scholarly journals Beneficios físicos, intrapersonales e interpersonales de las intervenciones en el patio de recreo en educación primaria

2020 ◽  
pp. 47-58
Author(s):  
A. Méndez-Giménez
Keyword(s):  
Primary Schools ◽  
Social Relationship ◽  
Compulsory Schooling ◽  
Effective Strategies ◽  
Childhood And Adolescent Obesity ◽  
Physical Level ◽  
Educación Primaria ◽  
The Impact ◽  
Interpersonal Level ◽  
Practical Implications

Las tasas de sedentarismo y obesidad infantil preocupan a nivel internacional. En España existe un incremento alarmante de obesidad infanto-juvenil, que alcanza el 15.9% en niños de 6 a 9 años. La escolarización obligatoria tiene el potencial de paliar esta pandemia y de promover hábitos activos entre los escolares con un esfuerzo y coste relativamente bajos. Para ello es preciso implementar programas de intervención y estrategias eficaces. El presente estudio revisa la evidencia de investigación que ha analizado el impacto de las intervenciones durante los periodos de recreo aplicadas en educación primaria en la dimensión física (actividad física), intrapersonal (p. ej., motivación, comportamiento, actitudes) e interpersonal (p. ej., relación social). Los programas multicomponente (varias estrategias de intervención) y aquellos que atienden a diversos estratos de factores influyentes resultan más eficaces y completos que las intervenciones unicomponente (solo una estrategia). Se sugieren implicaciones prácticas para gestores y docentes de centros escolares. The increase in sedentary and child obesity rates worries internationally. Data from Spain reveal an alarming increase in the prevalence of childhood and adolescent obesity, which reaches 15.9% in children aged 6 to 9 years. Compulsory schooling has the potential to alleviate this pandemic and to promote active habits among all schoolchildren, with a relatively low effort and cost. This requires the implementation of intervention programs and effective strategies. This study reviews the research evidence that has analyzed the impact of interventions on recess time applied in primary schools not only at a physical level (physical activity) but also at the intrapersonal (e.g., motivation, behavior, individual attitudes, etc.) and interpersonal level (e.g., social relationship).  It is concluded that multi-component programs (several intervention strategies) and those that serve different strata of influencing factors are more effective and complete than uni-component interventions (only one strategy). Finally, practical implications are suggested for principals and teachers.

Assessing storytelling as a tool for improving reading comprehension in the EFL primary classroom

2020 ◽  
Vol 19 (2) ◽  
pp. 169-196
Author(s):  
Tú Anh Hà ◽  
Andrea Roxana Bellot
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Teaching Methods ◽  
Primary Schools ◽  
Content Type ◽  
Young Learners ◽  
Language Exposure ◽  
The Impact ◽  
Practical Implications

Purpose This paper aims to explore the effect of storytelling in helping children read and comprehend English in primary schools. Design/methodology/approach The study includes 44 eight-year-old students, being divided into two equal groups. They are Catalan/Spanish native speakers, and their English level is pre-A1 (CEFR). The two groups studied the same topic with similar vocabulary and grammatical structures; however, only the experimental group learnt with storytelling. A pre-test, a post-test and exercises were implemented and analyzed by using the Mann–Whitney test, the Wilcoxon signed rank test and the general linear model to verify the effect of storytelling, the impact of time and the interaction between time and storytelling. Findings The findings show that storytelling helps children remember, understand and use the vocabulary of a certain topic and a specific grammatical structure, which are compatible with the vocabulary and the structure in a given story. It also supports students in forming the habit of using particular pairs of words correctly, such as “snake-hiss,” “zebra-bray.” Storytelling proved to be as effective as other teaching methods, such as games and exercises to make a contribution in helping students improve their reading-comprehending of separate sentences. However, time and continued language exposure played a pivotal role in students’ progress of decoding a gapped paragraph and filling in the gaps with appropriate words, no matter what teaching methods were used (storytelling or others). Research limitations/implications The findings of the effect of storytelling on fostering students’ reading comprehension have implications for storytelling investigators in the field of teaching ESL. Investigators such as Wright (1995), Ellis and Brewster (1991, 2002, 2014), Cameron (2001), etc., strongly recommend the use of storytelling when teaching a foreign language. Then the findings of this paper contribute to confirm storytelling’s benefits in improving children’s reading abilities, especially in reading-comprehending separate sentences. Practical implications Regarding the practical implications of this case study, the findings of the role of storytelling and the role of time in improving students’ reading-comprehension have important implications for L2 English teachers, especially for the ones teaching English for young learners. Due to the fact that learners need time to become successful language users, who not only understand but also analyze and use language fluently without thinking much about the forms or the rules, teachers should not overanalyze language forms. Instead, they should provide learners with an inductive process of language exposure, including the use of storytelling. Storytelling provides young learners with language exposure and context-the natural environment to acquire language. Therefore, it can create a greater impact on learners for remembering vocabulary and understanding the meaning of a given text, as well as form some habits for foreign language learners, such as the use of some specific pairs of words, which has been shown in the findings of this project. This nurtures learner’s graduation to automaticity in using language and develops their reading-comprehension. Originality/value This paper is all originated from a study researching the effect of storytelling in helping students read and comprehend English by carrying out an experiment with two groups, namely, the control and the experimental in a semi private primary school in Tarragona, Spain. This study carries an important value, as it proves the effect of storytelling in improving students' ability of remembering vocabulary and understanding separate sentences, as well as points out the role of time in students' progress of mastering a foreign language.

