Academic literature on the topic 'Basic school pupils''
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Journal articles on the topic "Basic school pupils'"
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Abdallah, Hakim, Moses Naiim Fuseini, Amadu Musah Abudu, and Yusif Nuhu. "Dilemma of Basic School Pupils in Northern Ghana with respect to Their Learning Context." Education Research International 2014 (2014): 1–13. http://dx.doi.org/10.1155/2014/140737.
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Lately, basic school pupils have performed poorly in the Basic Education Certificate Examination (BECE) as well as in their end of term examinations and this necessitated an enquiry into the phenomenon. The study used the cross-sectional study design. The sample size was 195. The study collected data using a questionnaire. Data analysis involved using descriptive statistics. The study found that largely pupils from academically performing and nonacademically performing schools have similar perceptions about causes of poor academic performance. Again, the combined effect of home and school environmental factors emerged as the major contributor to poor academic performance. The study recommends that providing a conducive home environment for the pupils, tackling pupil and teacher related factors, would help to ensure that poor academic performance is a thing of the past.
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Levchenko, Irina V., and Albina R. Sadykova. "System and activity approach to learning artificial intelligence in basic school." RUDN Journal of Informatization in Education 18, no. 2 (2021): 162–71. http://dx.doi.org/10.22363/2312-8631-2021-18-2-162-171.
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Problem and goal. The problem of insufficient substantive and methodological support for the training of basic school pupils in the field of artificial intelligence (AI) is considered. The aim is to identify the features of the application of the system-activity approach to teaching basic school pupils in the field of artificial intelligence, to describe the principles of teaching school pupils the basics of artificial intelligence and the conditions for their implementation, to highlight the types of school pupils activities in the context of the system-activity approach. Methodology. A set of methods was used: analysis of regulatory documents that determine the priority tasks of our country; analysis of research and scientific and methodological publications in the field of teaching AI for basic school pupils in the domestic and foreign education system; reflection of the content of the knowledge gained; identification of methodological approaches; search for principles, conditions and opportunities for teaching elements of AI to basic school pupils; local pedagogical experiment. Results. A comparative analysis of the methodological experience of predecessor teachers made it possible to identify the possibility and effectiveness of the application of the system-activity approach to teaching basic school pupils in the field of AI. The revealed approach made it possible to determine the fundamental principles of teaching the elements of artificial intelligence, the conditions for their implementation, as well as the most appropriate types of activities for basic school pupils. Conclusion. Today AI technologies are actively developing information technologies and possession of them has a positive effect on the level of information culture of a school pupils, which, in accordance with the requirements of the information society, must be formed, at least, in basic school. The results of the study made it possible to substantiate the possibility and expediency of applying the system-activity approach to teaching the elements of artificial intelligence to basic school pupils, starting from grade 5.
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Kalba, Yaroslava. "Actional potential of a pupil’s personality: theoretical-methodological basics of the research." HUMANITARIUM 43, no. 1 (2019): 40–51. http://dx.doi.org/10.31470/2308-5126-2019-43-1-40-51.
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In the article the importance and possibilities of introduction of action approach in the system of education are described. The essence of the psychological- educational matter of the definition of "actional potential of pupil’s personality" have been discvered. The psychologically-educational principles of evaluation of actional potential of senior pupil have been developed and proved. The basic criteria of them have been recognized as the following: pupil’s cognitive and emotional percetion of the significance of their actional activity, subjective and objective incentives and the possibilitiesof their actualization, subjective experience of actional activity in the different spheres of life. An empirical research program was developed, tested and covered the following stages: collecting empirical material, fixing and forming experiments, analyzing and interpreting the results. According to the resuls of empiric investigation the summary has been made about that teachers and senior pupils don’t have a clear idea of the main goals and criteria of modern school education; don’t link it with the formation of readiness of action. The psychological characteristics of situational, motivational, active and afteractive components of the actional potential of school youth are revealed. The level of the development of the actional potential has been revealed the individually-typological characteristics of actional potential of senior pupils according to the components: “I am in a situation”, “I want”, “I can”, “I react”. There are three main clusters, which appropriate of the formation of actional potential in senior pupils: low, medium and high. The psychological peculiarities of the development of actional potential of senior pupils have been elucidated and they have proved principal possibility of the development and actualization of their actional activity in the conditions of an educational establishment. Teachers are involved into action-oriented measures more contribute to the development of humanistic approach to the education of the pupil's personality.
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Gbagbo, Fred Yao. "Contraceptive Use among Basic School Pupils in Ghana: A Case Study of a Municipality." International Journal of Pediatrics 2020 (September 24, 2020): 1–8. http://dx.doi.org/10.1155/2020/7521096.
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Background. Ghana over the years strived to improve contraceptive services for young people through various policies and programs. Despite these efforts, contraceptive use among young people remains a challenge. In this study, contraceptive use among basic school pupils in a Ghanaian municipality was explored to inform policy and program decisions. Methods. The research design was a cross-sectional and mixed-method survey involving four hundred and twenty-seven (427) respondents randomly selected from four hundred and eleven (411) basic schools (102 from private and 309 from public basic schools) within Effutu Municipality of Ghana. Results. Basic school pupils in Ghana are generally sexually active but have high unmet needs for modern contraception due to sociocultural barriers, stigma, and misconceptions. Awareness and use are however more prevalent among junior high school pupils compared to those at the primary levels. Pupils who received contraceptive education from parents/guardians were, however, more likely to use modern contraceptives consistently than their counterparts who do not. Conclusions. Because young people in basic schools are becoming sexually active, there is a need for formalized contraceptive education in basic schools for correct information and education.
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Vámos, Ágnes, Gyongyi S. Foldesi, and Tamas Doczi. "Effects of Regional Inequalities on the Sporting Activity of School Pupils: The Hungarian Case." Physical Culture and Sport. Studies and Research 70, no. 1 (2016): 18–27. http://dx.doi.org/10.1515/pcssr-2016-0011.
