Results for 'Transition to primary school'

991 found
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  1.  8
    Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School.Eleonora Farina & Carmen Belacchi - 2022 - Frontiers in Psychology 13.
    Moving on to a higher level of schooling represents a crucial developmental challenge for children: studies have shown that transitioning to a new school context can increase the perceived importance of peer acceptance, popularity, and adaptation to the new social environment. The aim of this study was to investigate simultaneously the influence of interpersonal variables and personal variables on role-taking in bullying episodes from a longitudinal perspective. These variables were assessed on 41 children in their last year of kindergarten (...)
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  2.  8
    Supporting Children Transitioning to Secondary School: A Qualitative Investigation into Families’ Experiences of a Novel Online Intervention.Aurelie M. C. Lange, Emily Stapley, Hannah Merrick & Daniel Hayes - forthcoming - British Journal of Educational Studies.
    Supporting children to successfully transition from primary to secondary school is of utmost importance for several reasons, including to prevent future emotional and behavioural problems. Level Up is a novel, UK-based intervention consisting of five online group sessions, straddling the summer holidays, and providing at-risk children and their parents/carers with skills to manage their behaviour, emotions, and relationships to support their transition to secondary school. A prior evaluation of Level Up reported a need to better (...)
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  3.  5
    Transition into High School: A Phenomenological Study.Krishnaveni Ganeson & Lisa C. Ehrich - 2010-02-19 - In Gloria Dall'Alba (ed.), Exploring Education through Phenomenology. Wiley‐Blackwell. pp. 66–84.
    This chapter contains sections titled: Introduction Transition into High School Challenges Posed by Transition into High School Methodology Findings Discussion Conclusion References.
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  4.  59
    Philosophy in Primary Schools?John White - 2012 - Journal of Philosophy of Education 46 (3):449-460.
    The article is a critical discussion of the aims behind the teaching of philosophy in British primary schools. It begins by reviewing the recent Special Issue of the Journal of Philosophy of Education Vol 45 Issue 2 2011 on ‘Philosophy for Children in Transition’, so as to see what light this might throw on the topic just mentioned. The result is patchy; many, but not all, of the papers in the Special Issue deal with issues far removed from (...)
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  5. Nature in Your Face – Disruptive Climate Change Communication and Eco-Visualization as Part of a Garden-Based Learning Approach Involving Primary School Children and Teachers in Co-creating the Future.Erica Löfström, Christian A. Klöckner & Ine H. Nesvold - 2020 - Frontiers in Psychology 11.
    The paper describes an innovative structured workshop methodology in garden-based-learning called “Nature in Your Face” aimed at provoking a change in citizens behavior and engagement as a consequence of the emotional activation in response to disruptive artistic messages. The methodology challenges the assumption that the change needed to meet the carbon targets can be reached with incremental, non-invasive behavior engineering techniques such as nudging or gamification. Instead, it explores the potential of disruptive communication to push citizens out of their comfort (...)
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  6.  15
    A Review of the Academic and Psychological Impact of the Transition to Secondary Education. [REVIEW]Danielle Evans, Giulia A. Borriello & Andy P. Field - 2018 - Frontiers in Psychology 9:391751.
    The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al., 2003) and can have a negative impact on psychological wellbeing and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson, Jacobs, Schramm, & (...)
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  7.  39
    How does the spread of primary and secondary schooling influence the fertility transition? Evidence from rural nepal.Simone Silva & David R. Hotchkiss - 2013 - Journal of Biosocial Science 46 (1):16-46.
    SummaryFrom 1996 to 2006, Nepal experienced a substantial fertility decline, with the total fertility rate dropping from 4.6 to 3.1 births per woman. This study examines the associations between progress towards universal primary and secondary schooling and fertility decline in rural Nepal. Several hypotheses regarding mechanisms through which education affects current fertility behaviour are tested, including: the school environment during women's childhood; current availability of schools; knowledge of educational costs; and women's own educational attainment. Data for the analysis (...)