Integrative Tests of a Multidimensional Model of Organizational Identification

2011 ◽  
Vol 42 (2) ◽  
pp. 111-123 ◽  
Author(s):  
Smaranda Boroş ◽  
Petru Lucian Curşeu ◽  
Mircea Miclea
Keyword(s):  
Organizational Identification ◽  
Experimental Studies ◽  
Organizational Outcomes ◽  
Organizational Settings ◽  
Effective Strategies ◽  
Antecedents And Consequences ◽  
The Impact ◽  
Practical Implications ◽  
Shed Light ◽  
Multidimensional Concept

Organizational identification works on the cognitive, affective, and evaluative levels. The present study, like previous research, conceptualizes identification as a multidimensional concept. We test a model of identification developed in experimental settings using an empirical study carried out in three Romanian organizations. We investigate relevant antecedents and consequences of cognitive, affective, and evaluative identification for organizations. The findings shed light on the conditions in which the impact of cognitive identification on organizational outcomes is mediated by the affective attachment to the organization. They also indicate that evaluative identification has a smaller impact in organizational settings than experimental studies have previously shown, contradicting predictions of the self-enhancement hypothesis. Based on these findings, we draw out the practical implications for effective strategies targeting organizational identification enhancement.

scholarly journals El empleo de las TIC’s en educación primaria y las competencias docents

2019 ◽  
pp. 1-8
Author(s):  
Carlos César Bejines-Sabás ◽  
Juan Alfredo Lino-Gamiño
Keyword(s):  
Learning Strategies ◽  
Primary Schools ◽  
Education Policies ◽  
Teaching Competencies ◽  
The Public ◽  
New Learning Environments ◽  
The Social ◽  
Educación Primaria ◽  
The Impact ◽  
Pedagogical Changes

Current education is having pedagogical changes, the use of ICTs in the daily life of society has developed new demands for teachers, which requires knowing their students, as well as their interests and the practices they develop. On the other hand, the learning strategies applied by teachers are not the same, since the demands of new learning environments require the acquisition of teaching competencies, ICTs are already immersed in primary schools, although not in their Total position to carry it out, requires economic and pedagogical administrative investments among others. Goals: Identify the impact of the implementation of ICTs in primary education to favor the skills of students. Methodology: In the present investigation the methodology used was mixed, exploratory where the use of ICTs is contrasted with the impact developed in the competences. Contribution: The generational adjustment must occur both in the classroom with both the students and the teachers, since more training is required in accordance with the social, technological dynamics and with the respective adjustments of the public education policies, generating a change in the use that is given to ICT and its use.

Information and Communication Technology and Cultural Change

2012 ◽  
Vol 43 (4) ◽  
pp. 222-231 ◽  
Author(s):  
Nina Hansen ◽  
Tom Postmes ◽  
Nikita van der Vinne ◽  
Wendy van Thiel
Keyword(s):  
Cultural Values ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Cultural Change ◽  
Control Group ◽  
Self Construal ◽  
Information And Communication ◽  
The Impact ◽  
Ict For Development ◽  
Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

What Gives a Diagnostic Label Value? Common Use Over Informativeness

2019 ◽  
Author(s):  
Babak Hemmatian ◽  
Sze Yu Yu Chan ◽  
Steven A. Sloman
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Causal Relation ◽  
Causal Beliefs ◽  
Diagnostic Categories ◽  
Diagnostic Labels ◽  
Diagnostic Label ◽  
The Impact ◽  
Practical Implications