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AbstractIn this study, the sporting activity of Hungarian school pupils is investigated with a focus on regional differences. The objective of the paper is to answer the following questions: Are there regional differences in pupils’ sporting activity, and, if yes, what is their relationship with the socio-cultural background of the pupils and the infrastructural and staffing conditions of schools? Has the 2012 introduction of daily physical education had a different effect on pupils’ leisure-time sporting activity in disadvantaged and affluent regions? Can the trends in the sporting activity of pupils be characterized as convergent or divergent since the introduction of daily physical education? The paper is based on an extensive study that relies on the most comprehensive database on physical education in schools, the National Assessment of Basic Competencies (NABC). The present study statistically analyzed eighth-grade pupil and school data from the 2010 and 2014 NABC. The results present the regional differences in pupils’ participation in sporting activity, their recent modification, and the main reasons behind the changes. In conclusion, the authors state that social, economic, and cultural inequalities are not clearly reflected in the sporting activity of students; however, certain data still call attention to the need to examine regional differences.
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Stevanovic, Jelena, Slavica Maksic, and Lazar Tenjovic. "On written expression of primary school pupils." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 147–64. http://dx.doi.org/10.2298/zipi0901147s.
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Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia.
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Derkong-Dery, Lazarus, and Gideon Kofi Agbley. "Interrelated and Multi-Dimensional Factors Affecting Quality Basic Education in Nandom Municipality of the Upper West Region of Ghana." Ghana Journal of Development Studies 18, no. 1 (2021): 25–48. http://dx.doi.org/10.4314/gjds.v18i1.2.
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Worldwide, quality education is a platform for social and personal development. In recent times, pupils in basic schools in Nandom Municipality seem not to acquire critical learning skills and consequently are underperforming. This paper investigates the interrelated and multi-dimensional factors affecting quality education in basic schools in the Nandom Municipality. Through the system andhuman capital theories, the paper draws a link between the various kinds of educational inputs pupils receive, the processing of such inputs and their outcomes, which reflect in their academic performance at the Basic Education Certificate Examination (BECE). The study employed a mixed research methods design. Cluster sampling technique and purposive sampling technique were used to selectrespondents. The study found that many pupils are not acquiring foundational knowledge in Literacy and Mathematics as reflected in the BECE performance due to inadequate educational resources, poor school management and supervision, and family socio-economic background factors. The study concludes that the quest for quality education for pupils would continue to be illusive unless thefundamentals underpinning quality education such as school resources and management are improved. It is recommended that government provides adequate educational resources for schools and reinforces the decentralisation concept of school management.
 Keywords: Quality Education, Resources, Management, Pupils, Learning Achievements
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Rabor, Joyce Neniel, Maria Sheila Hermano Sumilang, and Kathreen Merwin Neniel Opinio. "Group Dynamic Courseware (GDC): Innovative Strategic Intervention in Enhancing Basic Mathematical Skills." JPAIR Multidisciplinary Research 39, no. 1 (2020): 130–46. http://dx.doi.org/10.7719/jpair.v39i1.765.
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Grade 4 pupils got a low MPS score of 11.11 % in the Mathematics pre-test conducted at Banlic Elementary School Division of Calamba, Laguna. As an intervention, the researchers developed Group Dynamics Courseware (GDC) that aimed at enhancing the basic Mathematical skills of the pupil-respondents. The effectiveness of the Group Dynamic Courseware (GDC) was checked through a pre-test and post-test written assessment. The result revealed a mean difference between the pre-test and post-test results of -10.87, which means a significant increase in the academic performance of the pupils after the integration of the courseware. Furthermore, t Stat of the pre and post-test was -14.022 > 2.015 critical value with forty-four (44) degrees of freedom and a .000 level of significance. Thus, this directly implies that the Null hypothesis is rejected; therefore, there is a significant difference in the academic performance of the pupil respondents after the integration of Group Dynamic Courseware. As supported by the pupils’ reflection, data revealed that the Group Dynamic Courseware is Highly Effective regarding instruction and pupils' activities. The researchers concluded that GDC in Mathematics had a significant impact on the pupils’ academic performance. Pupils were motivated and engaged in hands-on activities, collaborate with the groups to accomplish an essential task within the prescribed time.
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Alashwal, May. "EFFECT OF FORMATIVE CLASSROOM ASSESSMENT IN SAUDI ARABIAN ELEMENTARY SCHOOLS." Journal of Education and Practice 4, no. 1 (2020): 18. http://dx.doi.org/10.47941/jep.373.
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Purpose: This study investigates the effect of formative classroom assessment (FCA) on elementary school pupils in Saudi Arabia.Methodology: The duration of the study covered one entire academic year. The work was based on an experimental design of two tests: pre- and post-test. The number of participants was 120 pupils of mixed gender. The participants were purposively sampled for this study. The study’s two tests were based on the Basic Science Achievement Test (BSAT). The pupil’s test feedback was validated by experienced teachers in the field.Results: The results demonstrated that FCA had a significant effect on elementary school pupils by improving academic test scores. This research further showed that FCA had an increased positive effect on female pupils’ academic exam scores when compared to male pupils.Contribution to Theory Policy and Practice: The study recommends enforcing regular and continuous FCA for elementary-level school pupils with appropriate and adequate FCA training for teachers in order to improve pupils’ academic achievements.
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R. M., Jacinta, and Rotich K. S. "Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya." Global Journal of Educational Studies 1, no. 1 (2015): 52. http://dx.doi.org/10.5296/gjes.v1i1.7686.
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<p>The research focused on the impact of Early Childhood Education (ECE) in the learning of pupils in primary schools in Kenya. The study employed descriptive survey design. The target population of the study was 616 teachers in the 32 public primary school in Starehe Division of Nairobi County. The sample comprised of 210 randomly selected primary school teachers. Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the ECE were able to acquire skills in basic counting, mathematics and speaking. Pupils who had not attended ECE classes had problems with grasping simple counting skills and simple language skills. They were not able to interact well with other pupils. The findings also revealed that pupils who had attended ECE classes were able to interact with the teachers better than those who had not attended ECE. Findings indicated that pupils who had attended the ECE classes had usually lower scores at the beginning in class one. Attending ECE classes enabled pupils become fluent in reading and in recognizing numbers in mathematics. The study concluded that ECE classes had prepared pupils to join primary school by enabling them learn some basic counting and speaking skills. The study recommended that parents should be sensitized on the need to take their children to the ECE centers before taking them to formal primary schools.</p>
Dissertations / Theses on the topic "Basic school pupils'"
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Le, Grange Lesley Lionel Leonard. "Secondary school science pupils' rankings of science and technology related global problems : a comparison of the responses of rural-Northern Sotho, urban-Xhosa and urban-English speaking pupils in South Africa to meeting basic needs in the context of the 1994 Government White Paper on Reconstruction and Development." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17454.
