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Journal articles on the topic 'Educational programs for primary school pupils'
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1
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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Statiri, Vasiliki, та Eleni Andreou. "Οι κοινωνικές δεξιότητες, η κοινωνική θέση και το αίσθημα του «ανήκειν» των μαθητών με και χωρίς ειδικές εκπαιδευτικές ανάγκες στο γενικό δημοτικό σχολείο". Preschool and Primary Education 5, № 2 (2017): 01. http://dx.doi.org/10.12681/ppej.11353.
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Differing educational, social and emotional needs of each pupil have to be taken into consideration by the contemporary inclusive practices applied in the school environment. Effective social inclusion of pupils is significantly affected by social compe-tence, positive social relationships and strong bonds with the school. The aim of the pre-sent study is to investigate the social skills, the social position and the sense of belonging to a school among elementary school pupils with or without special educational needs (SEN). Furthermore, the association between social position and social skills is analyzed in the current study. The relationship between social position and the sense of belonging to a school is also scrutinized. The sample consisted of 498 pupils attending the 4th, 5th and 6th grades of primary school, 64 of whom participated in pull-out special education deliv-ery programs operating within mainstream schools. Two self-report questionnaires and a sociometric test were distributed to assess the social skills, sense of belonging and social position of pupils. According to the findings, pupils with SEN have lower social positions, poorer social skills and also a poorer sense of belonging compared to their typical peers. Considering the association between the variables, the social position is slightly correlated with social skills for the whole sample and for the group of typically developing pupils. However, this relationship is stronger for the group of pupils with SEN. A low positive correlation between the social position and the sense of belonging also emerged for the whole sample and for the group of typically developing pupils. This rela-tionship is not significant for the group of pupils with SEN though. The findings indicate that pupils with SEN run a higher social risk than the typical pupils. A supportive school climate and equal learning and participation opportunities are highly recommended. Moreover, enhancing social skills may be beneficial not only for the pupils with SEN, but also for every pupil.
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Budin, Corina Eugenia, Teodora Gabriela Alexescu, Ioana Roxana Bordea, et al. "Nicotine Addiction : Objective in Educational Programs for Smoking Prevention in Young People." Revista de Chimie 70, no. 6 (2019): 2168–72. http://dx.doi.org/10.37358/rc.19.6.7298.
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In those countries where education and smoking prevention campaigns are carried out at school level, there has been a decline in the prevalence of smoking among pupils. Nicotine addiction represents a sum of pharmacological, electrophysiological and molecular genetic mechanisms and behavior patterns. The study was conducted from December 2016, to July 2017 and it consisted in an online survey posted on a website. The participants accessed the survey through an e mail link. The study population consisted of 1144 teachers (from primary school, gymnasium and college). The declared percentage of daily smokers was 14%, below the European average, while 20.5% were declared ex-smokers, 11.2% were occasional smokers and 54.4% never smoked. The theme of smoking was approached by 79.2% of teachers during conducting classes and 81.6% of them advised smokers to stop smoking. Teachers can influence the pupils� behavior by personal example and by teaching, inside and outside the school, thus preventing nicotine addiction. Decreasing the prevalence of smoking among teachers will inevitably lead in the future to a decrease of adolescent smokers� incidence. Our study was a pilot project that can draw important directions in educational and preventive campaigns in schools.
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Nieswand, Vera, Matthias Richter, Reinhard Berner, et al. "The prevalence of headache in German pupils of different ages and school types." Cephalalgia 39, no. 8 (2019): 1030–40. http://dx.doi.org/10.1177/0333102419837156.