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  8.  17
    Motivations of Public Officials as Drivers of Transition to Sustainable School Food Provisioning: Insights from Avignon, France.Claude Napoléone, Aurélie Cardona & Esther Sanz Sanz - 2022 - Journal of Agricultural and Environmental Ethics 35 (2):1-27.
    A large body of experience and expertise on the implementation of sustainable public school food procurement policies has developed in recent years. However, there has been little investigation of the values and motivations of the public officials implementing the policies. To address this gap, we examine how the city of Avignon took a step toward transition to local fresh food procurement for public schools, under French government calls for sustainable food products in public canteens. Our analysis combines the (...)
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  9. A Primary School Curriculum to Foster Thinking About Mathematics.Marie-France Daniel, Louise LaFortune, Richard Pallascio & Pierre Sykes - 1994 - Analytic Teaching and Philosophical Praxis 15 (1).
    Since the Fall of 1993, at the Centre Interdisciplinaire de Recherche sur l'Apprentissage et le D/span>veloppement en /span>ducation of the Universit/span> du Qu/span>bec /span> Montr/span>al, two mathematicians and one philosopher have collaborated to design and develop a research project involving philosophy, mathematics and sciences. Previous observations in the classroom had led the researchers to realize that, within the school curriculum, children like some subject matters and dislike others. Most of them usually succeed in arts, physical education and language arts, (...)
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  10.  10
    Enhancing Literacy and Communicative Skills of Students With Disabilities in Special Schools Through Dialogic Literary Gatherings.Aitana Fernández-Villardón, Rosa Valls-Carol, Patricia Melgar Alcantud & Itxaso Tellado - 2021 - Frontiers in Psychology 12:662639.
    Enhancing the quality of learning opportunities for students with disabilities and the learning level attained is a pending challenge. This challenge is especially relevant in the context of special schools, where the learning possibilities derived from interactions with others is limited. However, providing these students with a sufficient level of instrumental learning, such as literacy, and communicative and reasoning abilities is crucial for their subsequent educational and social opportunities. In this case study we analyse a special school that has (...)
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  11.  8
    Teaching Mathematics through Play to Primary School Children.P. J. Rogers - 1989 - Educational Studies 15 (1):37-51.
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  12.  17
    Using primary school children’s voices to promote inclusive education.Kyriaki Messiou - forthcoming - Voces de la Educación:11-27.
    This paper argues for the need to engage with the views of children in primary schools as a way of promoting inclusive education. One example from one primary school, where the views of children were explored in order to develop further the school’s practices, will be used to illustrate this argument. Methodological considerations, the benefits as well as the challenges associated with the process will be discussed.
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  13.  15
    Associating Psychological Factors With Workplace Satisfaction and Position Duration in a Sample of International School Teachers.Ross C. Hollett, Mark McMahon & Ronald Monson - 2021 - Frontiers in Psychology 11.
    To be an effective teacher, a combination of specific professional skills and psychological attributes are required. With increasingly fluid employment conditions, particularly in the international context, recruiters and schools are under considerable pressure to quickly differentiate candidates and make successful placements, which involves more than just determining if a candidate holds an appropriate qualification. Therefore, the aim of this cross-sectional study was to measure theoretically and empirically valuable psychological attributes in an international sample of schoolteachers to determine the most valuable (...)
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  14.  11
    Aspiring girls: great expectations or impossible dreams?Gill Richards & Carol Posnett - 2012 - Educational Studies 38 (3):249-259.
    This study explores girls? aspirations for their future. The context was an ex-coalmining area where concerns had been raised by the local authority about the levels of girls? achievement. The focus of the research was the views of Year 6 girls as they prepared for their transition to secondary school and Year 11 girls as they prepared for their transition to post-compulsory school life. Perspectives of their staff were also sought, focusing on the impact of (...) and its community on girls? aspirations. Findings indicated that while the aspirations of the primary school girls were similar, those of the secondary girls differed significantly. Staff viewed this as reflective of the local context and school ethos. These responses offer a basis on which schools could build strategies to increase aspirations and provide support towards their achievement. (shrink)
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  15.  3
    Papel de la familia en la transición de prescolar a primaria.Emelinda Padilla Faneytt - 2022 - Human Review. International Humanities Review / Revista Internacional de Humanidades 11 (2):1-16.