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Bibliography: pages 66-71.<br>In 1984 Bybee used 262 science educators from 41 countries to develop an instrument for measuring their ranked priorities of science and technology related global problems. In 1995 the original Bybee scale was updated and clarified, and a new 15-item version, the Le Grange Global Priorities Instrument (LGPI) was piloted, refined and administered in fifteen schools to 946 secondary school pupils speaking three different home languages in two provinces in South Africa. The study is an enlargement of the work of Bybee and Mau (1986); Bybee and 'Najafi (1986); Ndodana, Rochford and Fraser (1994); and Le Grange, Rochford and Sass (1995), and is carried out in the context of the new key programme of Meeting Basic Needs presented in Section 1.4.1 of the Government White Paper on the Reconstruction and Development Programme for the New South Africa which states:- The basic needs of people extend from job creation, land and agrarian reform to housing, water and sanitation, energy supplies, transport, nutrition, health care, the environment, social welfare and security (Government Gazette No. 16085, 23 November 1994:9). The 946 pupils surveyed in this study in 1995 comprised 414 rural-Northern Sotho pupils (sample 1) from the Northern Province; 189 urban-Xhosa speaking pupils (sample 2) and 343 urban-English speaking pupils (sample 3) from the Western Cape.
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Capucho, Raquel de Jesus Garcia. "Resolução de tarefas de divisão: um estudo com alunos do 4º ano de escolaridade." Master's thesis, Escola Superior de Educação, Instituto Politécnico de Setúbal, 2014. http://hdl.handle.net/10400.26/6579.
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Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico<br>O presente estudo tem como objetivo compreender o modo como os alunos do 4.º ano resolvem tarefas matemáticas, associadas à operação divisão. Neste âmbito, foram definidas as seguintes questões: (i) Quais são as estratégias usadas pelos alunos na resolução de tarefas de divisão? e (ii) Que dificuldades manifestam os alunos na resolução de tarefas de divisão?.
O quadro teórico integra três temáticas fundamentais para este estudo: aprender matemática com compreensão; o papel do professor na aprendizagem da Matemática e a aprendizagem da divisão.
O estudo segue uma metodologia qualitativa e interpretativa, e tem como participantes quatro alunos de uma turma de 4.º ano.
Foi organizada uma intervenção na turma de 4.º ano que consistiu num conjunto de quatro sequências de tarefas propostas aos alunos num contexto de sala de aula. De modo a caracterizar as suas estratégias de resolução e as suas dificuldades foram selecionados quatro alunos.
A análise das estratégias usadas pelos quatro alunos selecionados e as dificuldades que manifestaram quando resolvem tarefas, associadas à operação da divisão evidenciam que: (i) a resolução das tarefas propostas dependem do conhecimento que cada aluno tem das quatro operações; (ii) utilizam uma variedade de estratégias; (iii) há alunos que usam mais do que uma estratégia na mesma tarefa. Os resultados mostram, ainda que as dificuldades manifestadas pelos alunos resultam de não estarem consciencializados para a relação inversa entre a divisão e a multiplicação e o uso de subtrações sucessivas para resolverem tarefas associadas à divisão.<br>The present study aims at understanding how students from the fourth grade solve mathematical tasks associated with the division operation. In this context, I defined the following questions: (i) What are the strategies used by students in solving division problems? and ( ii ) What difficulties affect students in solving division problems?
The theoretical framework integrates three key themes for this study: to learn mathematics with understanding, the teacher's role in learning mathematics and learning division.
The study follows a qualitative and interpretive methodology, and has four students from a class of fourth grade as participants.
An intervention was organized in a class of fourth grade, and it consisted in a set of four sequences of tasks proposed to students in the context of the classroom. In order to characterize their resolution strategies and their difficulties, four students were selected.
The analysis of the strategies used by the four selected students and the difficulties they manifested when they solve tasks related to the division operation show that: (i) the resolution of the proposed tasks depends on the knowledge that every student has of the four operations, (ii) the students use a variety of strategies; (iii) there are students who use more than one strategy in the same task. The results show also that the difficulties manifested by students exist because they are unaware of the inverse relationship between multiplication and division and using successive subtraction to solve tasks associated with the division.
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Dostálová, Petra. "Cizinci na počátku školní docházky." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-313163.
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My diploma thesis focuses on including students from foreign countries in the first grade of primary school and problems related to these questions. It deals with Czech and foreign educational systems, which could help teachers to understand different approaches of parents from foreign countries and their children to education. This thesis explains multicultural differences, which could support better communication with students from foreign countries and their parents as well. This work offers possibilities of subvention of children from foreign countries in the process of including in the Czech educational system. On the basis of research it is obvious, that students from foreign countries are mostly successfully adapted to the educational system. Rarely there are problems with language boundaries or social and emotional development. Teachers consider admission of a student from a foreign country as a benefit but they often point out that it also means a harder work for them. In case of some difficulties teachers often cooperate with non-profit organisation Meta.
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Шинкаренко, Анастасія Олегівна, та Anastasiia Olehivna Shynkarenko. "Формування англомовної компетентності у техніці письма з використанням буквених ігор в учнів середнього ступеня навчання закладів загальної середньої освіти". Master's thesis, 2021. http://repository.sspu.edu.ua/handle/123456789/11797.
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У роботі з’ясовано поняття «гейміфікації» , «буквених ігор», «компетентності в техніці письма». Проаналізовано існуючі класифікації буквених, запропоновано методичну типологію буквених ігор для формування англомовної компетентності в техніці письма. Розроблено практичний репрезентант запропонованої підсистеми вправ – комплекс вправ для формування англомовної компетентності в техніці письма з використанням буквених ігор в учнів 5 класу закладів загальної середньої освіти (на матеріалі теми «Sport in our life»). Сформульовано методичні рекомендації щодо реалізації методики формування англомовної компетентності в техніці письма з використання буквених ігор в учнів середнього ступеня навчання закладів загальної середньої освіти.<br>The concept of "gamification", "letter games", "competence in writing technique" is clarified in the work. The existing classifications of letter games are analyzed, the methodical typology of letter games for formation of English-language competence in writing technique is offered. A practical representative of the proposed subsystem of exercises - a set of exercises for the formation of English competence in writing techniques using letter games in students of 5th grade secondary schools (based on "Sport in our life"). Methodical recommendations on the implementation of the method of formation of basic school pupils' English writing technique competence with the use of word games in general secondary education institutions.
