at local primary schools. These days are called Jemauraji days (which means “today’s dreaming”). They consisted of different activities such as ground drawing, damper making, corroborée, totems and fire making. Everybody in each school was involved in these activities.

scholarly journals All for one and one for all? Leadership approaches in complementary schools

2020 ◽  
pp. 174114322097128
Author(s):  
Linet Arthur ◽  
Ana Souza
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Case Studies ◽  
Questionnaire Survey ◽  
Primary Schools ◽  
Small Primary ◽  
Using Data ◽  
The Uk ◽  
Leadership Approaches

This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey ( n=14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school’s circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.

scholarly journals A CONCEPT FOR INCLUSIVE PHYSICAL EDUCATION TRAINING PROGRAM FOR FUTURE PRE-SCHOOL AND PRIMARY-SCHOOL TEACHERS

2019 ◽  
Vol 17 (2) ◽  
pp. 97-100 ◽  
Author(s):  
G. Terzieva
Keyword(s):  
Physical Education ◽  
Motor Activity ◽  
General Education ◽  
Primary School ◽  
Training Program ◽  
Primary Schools ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Positive Effects

The adoption of new normative documents in the field of education in Bulgaria determines the inclusion of children with special educational needs in general education schools. The significant and integral role which physical education plays in the educational process poses the question of the inclusion of children with impairments in motor activity training as well. Teachers implementing it contribute greatly to its positive effects. The main features of physical education include active motor activity and the related physical workload. In order for them to be adapted successfully to the specific needs of children with different disabilities, more specialized training is required. The analysis of the curricula of the faculties of education in Bulgaria shows that future pre-school and primary school teachers who will be responsible for the physical education of children in kindergartens and primary schools respectively do not receive appropriate training in adaptive physical education. The aim of this article is to present a concept for introducing a training program on "Motor Activity Training and Inclusive Physical Education", intended for students of the specialty Preschool and Primary School Education at the Faculty of Education, Thrakia University, Bulgaria

An Evaluation of the Effects of Training Special Educators to Integrate Microcomputer Technology into Math Curricula

1989 ◽  
Vol 10 (1) ◽  
pp. 5-13 ◽  
Author(s):  
Barbara Byrd Fazio ◽  
Lewis Polsgrove
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Special Educators ◽  
Classroom Observation ◽  
Mentally Handicapped ◽  
Training Project ◽  
Teacher Opinion ◽  
Computer Based ◽  
Based Instruction ◽  
Effective Use

This investigation is an evaluation of a teacher training project designed to aid teachers of the mildly mentally handicapped in developing and implementing plans for integrating computer use into their existing math curricula The training project was designed to facilitate teachers' implementation of recommended practices for effective use of computer-based instruction Both classroom observation and teacher opinion data indicated that teachers who underwent the training program were more effective at integrating microcomputer technology than were teachers who had volunteered to participate in the training project but were not admitted due to enrollment limitations.

Dormitory management and boarding students in China's rural primary schools

2014 ◽  
Vol 6 (3) ◽  
pp. 523-550 ◽  
Author(s):  
Ai Yue ◽  
Yaojiang Shi ◽  
Fang Chang ◽  
Chu Yang ◽  
Huan Wang ◽  
...  
Keyword(s):  
Academic Performance ◽  
Teacher Training ◽  
Service Life ◽  
Health Behavior ◽  
Training Program ◽  
Primary Schools ◽  
School Personnel ◽  
Sudden Increase ◽  
Content Type ◽  
Teacher Training Program

Purpose – The purpose of this paper is to explore whether an in-service life teacher training program can improve boarding students’ health, behavior, and academic performance. Design/methodology/approach – The authors conducted a cluster-randomized controlled trial to measure the effect of life teacher training on student health, behavior, and academic performance among 839 boarding students in ten central primary boarding schools in Shaanxi. And the authors also tried to identify why or why not life teacher training works. Both descriptive and multivariate analysis are used in this paper. Findings – The authors find significant improvements in health and behavior. Specifically, compared to boarding students in control schools, 15 percent fewer students in treatment schools reported feeling cold while sleeping at night. The results also showed that student tardiness and misbehaviors after class declined significantly by 18 and 78 percent, respectively. However, the in-service life teacher training program had no measurable impact on boarding students’ BMI-for-age Z-score, number of misbehaviors in class, and academic performance. The analysis suggests that improved communication between life teachers and students might be one mechanism behind these results. Originality/value – This is the first empirical work which explored how to improve the welfare of boarding students via their life teachers. Because of the sudden increase in boarding students in rural China, it is almost certain that school personnel lack experience in managing boarding students. As such, one promising approach to improving student outcomes might be in-service training for life teachers.

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