    Este estudio persigue analizar la percepción sobre la transición educativa entre el nivel inicial y la primaria de los padres de Santo Domingo, República Dominicana. Se diseñó un cuestionario auto administrado en línea, el cual fue validado mediante el juicio de expertos y un estudio piloto. Un alto porcentaje manifestó no haber recibido formación sobre la transición educativa por parte de la escuela. Consideran que la escuela es la principal responsable de la preparación de la familia para abordar la transición. (...)
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  16.  11
    Under‐reacting Children: the transition to Secondary school, a four year follow‐up study.Janice Culling - 1985 - Educational Studies 11 (1):77-83.
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  17.  24
    Primary Schools and Opting out: Some Policy Implications.Jim Campbell, David Halpin & Sean Neill - 1996 - British Journal of Educational Studies 44 (3):246 - 259.
    Significant differences in perceptions between teachers in primary and secondary grant-maintained schools are reported and analysed. Parents were more frequently involved in promoting opting-out in primary schools, primary teachers had more favourable attitudes to the grant-maintained school policy and, in primary schools, grant-maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para-professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about (...)
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  18.  11
    Primary schools and opting out: Some policy implications.Jim Campbell, David Halpin & Sean Neill - 1996 - British Journal of Educational Studies 44 (3):246-259.
    Significant differences in perceptions between teachers in primary and secondary grant-maintained schools are reported and analysed. Parents were more frequently involved in promoting opting-out in primary schools, primary teachers had more favourable attitudes to the grant-maintained school policy and, in primary schools, grant-maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para-professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about (...)
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  19.  54
    Dialogic practice in primary schools: how primary head teachers plan to embed philosophy for children into the whole school.Sue Lyle & Junnine Thomas-Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative questionnaires (...)
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  20.  26
    Technology use in reporting to parents of primary school children.Eva Turner - 2010 - Acm Sigcas Computers and Society 40 (3):25-37.
    The British Government emphasizes the involvement of family and parents in children's education. In parallel there is a rapid increase in the use of computer technology in schools. Primary school teachers are required to present parents with an end of year school report, which often represents the only real information parents receive. While the government assumes that teachers' communication with parents can improve through the use of computerised systems and report writing software, the evidence appears to point (...)
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  21.  32
    Primary School Perception of Disruptive Behaviour.Jean Lawrence & David Steed - 1986 - Educational Studies 12 (2):147-157.
    ABSTRACT The article reports on a survey of English primary school head teachers? opinions on disruptive behaviour, coupled with a one?day exercise in the monitoring of disruptive incidents in the same schools. Eighty?five highly experienced head teachers from 38 local education authorities responded to an extensive questionnaire and 77 schools monitored incidents. Schools were categorised by the LEAs as potentially ?difficult?, ?of average difficulty? and ?easy? in respect of intake. Thirty?six Principal Educational Psychologists contributed briefly on a question (...)
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  22.  11
    International perspectives on transition to school: reconceptualising beliefs, policy and practice.Maria Evangelou - 2015 - British Journal of Educational Studies 63 (1):114-115.
  23. I And My Family - Comparing The Reflective Competence Of Japanese And German Primary School Children As Related To The “ethics Of Care”.Eva Marsal & Takara Dobashi - 2007 - Childhood and Philosophy 3 (6):267-287.
    This paper compares the concepts of Japanese and German primary school children as they relate to the “ethics of care.” To do this we have used the research methodology of expanding and replicating an experiment to test whether the results can be interculturally confirmed. In our design we replicated the experiment in children’s philosophy on the question “What are Family Ties?” carried out by Toshiaki Ôse in September 2002 with the 5th grade of the municipal .primary (...) Hamanogô in Chigasaki. (shrink)
     
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  24.  3
    Can Primary School Mathematics Performance Be Predicted by Longitudinal Changes in Physical Fitness and Activity Indicators?Vedrana Sember, Gregor Jurak, Gregor Starc & Shawnda A. Morrison - 2022 - Frontiers in Psychology 13.