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Skalová, Dana. "Faktory ovlivňující volbu školy při vstupu do první třídy." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-304060.
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The thesis deals with the choice of basic school. Its aim is to find which factors affect school choice when entering first class and which factors are most important for the parents. It also focuses on parents' views, ideas and demands and on the information parents have about this issue. To fulfil these objectives the thesis uses the method of a semi-structured interviews and questionnaires. The survey was conducted in five phases which were mapping the process of school choice from different perspectives.
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Beranová, Vlasta. "Šikana na základních školách: řešení problému z pohledu dětí." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-342426.
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Title: Bullying in Basic Schools: Solving the Problem from Pupil's Point of View Abstract: This diploma thesis deals with bullying at primary schools. The theoretical section describes the definition of bullying, bullying division, the stages of bullying, its protagonists, and the procedure of current best practice in the prevention and eradication of bullying. The aim of the empirical part is find out how effective The Minimal Preventive Programme is in one particular Prague primary school. Research was carried out through interviews. This paper presents views and ideas of how to solve the problem of bullying from the student's point of view. The results of the research show that the goals in bullying prevention have been fulfilled. The school prevents bullying, teachers and students are sufficiently confident in this issue. Keywords: bullying, teacher, pupil, basic school
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Gruberová, Nikol. "Problematika inkluzivního vzdělávání žáků s lehkým mentálním postižením." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-351373.
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This master thesis will concentrate on problems of inclusive education of pupils with mild retardation in primary school. The thesis will be split into two parts, theoretical and practical. In the theoretical part, terms such as mental retardation, inclusion, inclusive education, inclusive school, and inclusive class will be defined, along with other terms which are interconnected with these issues. The theoretical part of the thesis will end with a chapter on education of pupils with mild mental retardation in primary school, elaborating on conditions which are important for successful inclusive education as well as problems and benefits which inclusive education may bring about. The practical part will deal with analyse and description of the process of inclusive education of pupils with mild mental retardation in chosen secondary school in Prague. For gathering the necessary data, qualitative and quantitative methods of research will be used.
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Benešová, Denisa. "Role školního speciálního pedagoga na běžných základních školách." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-372560.
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The purpose of this master thesis is to investigate the role of special education teacher at elementary school in the present condition. It's concerned especially with the position at school, with the activities and methods of the work and with the professional relationships. The theoretical part focuses on the development of the special education and mainly on the contemporaray special arrangements. This master thesis describes the groups of pupils who need the arrangement from the school and other school institutions. The text shows the charakteristics of individual eduactional plans and of school consultancy services, including the special education teacher and the particular aspects of this profession, based on scientific literature. The empirical part is based on the mixed research. It schows the examples of the practice, the issue is the analysis of five interviews with special education teachers from the basic schools. These interviews illustrative the current role and activities of this profession. Subsequently I analyse data of the questionnaire of forty respondents, directors of basic schools, who described their experience with special school teachers. The master thesis tries to show the objective point of view of the special education teacher at basic schools. The present text can be...
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JANDOVÁ, Martina. "Problematika syndromu CAN z pohledu učitelů základních škol." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-110132.
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Occurrence of Child Abuse and Neglect (CAN) has recently become quite frequent. Even though the number of experts dealing with this issue is increasing and there is a lot of professional literature available, the numbers of children abused and neglected are on increase. Traumas and pathological behaviour, which children experience in their families, are often carried over to adulthood and new families in the form of behavioural patterns. Basic school teachers, who spend substantial part of the day with children in the classes, play an important role not only in prevention, but also in detecting CAN cases. The objective of the diploma thesis was to observe the level of awareness among teachers regarding CAN and related issues and to find out whether they know what to do in case a child is suspected of being abused or neglected. Also, it was aimed at learning whether the awareness is influenced by microregion the teachers live in and respondents? age. The hypotheses were established to observe whether the teachers of basic schools in Jindřichův Hradec have better awareness of the issues relating to CAN than the teachers of basic schools in Třeboň, and whether the teachers of basic schools in Jindřichův Hradec have better awareness of the issues relating to CAN than the teachers of basic schools in Dačice. Next hypothesis dealt with whether basic school teachers under 40 years of age demonstrate better CAN awareness than teachers above 40 years of age. A quantitative research using the method of interview and technique of questionnaire was used to verify the hypotheses. The research corpus comprised of teachers of basic schools in the microregions of Dačice, Jindřichův Hradec and Třeboň. The finite corpus comprised of 193 respondents. The teachers of basic schools in the microregion of Jindřichův Hradec did not demonstrate better awareness of the issues relating to CAN than the teachers of basic schools the microregions of Třeboň and Dačice. Also, the teachers under 40 years of age did not demonstrate better awareness of the issues at hand than the teachers above 40 years of age. Analysis of the outcomes retrieved from the performed research did not confirm validity of the hypotheses H1, H2 and H3. The outcomes of the thesis imply that awareness of the basic school teachers, who were included in the research corpora in the given microregions, regarding the issues relating to CAN do not relate either to given microregions, where teachers work, or the age of the respondents. In general, respondents showed substantial awareness of CAN. It should be noted that CAN is very serious social problem and each society should pay proper attention to it.
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Staniczková, Lucie. "Vzdělávání žáků se speciálními vzdělávacími potřebami se zaměřením na základní školy Praha 2." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-345221.
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This thesis is devoted to the problems of children with special educational needs, with a focus on elementary schools in Prague 2. The first part of the thesis describes the aims, particularly the identification of positive experiences and negative examples from practice, and research questions. Next part is devoted to methodology, in which the author deals with the description of data collection and the production of materials for semi-structured interviews. The author describes the theoretical and conceptual background of selected issues and presents the basic terminology and historical context of education of children with special educational needs in the Czech Republic. The second part focuses on the empirical research that has been devoted specifically to autistic children. The first part contains a basic summary of integrated children in primary schools in Prague 2. This part is followed by findings from the interviews, which are logically divided into three main sections. In conclusion there is a synthesis of the most important information and their relation to the selected concepts. The main result of this thesis is the relation between chosen concepts and relevant data gained from the qualitative interviews with respondents connected to elementary schools in Prague 2. The author points out...