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Background/objective Headache in pupils is underestimated and has a negative impact on learning and life. The aim of this study was to investigate headache prevalence and its collateral effects, in pupils of different ages and school types in a German city. Methods Anonymized questionnaires were distributed to 5419 pupils attending primary and secondary schools. Demographics, headache frequency, analgesic use, school absence and, for secondary school children, data on lifestyle were collected. Results The questionnaire was returned by 2706 children (49%), 1362 (50.3%) girls, 1344 (49.7%) boys. Of these, 36.6% indicated a frequency of 1, and 31.5% a frequency of ≥ 2 headache days per month within the last 3 months. Headache prevalence increased with school grade, age and secondary school type: 63.6%, 67.2% and 79.5% for primary school children, pupils attending 8-year and pupils attending 6-year secondary schools, respectively. With secondary school level I certificates, pupils are prepared for general professional training in 6 years. Secondary school level II results, after 8 years of training, in university entrance level II certificates, which are the precondition for university studies. Girls reported significantly more headache than boys (73% vs. 63.1%). A significant relationship has been observed between headache frequency and school absence and between headache intensity and headache frequency. Of pupils with headache at least twice a month, 48.1% reported analgesic intake. Ibuprofen (49.1%) and paracetamol (32.8%) were the most frequently used analgesics. Of those pupils with headache ≥ 2 days/month, 68.3% did not have a specific headache diagnosis. Concomitant diseases and regular drug intake, analgesic intake for another reason than headache, caffeine consumption and lack of participation in sports were positively correlated with headache. Conclusions The majority of pupils suffer from headache at least once a month. Since frequent headache results in educational and social limitations, pupils at risk should be identified and referred to headache education programs. Efforts are needed to improve the management of juvenile headache patients.
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Caruso, Bethany A., Robert Dreibelbis, Emily Awino Ogutu, and Richard Rheingans. "If you build it will they come? Factors influencing rural primary pupils' urination and defecation practices at school in western Kenya." Journal of Water, Sanitation and Hygiene for Development 4, no. 4 (2014): 642–53. http://dx.doi.org/10.2166/washdev.2014.028.
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There is a need for a more comprehensive understanding of sanitation behaviors and determinants in the school setting to mitigate health risks, improve sanitation practices and programs, and maximize educational and health impacts. We conducted qualitative research with pupils and teachers in western Kenya to understand where pupils urinate and defecate and what factors influence location selection. Despite the availability of gender-separated latrines at all schools, pupils listed numerous locations for urination and defecation. Several physical environmental, social, and individual factors influence pupils' selection of where to urinate and defecate. Physical environment factors include condition, safety, privacy, accessibility, and availability of facilities; social factors include norms, expectations, and responsibility; and individual factors include experience, routine, risk perception, and personal needs. Students simultaneously weigh several competing factors to determine where to go. The factors that facilitate or hinder latrine use need to be taken into consideration during design, construction, operation and maintenance, if healthy habits are to be formed and sustained.
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Novotna, Barbora, and Michaela Slovakova. "Intervention Motion Program Of Rhythmic Gymnastics And Its Impact On The Development Of Motor Abilities." European Scientific Journal, ESJ 12, no. 14 (2016): 1. http://dx.doi.org/10.19044/esj.2016.v12n14p1.
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The aim of this study is to present the research results of intervention motion program with rhythmic gymnastics´ content on chosen motor abilities of early school age pupils. The program was performed in school within the educational process of physical education. The experiment was realized with selected pupils in the 4th classes at primary schools in Banská Bystrica. The evaluation of motor abilities was realized. Thanks to the chosen standardized tests. The content analysis of motor tests´ results show a significant (p < 0.01) impact of applied motion program on the level of chosen coordination abilities of pupils with recommendation to the school practice.
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Branitska, T., B. Maksymchuk, I. Demchenko, et al. "Professional factors of primary school teacher’s preparation for organization of sports and mass work." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(122) (February 21, 2020): 20–26. http://dx.doi.org/10.31392/npu-nc.series15.2020.2(122).04.
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Until now, higher educational institutions trained pedagogical personnel for work in the field of physical education and in the field of sports training, which was implemented in the systems of training of sports reserves and sports of the highest achievements. Drawing attention that many components of sports training are used to improve the quality of physical education, there is a need to adjust training programs for comprehensive schools. The solution of this task actually deserves much more attention than it did before.