A label’s entrenchment, its degree of use by members of a community, affects its perceived explanatory value even if the label provides no substantive information (Hemmatian & Sloman, 2018). In three experiments, we show that laypersons and mental health professionals see entrenched psychiatric and non-psychiatric diagnostic labels as better explanations than non-entrenched labels even if they are circular. Using scenarios involving experts who discuss unfamiliar diagnostic categories, we show that this preference is not due to violations of conversational norms, lack of reflectiveness or attentiveness, and the characters’ familiarity or unfamiliarity with the label. In Experiment 1, whether a label provided novel symptom information or not had no impact on lay responses, while its entrenchment enhanced ratings of explanation quality. The effect persisted in Experiment 2 for causally incoherent categories and regardless of direct provision of mechanistic information. The effect of entrenchment was partly related to induced causal beliefs about the category, even when participants were informed there is no causal relation. Most participants in both experiments did not report any effect of entrenchment and the effect was present for those who did not. In Experiment 3, mental health professionals showed the effect using diagnoses that were mere shorthands for symptoms, despite a tendency to rate all explanations as unsatisfactory. The data suggest that bringing experts’ attention to the manipulation eliminates the effect. We discuss practical implications for mental health disciplines and potential ways to mitigate the impact of entrenchment.

KONFLIK DAN KINERJA KARYAWAN

2018 ◽  
Vol 3 (3) ◽  
pp. 431-440
Author(s):  
Santi Retno Sari
Keyword(s):  
Leadership Style ◽  
Structural Equation ◽  
Employee Performance ◽  
Equation Modeling ◽  
Managerial Practices ◽  
Research Findings ◽  
Job Levels ◽  
The Impact ◽  
The Relationship ◽  
Practical Implications

The purpose of this paper is to examine the relationships to which leadership style (task and relations oriented leadership) moderate the impact of conflict on employee performance. Data were collected from 92 employees in different job levels. Partial least squares variance-based structural equation modeling (PLS-SEM) was used to test the relationship in the models. The results showed that task and relation conflict was associated with employee performance. The research findings also showed that leadership styles moderated the relationship between conflict and employee performance. This study offers implications for managerial practices. Practical implications and suggestions described in the paper Keywords: leadership style, conflict, performance.

Perceived workplace gender-bias and psychological impact

2019 ◽  
Vol 43 (3/4) ◽  
pp. 339-353 ◽  
Author(s):  
Siham Lekchiri ◽  
Cindy Crowder ◽  
Anna Schnerre ◽  
Barbara A.W. Eversole
Keyword(s):  
Gender Bias ◽  
Critical Incident ◽  
Psychological Impact ◽  
Working Women ◽  
Content Type ◽  
Treatment Bias ◽  
Male Dominated ◽  
The Impact ◽  
Organizational Mechanisms ◽  
Practical Implications

Purpose The purpose of this paper is to explore the experiences of working women in a male-dominated country (Morocco) and unveil the unique challenges and everyday gender-bias they face, the psychological impact of the perceived gender-bias and, finally, identify a variety of coping strategies or combatting mechanisms affecting their motivation and retention in the workplace. Design/methodology/approach Empirical evidence was obtained using a qualitative research method. The Critical Incident Technique (CIT) was used to collect incidents recalled by women in the select institution reflecting their perceptions of their managers’ ineffective behaviors towards them and the impact of these behaviors. The critical incidents were inductively coded, and behavioral statements were derived from the coded data. Findings The qualitative data analysis led them to structure the data according to two theme clusters: The perceived gender-bias behaviors (Covert and evident personal and organizational behaviors) and Psychological impacts resulting from the perceived bias. These behavioral practices included abusive behaviors, unfair treatment, bias and lack of recognition. The psychological impact elements involved decreased productivity, depression, anxiety and low self-esteem. Practical implications Understanding these experiences can facilitate the identification of strategies geared towards the retention of women in the workforce, and Moroccan organizations can develop and implement strategies and policies that are geared towards eliminating gender-bias in the workplace and to retaining and motivating women who remain ambitious to work in male-dominated environments and cultures. Originality/value This paper provides evidence that sufficient organizational mechanisms to support women in male-dominated environments are still unavailable, leaving them to find the proper coping mechanisms to persevere and resist.