Books on the topic "Basic school pupils'"
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Christcola, Basila. An assessment of the attitudes of ordinary pupils towards the inclusion of children with intellectual disabilities in an ordinary school setting: A case of Northmead Basic School. University of Zambia, School of Education, Dept. of Educational Psychology, Sociology, and Special Education, 2001.
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Timofeeva, Liliya, Elena Korneicheva, and Natal'ya Gracheva. Organization of educational activities in the OED. Approximate planning. Preparation for school group (6-7 years). INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1072122.
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Submitted effective forms of organization of various types of children's activities during the actual educational activities; educational activities carried out in sensitive moments; interaction with the families of the pupils for the implementation of the basic educational program of preschool education.
 Planning tailored specifically to the laws of development of children the seventh year of life, the need to address the program objectives, maintain partner relationships with preschoolers and their families, on the basis of modern ideas about the fluctuations in the health of senior preschool children, about the rules of sequence of activities.
 Prepared in accordance with the Federal state educational standard of preschool education.
 Addressed to students of institutions of secondary professional education.
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Murray, Fiona Margaret Ann. A consideration of the ways in which schools following the Steiner philosophy can work with parents/carers to address the particular difficulties of pupils with autistic spectrum conditions who attend on a day or residential basis. University of Birmingham, 2000.
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What pupils and teachers in secondary schools think about basic skills. Basic Skills Agency, 1996.
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Polikhun, Nataliia, Kateryna Postova, Iryna Slipukhina, and Lesia Horban. Project of educational program for institutions of specialized education of scientific direction. Institute of Gifted Children of the National Academy of Pedagogical Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-7734-30-6-2021-48.
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The project of the educational program for establishments of specialized education of a scientific direction is the normative document containing a complex of educational components for achievement by pupils of education of the results of training defined by the Standard of specialized education of a scientific direction. The project is the basis for integration processes between formal and non-formal education, convergence of educational systems, different types of educational institutions and institutions that can provide educational services. It contributes to the creation of optimal conditions for the implementation of specialized education in the scientific field and the development of an integrated educational space of relevant educational institutions. The key goal of the project program is to ensure the development of research competence through the direct involvement of students of basic and specialized schools in educational research, design, invention and exploration activities in accordance with the Standard of specialized education. The project is developed on the basis of modern state educational policy and strategy of reforming the education system of Ukraine. The project of the educational program for institutions of specialized education of scientific direction is an open, dynamic resource intended for creative pedagogical communities ready to carry out innovative activity on development of specialized education of scientific direction.
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Heiner, Prof, Bielefeldt, Ghanea Nazila, Dr, and Wiener Michael, Dr. Part 1 Freedom of Religion or Belief, 1.3.3 Religious Symbols. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198703983.003.0008.
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This chapter presents issues concerning the right to wear or display religious symbols. As highlighted by the Special Rapporteur’s mandate practice, the main challenge in implementing such a right consists of protecting both the right of a person to voluntarily wear religious symbols as well as the right of a person not to be forced by States or non-State actors to wear such religious symbols. The circumstances of each situation must be considered on a case-by-case basis, taking into account all human rights aspects that may be at stake. This chapter discusses the mandate practice on the issue of wearing religious symbols by employees, police officers, university students, and pupils at public schools, teachers, and university lecturers, as well as the imposition of dress codes by States or non-State actors. The jurisprudence and reports by Treaty Bodies and Special Procedures have provided useful guidance on the regulation of religious symbols.
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Limbani, Nsapato, and Civil Society Coalition for Quality Basic Education., eds. Are public funds making a difference for pupils and teachers in primary schools?: A report on civil society basic education budget monitoring for financial year 2003/4 : overview of 2004/5 budget estimates. Civil Society Coalition for Quality Basic Education, 2005.
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Limbani, Nsapato, and Civil Society Coalition for Quality Basic Education., eds. Are public funds making a difference for pupils and teachers in primary schools?: A report on civil society basic education budget monitoring for financial year 2003/4 : overview of 2004/5 budget estimates. Civil Society Coalition for Quality Basic Education, 2005.
Find full textBook chapters on the topic "Basic school pupils'"
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Shestopalova, Olena, and Nadiya Shulyuk. "PSYCHOLOGICAL ASPECTS OF PROFILE ORIENTATION IN THE PROCESS OF IMPLEMENTATION THE CONSCIOUS CHOICE OF AN EDUCATIONAL TRAJECTORY BY SENIOR PUPILS." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-28.
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The substantiation as well as description of the technology of profile orientation in 8-9 grades of Ukrainian secondary schools are givenin the context of Ukrainian educational reform. Based on the empirical research the data of approbation of a diagnostic complex and an algorithm of group and individual work in the context of supporting future senior pupils’ conscious choice of an educational trajectory are resulted. The article presents the experience of transition programmes and career guidance for future senior pupils in the system of general secondary education of the USA and Japan, as well as the correspondent domestic experience. The aim of the publication is to present the results of testing the profile orientation technology in the unity of diagnostic, consulting and educational activity in order to implement the conscious choice educational profile in Ukrainian high school by 14-15 years old adolescents. Research methodology. The development of psychological aspects of pre-professional training is included into the general problems of the system of psychological and pedagogical, informational and organizational activities in the transition from secondary to senior school. On the basis of the theoretical analysis of experience of implementing foreign countries profile education, the basic directions of transitional programmes at entering high school for future senior pupils are highlighted. Based on the ideas of the work of the Haydens service in the USA, the use of the "F-test" and professional tests in Japanese schools and G.V. Rezapkina's programme of selection for profile classes the authors offer a vision of profile orientation technology in the context of reforming and restructuring in Ukrainian high school activities. In particular, the programme of complex assessment of motivational and intellectual characteristics of 9th grade graduates and the system of group and individual work on profile orientation are presented. Experimental work began in 2019. According to the experiment programme a comprehensive psychodiagnostics of motivational features, aptitudes, intellectual potential and special abilities of students of 8-9 grades was conductedduring 2019-2020. The sample of the study amounts 176 students of 8-9 grades (85 females, 91 males), aged 14-15 years. The result of testing the profile orientation technology is the analysis of the statistical distribution and verification of the methods reliability that are included in the psychodiagnostic complex, identifying the components effectiveness of further consulting and educational work with graduates of the main level of secondary school.