    ObjectiveTo determine to what extent physical fitness indicators and/or moderate to vigorous physical activity may account for final mathematics academic performance awarded at the end of primary school.MethodsSchool-aged youth were sampled in a repeated-measures, longitudinal design in Grade 6, and again in Grade 9. The youth completed a fitness test battery consisting of: flamingo balance test, standing long jump, backward obstacle course, plate tapping, sit ups, sit and reach, handgrip, and 20-m shuttle run. APmath scores were obtained for (...)
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  25.  12
    Primary School Students’ Online Learning During Coronavirus Disease 2019: Factors Associated With Satisfaction, Perceived Effectiveness, and Preference.Xiaoxiang Zheng, Dexing Zhang, Elsa Ngar Sze Lau, Zijun Xu, Zihuang Zhang, Phoenix Kit Han Mo, Xue Yang, Eva Chui Wa Mak & Samuel Y. S. Wong - 2022 - Frontiers in Psychology 13.
    Emergency online education has been adopted worldwide due to coronavirus disease 2019 pandemic. Prior research regarding online learning predominantly focused on the perception of parents, teachers, and students in tertiary education, while younger children’s perspectives have rarely been examined. This study investigated how family, school, and individual factors would be associated with primary school students’ satisfaction, perceived effectiveness, and preference in online learning during COVID-19. A convenient sample of 781 Hong Kong students completed an anonymous online survey (...)
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  26.  10
    An Activity Theory Approach to surfacing the pedagogical object in a primary school mathematics classroom.Joanne Hardman - 2007 - Outlines. Critical Practice Studies 9 (1):53-69.
    This paper develops a methodology for using Activity Theory (AT) to investigate pedagogical practices in primary school mathematics classrooms by selecting object-oriented pedagogical activity as the unit of analysis. While an understanding of object-oriented activity is central to Activity Theory (AT), the notion of object is a frequently debated and often misunderstood one. The conceptual confusion surrounding the object arises both from difficulties related to translating the original Russian conceptualisation of object-oriented activity into English as well as from (...)
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  27.  21
    Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.Claudio Longobardi, Laura E. Prino, Davide Marengo & Michele Settanni - 2016 - Frontiers in Psychology 7.
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  28.  15
    Whatever happened to progressive education? A comparison of primary school teachers' attitudes in 1982 and 1996.Leslie J. Francis & Zoë Grindle - 1998 - Educational Studies 24 (3):269-279.
    Two cohorts of teachers working full‐time in Church of England voluntary‐aided and voluntary‐controlled first, primary and middle schools within the Diocese of St Edmundsbury and Ipswich were invited to complete a questionnaire concerned with teaching styles in 1982 and again in 1996. The data demonstrate a significant shift toward placing greater value on traditional teaching styles between 1982 and 1996.
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  29.  31
    Transition into high school: A phenomenological study.Krishnaveni Ganeson & Lisa C. Ehrich - 2009 - Educational Philosophy and Theory 41 (1):60-78.
    Starting high school can be a challenging but also exciting time for students. The focus of this paper lies with students' experiences of transition into secondary school. Sixteen students from one government school in New South Wales kept a journal for their first ten weeks in high school as a way of recording their experiences. Their journal entries were studied utilising a phenomenological psychological approach following Giorgi (1985a, 1985b ). The aim of this research approach (...)
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  30.  23
    Whatever Happened to Progressive Education? A comparison of primary school teachers' attitudes in 1982 and 1996.Leslie J. Francis[1] & Zoë Grindle - 1998 - Educational Studies 24 (3):269-279.
