scholarly journals EXPERIENCES OF CLASSROOM TEACHERS TOWARDS INTERGROUP ATTITUDES AMONG TURKISH AND SYRIAN PRIMARY SCHOOL STUDENTS: INTERGROUP ATTITUDES

2021 ◽  
Vol 9 (21) ◽  
Keyword(s):  
Primary School ◽  
Immigrant Students ◽  
Intergroup Contact ◽  
Classroom Teachers ◽  
Intergroup Attitudes ◽  
Common Language ◽  
Primary School Students ◽  
School Students ◽  
Group Solidarity ◽  
And Behaviors

In the current study, Turkish and Syrian primary school students’ intergroup attitudes were examined through the experiences of classroom teachers. The study was designed as a qualitative research. A semi-structured interview technique was used in order to gather detailed data from classroom teachers. The study group consists of 40 classroom teachers, 6 male, and 34 female. The qualitative data collected from teachers were analyzed through the thematic analysis technique. The study revealed that the most important factors that determine the attitudes and behaviors of host and immigrant students in the same classes are common language and communication, intergroup friendship, acceptance, exclusion, in-group solidarity, attitudes of teachers and families. In addition, it has been observed that studying in the same class with Turkish speaking students usually helps immigrant students to use the common language more effectively which, leads them to be less rejected and more accepted, along with the intergroup friendship rather than in-group solidarity. Finally, the study yields that teachers’ approaches and behaviors towards their immigrant students are very effective not only in enhancing intergroup contact, friendship, integration, and positive attitudes, but also increasing the immigrant students’ participation and academic success. Keywords Intergroup attitudes, intergroup contact, intergroup friendship, immigration, primary school

The atmosphere in the school class in the perception of primary school students

2020 ◽  
Vol 594 (9) ◽  
pp. 72-84
Author(s):  
Małgorzata Rozenbajgier
Keyword(s):  
Primary School ◽  
Survey Method ◽  
Classroom Teachers ◽  
Survey Questionnaire ◽  
Primary School Students ◽  
School Students ◽  
School Class ◽  
Research Results ◽  
Survey Technique

The article describes the research results regarding the atmosphere in the school class. The research used the diagnostic survey method and the survey technique. The author's survey questionnaire was used in the research, which included open and closed questions. The research shows that the majority of four-graders perceive the atmosphere in their school classes positively. The respondents like their classmates and feel safe in the classroom. Teachers influence the atmosphere of the classroom through their friendly attitude towards students as well as through conversations with students, help and support.

scholarly journals Game perception in primary school teachers (Isparta example)

2021 ◽  
Author(s):  
Abdullah Yavuz Akinci ◽  
Mehmet Yildirim
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Classroom Teachers ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
National Education ◽  
The Relationship ◽  
Academic Year

The aim of this research is to reveal the attitudes of primary school teachers about the participation of primary school students in the game, how the classroom teachers perceive the game, how they interpret the relationship between the game and the child, and how they evaluate the game in line with the curriculum. In the 2020-2021 academic year, 343 primary school teachers selected randomly among 1230 primary school teachers working in primary schools affiliated to the Isparta Provincial Directorate of National Education participated in the study. Google Forms platform was used for data collection. This method has been preferred to maintain social distance during the pandemic process. As a result, it has been understood that teachers have an important role in the students' ability to benefit from the game sufficiently, and it is thought that the differences seen in the sub-dimensions are due to the differences in the nature of the information, its origin and accuracy, understanding and evaluation, change, and the perceptions of the teachers in the processes of producing and acquiring information.

scholarly journals THE PERCEPTIONS OF THE TEACHERS ON THE APPLICATION OF PARALLEL PRINCIPLE IN PRIMARY SCHOOLS

2016 ◽  
Vol 7 (1) ◽  
pp. 997-1009
Author(s):  
Ahmet Akbaba
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Classroom Teachers ◽  
Study Group ◽  
Primary School Students ◽  
School Students ◽  
The Common ◽  
Information Transfers ◽  
Academic Year ◽  
Perceptions Of Teachers

The aim of this study is presenting the perceptions of teachers on the effects of implementation of the parallel principle on productivity of 1st, 2nd, 3rd and 4th grade primary school students. General screeningmethod was usedin the study. The population of the study consists of 1234 teachers working in 79 primary school of Van in the academic year period of 2013-2014 and the study group consists of 200 classroom teachers from 20 schools, which were selected randomly. The research datawere collectedby questionnairedeveloped by the researcher and the solutions were made with the SPSS program. As a result of the study, it is presented that linking courses increases the knowledge of the students, makes the information transfers and learning the courses easier by solidifying them and facilitates the permanence. Furthermore, the teachers should prepare the syllabuses by considering the common subjects between the courses.   

scholarly journals Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children

2020 ◽  
Vol 17 (20) ◽  
pp. 7612
Author(s):  
Jacqueline Francis ◽  
Tan-Chyuan Chin ◽  
Dianne Vella-Brodrick
Keyword(s):  
Positive Psychology ◽  
Primary School ◽  
Primary Schools ◽  
Primary School Children ◽  
Classroom Teachers ◽  
Primary School Students ◽  
School Students ◽  
Positive Psychology Intervention ◽  
On Line ◽  
City Schools

Wellbeing literacy (WL) may be the missing ingredient required to optimally enhance or enable positive psychology intervention (PPI) effectiveness. This study involved Victorian government funded primary schools, including two rural, two regional, and two city schools; participants included 20 classroom teachers and 131 grade five and six primary school students. A brief online PPI was implemented by teachers for 10–15 min, three times per week, for six weeks. This paper examines quantitative data collected pre and post the six week intervention, and qualitative data gathered in week one of the intervention regarding intervention effectiveness. The aim is to examine if a brief online PPI effectively builds intentional emotional vocabulary use, and to discuss how on-line PPIs can be used in public health to improve young people’s WL. Considering evaluations of process effectiveness and outcome measures related to student emotional vocabulary use, results tentatively suggest that online PPIs can positively impact emotional vocabulary capability and intentionality. Multimodal communication was exercised during the PPI, suggesting that the brief online PPI format may provide a valuable tool to promote student WL.

scholarly journals Positive and Negative Intergroup Contact: An Investigation of Classroom Interactions between Turkish and Syrian Primary School Students

2019 ◽  
Vol 7 (15) ◽  
pp. 214-235
Author(s):  
Fulya Turk ◽  
◽  
Abbas Turnuklu ◽  
Mustafa Tercan ◽  
Tarkan Kacmaz ◽  
...  
Keyword(s):  
Primary School ◽  
Intergroup Contact ◽  
Classroom Interactions ◽  
Primary School Students ◽  
School Students

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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