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Quansah, Frank. "Teaching and Learning of Mathematics in Lower Primary in Schools in Ghana." In Developing Mathematical Literacy in the Context of the Fourth Industrial Revolution. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3868-5.ch007.
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Mathematics is a fundamental human activity – a way of making sense of the world. Children possess a natural curiosity and interest in mathematics and come to school with an understanding of mathematical concepts and problem-solving strategies that they have discovered through explorations of the world around them. The purpose of this study is to find out how mathematics is being taught and learnt among primary one pupils in basic schools in Ghana. A qualitative approach was employed to provide answers to the research questions raised. It was found that teachers employed variety of procedures for teaching mathematics. However, there were some problems encountered in the teaching and learning of mathematics.
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Yohannan, Rizio. "Where Narrative and Performance Meet." In Performing the Ramayana Tradition. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197552506.003.0003.
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This chapter contextualizes and provides a translation of the Rāmāyaṇa Saṃkṣēpam, a concise summary of the Ramayana story, which serves as a training manual for a Kutiyattam artist preparing for the stage. It is taught by the guru to the disciple during the earliest stage of Kutiyattam training. Each of the five active schools of Kutiyattam in Kerala uses its own abridged version of the story to initiate pupils into an extended multiphase training of the performance form through gesture and facial expression. Performed in a seated posture, the Rāmāyaṇa Saṃkṣēpam demonstrates episodes in the Ramayana story with a focus on specific characters and a gamut of emotions which provide the basic vocabulary of Kutiyattam performance. The summary that is translated here is sourced from a handwritten text in Malayalam belonging to the Nepathya School in Moozhikkulam, Kerala.
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Hauen, Mali, and Anne Berit Emstad. "Hva settes i spill når ledere i kulturskolen planlegger elevenes timeplaner? Om en rhizomatisk forståelse av organisasjonen kulturskole og hvordan en slik forståelse kan berike kulturskolens samarbeid med andre aktører." In Utdanning i kunstfag: Samarbeid, kvalitet og spenninger. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.152.ch2.
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This article presents a study that has examined the factors that come into play when “kulturskolen” sets its timetable for teaching. The findings indicate that kulturskolen must relate to internal considerations such as aspects concerning cooperation on pupils, teachers, localities and locations, but also external considerations such as political documents and interpretation of the Norwegian Education Act. To discuss the complexity that emerges in the analyzes, we look at the data material in the light of the philosophers Deleuze and Guattari (1988) and Rosi Braidotti (2013). We argue that the complexity taken into account when scheduling timetables is describing a certain understanding of kulturskolen as an organization. Kulturskolen is understood as a rhizome, and the complexity propels the school forward in constant evolution. This complexity is also important when kulturskolen is to collaborate with others. If kulturskolen is to collaborate well with compulsory schools, the complexity presents some challenges. Where kulturskolen can be described as a web of various influencial factors, we find compulsory schools better regulated and perhaps more linear, with clear requirements for learning goals and skills in the curriculum for basic education (Kunnskapsdepartementet, 2017). We believe there is a missed opportunity for collaboration when seeing kulturskolen in a rhizomatic context.
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Manolis, Christos, and Eleni Kalaitzidou. "Personal Learning Environments and Social Networks in the Traditional School System." In Student Engagement and Participation. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch007.
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An effort to integrate new technologies in learning and school life in general has been put forward by the ministry of education in Greece with an action known as “Digital School.” One of the components of “Digital School” is the digital platform that includes all schoolbooks converted to an electronic format (e-books), enhanced with additional interactive educational material. This research focuses on how the enhanced 10th grade mathematics books could comprise a constructive learning environment beyond the classroom, facilitating pupils studying on their own and at their own pace. The results of the research show that social networks, digital tools, and the resources that pupils use on a daily basis can pave the way in this direction on condition and that they are utilized for the configuration of a PLE (Personal Learning Environment) by each pupil, which ensures the required communication and feedback between the community of pupils and teachers.
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Manolis, Christos, and Eleni Kalaitzidou. "Personal Learning Environments and Social Networks in the Traditional School System." In The Social Classroom. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4904-0.ch021.
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An effort to integrate new technologies in learning and school life in general has been put forward by the ministry of education in Greece with an action known as “Digital School.” One of the components of “Digital School” is the digital platform that includes all schoolbooks converted to an electronic format (e-books), enhanced with additional interactive educational material. This research focuses on how the enhanced 10th grade mathematics books could comprise a constructive learning environment beyond the classroom, facilitating pupils studying on their own and at their own pace. The results of the research show that social networks, digital tools, and the resources that pupils use on a daily basis can pave the way in this direction on condition and that they are utilized for the configuration of a PLE (Personal Learning Environment) by each pupil, which ensures the required communication and feedback between the community of pupils and teachers.
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Evans, Jeff. "Adult skills surveys and transnational organisations: globalising educational policy." In Data in Society. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348214.003.0006.
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Organisations like OECD, IEA (International Association for the Evaluation of Educational Achievement) and the EU are increasingly involved in the production of transnational data. They function as key agencies for changing education and lifelong learning policy, promoting human capital approaches, and ‘governing by data’. I consider their growing role in assessing the efficiency of education and training systems. Particularly important in their organisational strategies are large-scale international performance surveys for school-age pupils, such as OECD’s PISA and IEA’s TIMSS. PISA for Development is addressing the problem that, in low income countries, not all 15 year olds can be surveyed at school. PIAAC, the Project for the International Assessment of Adult Competencies, has so far reported results in 33 countries, in 2013 and 2016. It focuses on three domains considered basic for adults in industrial and ‘knowledge’ economies: namely, literacy, numeracy, and problem solving in technology-rich environments, and on attitudes to and reported use of such skills. It uses electronic administration as a default, complex sampling designs, and statistical modelling to estimate the adult’s skill levels. I raise methodological issues relevant to the valid interpretation of such surveys and locate them in general policy developments, including globalisation.
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Black, Robert. "Between Grammar and Rhetoric." In Filologie medievali e moderne. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-137-9/003.