    Summary Two cohorts of teachers working full?time in Church of England voluntary?aided and voluntary?controlled first, primary and middle (deemed primary) schools within the Diocese of St Edmundsbury and Ipswich were invited to complete a questionnaire concerned with teaching styles in 1982 and again in 1996. The data demonstrate a significant shift toward placing greater value on traditional teaching styles between 1982 and 1996.
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  31.  42
    Educational models of knowledge prototypes development: Connecting text comprehension to spatial recognition in primary school.Flavia Santoianni - 2011 - Mind and Society 10 (2):103-129.
    May implicit and explicit collaboration influence text comprehension and spatial recognition interaction? Visuospatial representation implies implicit, visual and spatial processing of actions and concepts at different levels of awareness. Implicit learning is linked to unaware, nonverbal and prototypical processing, especially in the early stages of development when it is prevailing. Spatial processing is studied as knowledge prototypes , conceptual and mind maps . According to the hypothesis that text comprehension and spatial recognition connecting processes may also be implicit, this paper (...)
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  32.  7
    The Concepts of Japanese and German Primary School Children Relating to the Topic of Death in the Context of Values Education and the Ethics of Care – A German-Japanese Comparison with Gender Analysis.Eva Marsal & Takara Dobashi - unknown
    Our contribute compares the concepts of Japanese and German primary school children relating to the topic of death, healing in the context of values education and the ethics of care. This is a project of the German-Japanese Research Initiative on Philosophizing with Children (DJFPK), cialis 40mg which aims to facilitate individual autonomy by enhancing philosophical-ethical judgment. It encourages the application and appropriate transfer of values based on philosophical-ethical knowledge and acquired through independent reflection to the situations of daily (...)
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  33.  16
    Catastrophes and primary school drawing course design for moral education in China.Xuan Dong, Feng Chen & Limeng Xu - 2020 - Educational Philosophy and Theory 52 (13):1421-1433.
    This paper examines how drawing classes can contribute to moral education in primary schools. This paper uses class observation, interviews with teachers and students, and analysis of students’ wor...
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  34.  9
    Comprehension of Connectives: Development Across Primary School Age and Influencing Factors.Anna Volodina & Sabine Weinert - 2020 - Frontiers in Psychology 11.
    Language development is not completed when children enter primary school. As the comprehension of connectives (such as although, despite) is important for understanding and producing academic texts and, thus, relevant for school success, we investigated its development and influential factors across primary school age on the basis of a newly developed and validated test instrument. Drawing on a German sample of N = 627 children (57.6 % language minority learners) in Grades 2 to 4, results (...)
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  35.  11
    Students’ Psychological Adjustment in Normative School Transitions From Kindergarten to High School: Investigating the Role of Teacher-Student Relationship Quality.Claudio Longobardi, Michele Settanni, Laura Elvira Prino, Matteo Angelo Fabris & Davide Marengo - 2019 - Frontiers in Psychology 10.
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  36. Models and discourse: A primary school science class visit to a museum.John Gilbert & Mary Priest - 1997 - Science Education 81 (6):749-762.
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  37.  3
    Primary School Children’s Self-Reports of Attention Deficit Hyperactivity Disorder-Related Symptoms and Their Associations With Subjective and Objective Measures of Attention Deficit Hyperactivity Disorder.Ortal Slobodin & Michael Davidovitch - 2022 - Frontiers in Human Neuroscience 16.
    BackgroundThe diagnosis of Attention deficit hyperactivity disorder is primarily dependent on parents’ and teachers’ reports, while children’s own perspectives on their difficulties and strengths are often overlooked.GoalTo further increase our insight into children’s ability to reliably report about their ADHD-related symptoms, the current study examined the associations between children’s self-reports, parents’ and teachers’ reports, and standardized continuous performance test data. We also examined whether the addition of children’s perceptions of ADHD-symptoms to parents’ and teachers’ reports would be reflected by objective (...)
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  38.  11
    Supporting Resilience in Pandemic Times: Children’s Perspectives in a Primary School (Digital) Newspaper.Giovanna Malusà - 2023 - ENCYCLOPAIDEIA 27 (66):13-31.