 Sports and mass work at primary school is an important link in physical education of pupils. It is organized and carried out in accordance with the general purpose and tasks of physical education because of which and contributes to the systematic development of physical and mental properties of the personality of junior pupils. As well as lessons of physical culture and organized physical exercises in the mode of the day, sports and mass work has its own specific tasks, therefore, it is filled with concrete content, performs important functions in the system of physical education of junior pupils. With the help of different forms of sports and mass work, tasks are most unleashed to meet the needs of junior pupils for regular physical improvement classes in the desire to discover their physical potential in competitions.
 The shortcomings in the content of education are reflected in the method of vocational training in physical education of future primary school teachers: the educational material doesn’t fully reflect needs of a school; elements of pedagogical skills are formed outside the structure of pedagogical activity ("on their students"). Therefore, a future teacher is good at learning individual subjects, but it isn’t easy for him to use his knowledge in pedagogical work. For this reason, he loses interest in theoretical training, and his follow-up often leads to mechanical practice.
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Makovskyi, Denys. "Development potential of information and communication technologies for formation of music understanding in primary school pupils." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 167–71. http://dx.doi.org/10.33310/2518-7813-2019-66-3-167-171.
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The article is devoted to the educational and developmental potential of information and communication technologies for the formation of understanding of music in primary school students at the music lesson. Psychological characteristics of younger school age – inquisitiveness, emotionality, mental activity, immediacy, openness, trustworthiness, their belief in the undeniable authority of the teacher and willingness to fulfill any of his tasks are favorable conditions for affirmation of broad social motives at this age responsibility, understanding of the need for training etc. The possibility of a teacher in music lessons using various computer programs: MIDI, Musical Instruments Digital Interface, Garage Band, FlexiMusic Composer, FL Studio, Finale, Sibelius. The use of modern computer technology in music lessons in primary school makes learning bright, unforgettable, interesting for the student, contributing to the formation of cognitive skills in students, forming an emotional-positive attitude to the arts. After all, the use of information and communication technologies in the classroom increases the level of understanding of music in primary school students. Various and multifaceted psychological and pedagogical tasks of informatization of the educational process in primary school students are highlighted, namely: development of communication skills; correction of mental and emotional states; development of the emotional sphere of the child's personality; formation of selfpresentation skills; setting up an emotionally-supportive atmosphere in the classroom. The use of information and communication technologies in music lessons contributes to the educational and development potential of primary school students to form an understanding of music, namely: motivation; individualization and differentiation; cognitive development of the child; forming a culture of educational activity and information culture. Thus, the problem of educational and development potential of primary school students by means of information and communication technologies does not lose its relevance. The introduction of information and communication technologies into the educational process for forming the understanding of music in primary school students in a music lesson is a complex process that is caused by individual psychological characteristics, personal experience, emotional and sensual sphere. Key words: educational and development potential, information and communication technologies, understanding, primary school students, music lesson.
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Ajuwon, Ademola J., Oladimeji O. Oladepo, Bartholomew Sati, and Patrick Otoide. "Improving Primary School Teachers' Ability to Promote Visual Health in Ibadan, Nigeria." International Quarterly of Community Health Education 16, no. 3 (1996): 219–27. http://dx.doi.org/10.2190/26k0-q59j-d6r2-2pmd.
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Primary schools in developing countries, even in urban centers, lack general school health personnel as well as eye-care professionals. In this situation pupils' visual acuity problems may often go undetected, setting the stage for poor performance in school and later in life. Students and staff of the African Regional Health Education Centre in Ibadan, Nigeria worked with primary school teachers in one traditional poor inner-core community of Ibadan to identify their willingness to undertake visual acuity (VA) screening training and their knowledge about eye care and VA. Nineteen teachers participated in a fifteen-hour in-service training course based on their stated needs. After training they were able to preform VA screening and also showed significant knowledge gains about eye care. A six-month follow-up visit found that 322 pupils had been screened, of whom forty-two had visual acuity problems. Parents of half of these pupils followed through with recommended referrals, and teachers assisted all with problems to find more appropriate classroom seating arrangements. This pilot project shows that teachers can become effective primary care workers, but that continuing education programs must be organized by school authorities to prevent deterioration in knowledge and interest in school health.