Agricultural education and Italian primary school teachers: the Romagna in the late nineteenth century

Modern Italy ◽  
2020 ◽  
pp. 1-16
Author(s):  
Omar Mazzotti ◽  
Massimo Fornasari
Keyword(s):  
Nineteenth Century ◽  
Agricultural Education ◽  
Primary Schools ◽  
Educational Process ◽  
Late Nineteenth Century ◽  
Ruling Class ◽  
Primary School Teachers ◽  
Agricultural Revolution ◽  
Agricultural Knowledge ◽  
The Impact

This article examines the dissemination of agricultural education in primary schools in the Romagna, an important rural area in post-unification Italy. The topic is explored within a wider perspective, analysing the impact of institutional changes – at both the national and local levels – on the transmission of agricultural knowledge in primary education during the final quarter of the nineteenth century. Two particular elements of the process are examined: students, as the intended beneficiaries of the educational process; and teachers, who as well as having a key role in reducing the extent of illiteracy were sometimes also involved in disseminating agricultural knowledge. The transfer of that knowledge appears to have been a very challenging task, not least because of the scant interest that Italy's ruling class showed towards this issue. However, increasing importance seems to have been given to agricultural education in primary schools during the economic crisis of the 1880s, when the expansion of this provision was thought to be among the factors that might help to prepare the ground for the hoped-for ‘agricultural revolution’.

scholarly journals Effects of Climatic Conditions, Season and Environmental Factors on CO2 Concentrations in Naturally Ventilated Primary Schools in Chile

2021 ◽  
Vol 13 (8) ◽  
pp. 4139
Author(s):  
Muriel Diaz ◽  
Mario Cools ◽  
Maureen Trebilcock ◽  
Beatriz Piderit-Moreno ◽  
Shady Attia
Keyword(s):  
Air Quality ◽  
Indoor Air Quality ◽  
Indoor Air ◽  
Primary Schools ◽  
Co2 Concentration ◽  
Building Design ◽  
Climatic Conditions ◽  
Indoor Environmental Quality ◽  
Co2 Concentrations ◽  
The Impact

Between the ages of 6 and 18, children spend between 30 and 42 h a week at school, mostly indoors, where indoor environmental quality is usually deficient and does not favor learning. The difficulty of delivering indoor air quality (IAQ) in learning facilities is related to high occupancy rates and low interaction levels with windows. In non-industrialized countries, as in the cases presented, most classrooms have no mechanical ventilation, due to energy poverty and lack of normative requirements. This fact heavily impacts the indoor air quality and students’ learning outcomes. The aim of the paper is to identify the factors that determine acceptable CO2 concentrations. Therefore, it studies air quality in free-running and naturally ventilated primary schools in Chile, aiming to identify the impact of contextual, occupant, and building design factors, using CO2 concentration as a proxy for IAQ. The monitoring of CO2, temperature, and humidity revealed that indoor air CO2 concentration is above 1400 ppm most of the time, with peaks of 5000 ppm during the day, especially in winter. The statistical analysis indicates that CO2 is dependent on climate, seasonality, and indoor temperature, while it is independent of outside temperature in heated classrooms. The odds of having acceptable concentrations of CO2 are bigger when indoor temperatures are high, and there is a need to ventilate for cooling.

scholarly journals Assessment of Glyphosate Impact on the Agrofood Ecosystem

Plants ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 405
Author(s):  
Yaxin Sang ◽  
Juan-Carlos Mejuto ◽  
Jianbo Xiao ◽  
Jesus Simal-Gandara
Keyword(s):  
Risk Assessment ◽  
Food Production ◽  
Mitigation Strategies ◽  
Regulatory Control ◽  
Biological Pest Control ◽  
Effective Strategies ◽  
Nutrition Security ◽  
Production And Consumption ◽  
Food And Nutrition ◽  
The Impact

Agro-industries should adopt effective strategies to use agrochemicals such as glyphosate herbicides cautiously in order to protect public health. This entails careful testing and risk assessment of available choices, and also educating farmers and users with mitigation strategies in ecosystem protection and sustainable development. The key to success in this endeavour is using scientific research on biological pest control, organic farming and regulatory control, etc., for new developments in food production and safety, and for environmental protection. Education and research is of paramount importance for food and nutrition security in the shadow of climate change, and their consequences in food production and consumption safety and sustainability. This review, therefore, diagnoses on the use of glyphosate and the associated development of glyphosate-resistant weeds. It also deals with the risk assessment on human health of glyphosate formulations through environment and dietary exposures based on the impact of glyphosate and its metabolite AMPA—(aminomethyl)phosphonic acid—on water and food. All this to setup further conclusions and recommendations on the regulated use of glyphosate and how to mitigate the adverse effects.

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