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This paper examines the context of Geoffrey of Vinsauf’s Poetria nova and of its manuscripts and commentaries in medieval and Renaissance Italy. It is well known that, in Italy, grammar (Latin language and literature) was the concern of elementary and mainly secondary schools, whereas rhetoric was primarily a university subject (although basic introductory rhetoric also figured at the end of the secondary-school curriculum). There is little direct (and scant indirect) indication that Poetria nova was taught in Italian universities, but abundant evidence that it was used in schools. Such a school (as opposed to university) context suggests that Poetria nova was primarily used in teaching grammar, not rhetoric, in medieval and Renaissance Italy. The most important use of the text was teaching prose composition: how to vary sentences beyond the simplest wording and structure of subject-verb-predicate (suppositum-appositum) initially learned by grammar pupils, i.e. moving from ordo naturalis to ordo artificialis. Marjorie Curry Woods has written, «although there is growing evidence that the Poetria nova was used to teach the composition of prose, and especially, letters, throughout Europe, it is almost always copied with verse texts, often classical works, in Italian manuscripts, which suggests that it was also used there to teach the interpretation of literary texts». But there is little sign that Geoffrey of Vinsauf was cited in Italian literary manuscripts during the fourteenth and fifteenth centuries: in my study of manuscript schoolbooks preserved in Florentine libraries, there are 98 in which authorities are explicitly cited. Vergil tops the list, cited in 35 manuscripts, followed by Cicero (and ps. Cicero) in 32, Ovid in 29, Seneca (and ps. Seneca) in 27, Lucan in 16, Valerius Maximus in 15, Aristotle (and ps. Aristotle) in 14, Horace in 13, and so on. In contrast Geoffrey of Vinsauf was cited by name in only one manuscript.
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Nazaruk, Stanisława, and Joanna Marchel. "Rodzinne przygotowanie dziecka do pełnienia roli ucznia (przykłady z praktyki pedagogicznej)." In Funkcjonowanie dziecka we współczesnym świecie. Współpraca z rodziną. Wyzwania, zagrożenia, perspektywy. Wydawnictwo Wyższej Szkoły Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie, 2021. http://dx.doi.org/10.13166/wsge/ped/lgxh6414.
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Considering the importance of the family in bringing up and preparing a child for school education, there is a need for research to learn about the values and skills shaped in the family home that will help the child in a successful school start and in adapting to the classroom environment. The theoretical considerations contained in the article on the upbringing of a child in the family and preparation for school were obtained on the basis of a literature review on the subject. Empirical data from the research was obtained using the diagnostic survey method using a proprietary research tool with a four-point Likert scale, i.e. a survey addressed to parents of first-grade pupils attending several primary schools in the Biała Podlaska poviat (N = 91). The conducted research shows that in some children there were observed difficulties in establishing contacts, which can be assumed as a consequence of learning in a remote or hybrid form. Most parents are aware that they are responsible for bringing up a child and preparing him/ her for the role of a pupil.
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Khalatian, Kristina Arsenovna. "Tvorcheskie umeniia starsheklassnikov v uchebno-issledovatel'skoi deiatel'nosti." In Education and science: current trends. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75390.
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On the basis of psycho-pedagogical literature analysis the concept of “high school pupils’ creative abilities” is concretized, its types and structure are defined; the analysis of the concept of “educational and research activity” is presented; the introduction of educational and research activities in high school age is substantiated; the role of this activity of students in the acquisition of scientific knowledge and the possibility of their creative application is revealed; the pupils’ creative abilities being formed in educational and research activity and providing its effective performance are pointed out.
Conference papers on the topic "Basic school pupils'"
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Mraković, Snježana, Srna Jenko Miholić, and Ana Matišić. "COMPARISON OF CROATIAN AND SPANISH PRIMARY SCHOOL FEMALE PUPILS IN BASIC ANTHROPOLOGICAL CHARACTERISTICS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1682.
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Comino, Elena, and Francesca Macioce. "New tools for teaching: educational cards for primary schools on the prevention of food waste." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9168.
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This article shows the results obtained from the creation of some educational cards for primary school pupils on the topic of the food waste prevention. The collaboration between designers and experts in the educational field was fundamental for this project: we combined the communicative and design skills of the designer with the didactics knowledge of the educators. The activities have been created on the basis of the experiential methodology, the pupils feeling themselves the protagonist of the activities, combining the traditional educational activities, also trough cross-learning of good ecological practices. The proposed activities explore the life cycle of an aliment from when it is purchased by the consumer until it is disposed of, analysing in which stages the consumer wastes food. The exercises were created to understand how to avoid or reduce food waste in those specific phases. The result of the project is composed of two different books containing the educational cards, one for teachers and families with basic information on exercises and the other one for students containing the exercises. The final objective of the educational cards is to sensitize students and adults around them on the food waste problem.
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Svoboda, Zdenek, and Ladislav Zilcher. "SOCIAL DISADVANTAGE AND THE POSSIBILITIES OF OVERCOMING IT PERCEIVED BY BASIC SCHOOL PUPILS IN THE CZECH AND THE SLOVAK REPUBLIC." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1499.
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Břížďala, Jan, and Eva Urválková. "Úspěšnost žáků při řešení matematicky zaměřených chemických úloh." In DidSci+ 2021. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9876-2021-2.
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When solving certain problems in chemistry, it is necessary for pupils to master not only the basic curriculum of this subject, but also to have mathematical skills. In the Czech curriculum documents for grammar schools (called gymnázium), mathematics is divided into the topics of argumentation and verification, number and variable, working with data, combinatorics, probability, dependence and functional relations, and geometry. Knowledge from these areas is then also used in solving chemical tasks, such as calculations in chemistry, determining the geometry of molecules or analysing data from tables and graphs. It can be assumed that mathematical literacy is key to successfully solving selected tasks in chemistry. This assumption was verified in a controlled interview with 5 grammar school graduates who achieved different learning outcomes in chemistry and mathematics. The students solved four constructed chemistry tasks using mathematical literacy, while think aloud method was used.
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Sulistio, Moch Bambang. "Comparative Study of E-Learning Readiness and Socio-Economic Factors during Covid-19 Pandemic: Evidence from High School Students in Urban and Rural Areas of Indonesia." In 1st International Conference on Teaching, Education and Learning Conference. iConferences (Pvt) Ltd, 2021. http://dx.doi.org/10.32789/tel.2021.1002.