    The case study, conducted in the fourth class of a primary school, explores emotional lives and strategies described by children in times of Covid-19. Learning, both distance and in-class, involved cooperative activities and autobiographical narration mediated through technology and compiled in a school (digital) newspaper, with the aim of supporting the children’s sense of belonging and fostering their resilience during the 2020 lockdown. Through a _Grounded Theory_ analysis of the data ‒ texts and drawings/images collected in the (...)
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  39.  11
    Sucking Results Out of Children’ Reflective Lifeworld Case Study of a Primary School Teacher Striving for Authenticity.Urszula Plust, Stephen Joseph & David Murphy - 2022 - British Journal of Educational Studies 70 (6):719-736.
    This qualitative study presents an analysis of the experiences of a teacher who had recently left working in an England state funded primary school. Using reflective lifeworld methodology, this study explored the teacher’s struggle to be authentic in the context of state funded education. Three prominent themes were identified as: 1) enhancement of every learner; 2) systemic oppression; and 3) tensions in being a teacher. The study concludes that being authentic as a teacher was experienced as being incompatible (...)
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  40.  27
    Is formal environmental education friendly to nature? Environmental ethics in science textbooks for primary school pupils in Poland.Beata Gola - 2017 - Ethics and Education 12 (3):320-336.
    Due to the increased interest in ecology, global warming and numerous environmental problems, ecological issues are becoming extremely important in education. Many researchers and thinkers believe that solutions to environmental problems are affected by the environmental ethics adopted. This article identifies which of the three branches of environmental ethics are present in formal environmental education in Poland. This has been achieved by analysing the content of textbooks used by science teachers in the fourth grade of elementary schools. The results show (...)
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  41.  28
    Exploring a framework for the mentoring of early career teachers in Catholic schools in Western Australia.John Topliss - 2020 - Journal of Philosophy in Schools 7 (1):101.
    The basis for the paper ‘Exploring a Framework for the Mentoring of Early Career Teachers in Catholic Schools in Western Australia’ stems from the work undertaken in the author’s recently published PhD study and on personal experiences of teaching philosophy to students as a classroom teacher, gifted and talented coordinator and School leader for over 28 years. The mixed methods study identified and explored the mentoring experiences in the transition from graduate to Early Career Teacher in selected Catholic (...)
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  42.  12
    Comparison of teacher talk directed to boys and girls and its relationship to their behaviour in secondary and primary schools.Alex Harrop & Jeremy Swinson - 2011 - Educational Studies 37 (1):115-125.
    There have been a number of earlier investigations, using differing methodologies, into the extent to which teachers in the secondary school interact with boys and girls and the results have suggested an imbalance in the teachers? verbal behaviour towards the genders that is quite similar to the imbalance found in teachers? behaviour in the primary school. The main aim of this study was to devise an investigation using the same methodology as that used in a recent (...) school investigation in order to be able to make a fair comparison between the two levels. The results showed considerable differences in the teachers? verbal behaviour towards the genders in the secondary school from that of teachers in the primary school. Where the primary school data showed teachers interacting more with the boys than the girls and the boys being less on?task than the girls, the secondary school data showed no such differences. (shrink)
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  43.  27
    Curriculum continuity and transfer from primary to secondary school: the case of history.Mike Huggins & Peter Knight - 1997 - Educational Studies 23 (3):333-348.
    The transfer of children from primary school to secondary school has long been seen as a problematic area. The National Curriculum was depicted as offering a solution to some of the transfer problems by providing for curriculum continuity across the primary-secondary divide. This paper reports the results of a study of curriculum continuity in one subject, history, now that a National Curriculum has been in place for several years. It reports that teachers continue to see problems (...)
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  44.  3
    Reflection of Health Insurance among Bangladeshi Primary School Teachers.Mithila Turna Tribenee, Beckrom Munda, Pascal Landindome Navelle & Shamima Parvin Lasker - 2023 - Bangladesh Journal of Bioethics 15 (2):1-6.