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As the global pandemic of COVID-19 spreads enormously, educational institutions were forced to close down in most countries, affecting 91% of pupils and causing massive disruption to the education sector. In Indonesia, 62, 5 million students from pre-primary to higher education are forced to shift from conventional learning to a complete move into e-Learning. This study sought to explore students' readiness to cope with online learning both in urban and rural areas of Indonesia and to find the relation whether socio-economic factors during pandemic affect their e-learning readiness. The theory underpinning the study was the e-Learning Readiness theory which measures eight dimensions: human resource, financial, technological, equipment, content, psychological, sociological, and environmental readiness. An online survey was conducted, and a total of 1.260 million students in urban and 846 students in rural areas participated in the study. The data were analyzed using multiple regression and confirmatory factor analysis (CFA). This study reveals that students in urban areas are categorized as ready, but they need improvements in several aspects with the readiness index 3, 47. In contrast, students are not ready in rural areas and need several improvements with index 3,01. The study also highlights that basic IT skills competencies are critical for the preparedness of e-learning and should be taught to students. Future studies could analyze whether ICT training will significantly impact their perceives and acceptance of students' e-learning readiness, especially in rural areas, after training has been conducted.
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Mališová, Daniela, and Jana Štrangfeldová. "EVALUATION OF EFFICIENCY IN SECONDARY EDUCATION." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.111.
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The state of Slovak education is influenced by several negative factors. In terms of human capital, we have seen the decline of pupils for demographic reasons and lack of interest in the work of teachers. This paper aims to evaluate the efficiency of secondary education on the example of selected secondary schools. The main method of the paper is multicriteria analysis. The subject of research is the efficiency of selected secondary schools. The 10 Business Academies attended by pupils aged 15-19 years and established in the Banská Bystrica and Žilina self-governing regions will be the subject of research. For the analysis we use panel data collected for the school years 2013/2014 - 2017/2018. The contribution of the paper is to create an evaluation of the efficiency of the surveyed schools and to propose solutions for schools that achieved below-average results. The findings may serve as a basis for assessing the efficiency of the Business Academies for comparison with competitors, as well as for the founders of these secondary schools.
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Ausra, Kazlauskiene. "Statistic’s Element Ability Subtest." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03302.
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The diagnostic quality characteristics of the fourth–former’s statistic’s element ability subtest. Fulfilling tasks of statistics in the primary school of Lithuanian mainstream schools doesn’t have a long history. It is said in the program guide „School of General Education Programs” that pupils must know how to collect information, systematize and present it in the form of column graphs and histographs, and find necessary data in a table as well as to interpret, get acquainted with object classification, a diverse degree of event probability, information basis. In this research We tried to determine statistics skills in the Fourth Form. A thorough qualitative analysis and interpretation of the tasks has been done. The tasks have been selected according to the in formativeness, difficulty and the levels foreseen in education standards projects.The obtained information will be used in compiling ability tests for the fourth – formers.
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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.
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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
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Sitoiu, Andreea, and Georgeta Panisoara. "Conditional Parenting and its Influence on the Child’s School Activity." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/33.
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This article addresses the topic of conditional parenting, and it focuses on analyzing the relationship between parenting and the school activity of the student at the level of primary education. Conditional parenting, which provides the child with conditional love and self-esteem, it stands out by: focusing on the child's behavior, considering that human nature is negative and parental love is a privilege that must be earned, also being the adept of punishments and rewards. Conditional love entails the parent's desire to have an obedient child, obedience being the basis of control. `How could an obedient and conditional loved child develop competencies for the future? How well will he meets the demands of today's school or how will he relate to the faculty? These are the questions that have guided the approach of the whole mixed type research, that has been carried out over a period of half a year, using the following methods: questionnaire based survey and focus group method. Through this research, conclusions were drawn regarding conditional parenting and its influence on school activity of the pupil in the primary cycle. Starting from the interpretation of the research results, it was highlighted that the relationships between children and parents based on safety and unconditional love have contributed to the harmonious development of the child and to the skills for the future, through school.
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Hill, Rodney. "Educating Children in Manufacturing and Mechanical Concepts." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59312.
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A multilevel, multifaceted learning environment has been designed at the NSF Engineering Research Center for Reconfigurable Manufacturing Systems (ERC/RMS) to help young children (ages 5 to 10 years) understand the basic concepts of manufacturing industry and to appreciate why manufacturing is important to their lives. The design of this environment is grounded on observed interactions of children and technology, research literature on pupil’s understanding of mechanics and on the concepts of a rich learning environment. The components of this environment include stories, cartoon characters, puzzles, games, and solitary and group activities. The activities require easily available household objects and common toys. These materials are targeted for families with early-elementary and home-schooled children.
Reports on the topic "Basic school pupils'"
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Майбородюк, Наталя. Personally Focused Training Process at Elementary School. Science, Technology and Higher Education, 2012. http://dx.doi.org/10.31812/123456789/3019.
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The article deals with the main aspects of personally focused training process at an elementary school. The article contains the description of new methods and technologies and their use in the process of learning. There are also the results of the experimental work on the formation of conscious attitude of the pupils to the process of learning on the basis of personally focused training technology.
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Критерії та рівні сформованості методологічної компетентності старшокласників з біології. Кам’янець-Подільський національний університет імені Івана Огієнка, Інститут педагогіки НАПН України, 2018. http://dx.doi.org/10.31812/123456789/2694.
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Abstract. Formation of methodological competence of students is one of the goals of teaching biology at high school in accordance with implementing reforms in the system of general secondary education in the year 2018/2019. Currently, the important issue is the development of tools for assessment of its formation. The purpose of the article is the description of the author’s developed criteria and formation of levels of methodological competence in biology among senior pupils. The article contains: author's definition of "methodological competence", author's approach to the description of criteria and levels of formation of levels of methodological competence in biology among senior pupils. The author of the article bases himself on his developed concept and method of formation of a knowledge system in biology among senior pupils, the systematic factor of which is methodological knowledge. The author emphasizes that methodological knowledge is the central element of the system of knowledge of senior pupils and the effective mean of fundamentalization of the content of modern biological education at high school and effective way of strengthening of axiological and cultural orientation of biological educational content at a New Ukrainian school. The criterial apparatus includes the knowledge of senior pupil’s the types of knowledge, their logical subordination, possession of basic methods of biological research, possession of historical and biological knowledge, understanding of the socio-historical background of the development of the biological knowledge The directions of further researches is development of theoretically grounded methods of forming components of methodological competence in biology in accordance with the requirements of state standards and programs of the educational subject "Biology and Ecology" at a New Ukrainian school.