    Over 1.3 billion people in the world are challenged to access good and cheap healthcare when become ill. Health insurance policies are a fantastic strategy to assist people who can't afford medical care. For middle- and low-income nations, there hasn't been much research on the ability to pay for health insurance for public employees like school teachers. Therefore, this cross-sectional questionnaire based research has been undertaken to explore the reflection of health insurance among 383 Bangladeshi school teachers of (...)
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  45. Is the ugly duckling a hero? Philosophical inquiry as an approach to Hans Christian Andersen's fairy tales in Danish primary school teaching.Anne Klara Bom & Caroline Schaffalitzky - 2019 - Forum for World Literature Studies 11 (2):226-241.
    Hans Christian Andersen is a cultural icon, and his fairy tales are famous around the world. But despite the positive ring to this description, his status as a canonized author poses a challenge when he is passed on to new generations of readers. In this article, we show examples of how this challenge reveals itself in Danish primary school teaching where Andersen is an obligatory figure in the subject Danish where he is frequently framed as a national romantic (...)
     
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  46.  27
    Transition into High School: A phenomenological study.Lisa C. Ehrich Krishnaveni Ganeson - 2009 - Educational Philosophy and Theory 41 (1):60-78.
    Starting high school can be a challenging but also exciting time for students. The focus of this paper lies with students’ experiences of transition into secondary school. Sixteen students from one government school in New South Wales kept a journal for their first ten weeks in high school as a way of recording their experiences. Their journal entries were studied utilising a phenomenological psychological approach following ). The aim of this research approach is to produce (...)
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  47.  6
    Age-related decrease in motor contribution to multisensory reaction times in primary school children.Areej A. Alhamdan, Melanie J. Murphy & Sheila G. Crewther - 2022 - Frontiers in Human Neuroscience 16:967081.
    Traditional measurement of multisensory facilitation in tasks such as speeded motor reaction tasks (MRT) consistently show age-related improvement during early childhood. However, the extent to which motor function increases with age and hence contribute to multisensory motor reaction times in young children has seldom been examined. Thus, we aimed to investigate the contribution of motor development to measures of multisensory (auditory, visual, and audiovisual) and visuomotor processing tasks in three young school age groups of children (n = 69) aged (...)
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  48.  12
    Training Future Primary School Teachers for Purposes of the New Ukrainian School in the Postmodern Era.Tetiana Koval, Viktoriia Hryhorenko, Liudmyla Sebalo, Mariana Sevastiuk, Liudmyla Teletska & Inna Yankovska - 2022 - Postmodern Openings 13 (3):41-55.
    The crisis of the outdated education system in Ukraine has led to radical changes at all levels. One of such vital changes in 2016 was the New Ukrainian School reform introduced by the Ministry of Education and Science of Ukraine. It relies on critical theories of the postmodern philosophy of education. They are as follows: toleration of difference, rejection of stereotypes and child-centeredness; transformation of teacher’s authority and roles; individualization of the educational process. Importantly, the New Ukrainian School (...)
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    Ideas of Czech primary school pupils about intellectual disability.Jakub Pivarč - 2018 - Educational Studies 45 (6):692-707.
    ABSTRACTThis study aims to analyse and describe the ideas of pupils about ID. Overall 2324 pupils from 23 Czech primary schools of the so-called mainstream e...
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  50.  10
    Interests of Croatian primary school pupils about elective Technology Teaching and school activitiesInteresi učenika osnovne škole za izbornu nastavu tehničke kulture i školske aktivnosti u Hrvatskoj.Damir Purković, Dino Delač & Stjepan Kovačević - 2022 - Metodicki Ogledi 29 (1):167-189.
    Allowing pupils to choose the content of their learning is an important step towards individualized development. Despite the need proclaimed by society for the development of competences in STEM area, educational cycles in this field are the least represented in the Croatian general education curriculum. This research was conducted in order to gain insight into pupils’ interests in the contents of technical culture and for school activities. The research was conducted on a stratified sample of primary school (...)
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