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Kozík, Tomáš. "The Importance of Technical Education for the Development of Society." Acta Technologica Dubnicae 5, no. 3 (2015): 48–72. http://dx.doi.org/10.1515/atd-2015-0070.
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AbstractAfter 1990, the Slovak Republic saw an emergence of a negative attitude towards technical education at primary schools. However, since the beginning of the 21st century the Government has been aware of the unfavourable development of technical education in Slovakia, and according to its autumn 2012 policy statement, it considered “education, science, research and innovation, information and digitization to be essential pillars of the knowledge-based society and economy”. This statement also indicated support for strengthening of education focused on natural sciences and engineering. One of its main preconditions would be innovation of educational programs at different levels of the educational system in accordance with the requirements of pedagogical practice and in line with current needs of the labour market. Therefore, it will support the education leading to the development of job skills of primary school pupils to ensure professional orientation of students, particularly at secondary vocational schools.The importance of technical education for the overall development of children is discussed in relation to the preparation of students to study at secondary vocational schools. A successful completion of topics in the subject of Technology at primary schools (PS) is a prerequisite for an easier transition of pupils to secondary vocational schools.
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Kanioglou, Aggelos, Haralambos Tsorbatzoudis, and Vassilis Barkoukis. "Socialization and Behavioral Problems of Elementary School Pupils with Developmental Coordination Disorder." Perceptual and Motor Skills 101, no. 1 (2005): 163–73. http://dx.doi.org/10.2466/pms.101.1.163-173.
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The present study examined the role of the developmental coordination disorder in 154 children's socialization and the expression of deviant behaviors in the context of Greek primary education. For assessment of their motor coordination, the Movement Assessment Battery for Children of Henderson and Sugden was used. The peer nomination method (sociogram) was used for the estimation of children's social status, and the expression of deviant behaviors was assessed via Conners' Teacher Questionnaire. Analyses showed that developmental coordination disorder was associated with poor socialization and the expression of deviant behaviors. These findings support the development of educational programs to include children with poor motor coordination.
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Slabeycius, Juraj, and Daniel Polčin. "HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL." Problems of Education in the 21st Century 50, no. 1 (2012): 101–7. http://dx.doi.org/10.33225/pec/12.50.101.
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The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to gain practical skills in the application of ICT in education. Via the portal www.naucteviac.sk EDULAB provides schools more than 30 000 multimedia resources for five science subjects. These are multimedia materials of company Young Digital Planet, known as "universal curriculum" tailored to national language. Nevertheless, the latest computer technology, interactive whiteboards, other computer peripherals and multimedia e-learning programs don’t give school the guarantee for an increase of the of pupils’ knowledge, as long as the digital learning materials contain a number of errors and unacceptable simplification. Key words: digital education, ICT, EDULAB, physics teaching, misconception in physics.
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Stankutė, Judita. "ŠVIETIMO VADYBA PROVINCIJOJE: GALIMYBĖS IR IŠŠŪKIAI [EDUCATION MANAGEMENT IN THE REGION: OPPORTUNITIES AND CHALLENGES]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 1 (2015): 45–47. http://dx.doi.org/10.48127/spvk-epmq/15.7.45.
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This is an interview with head Angelė Mizerienė about Veisiejai gymnasium. The gymnasium is situated in Lazdijai district, in southern Lithuania. Veisiejai gymnasium is located on the picturesque shores of Lake Ančia. For the first time the gymnasium is mentioned in written sources in 1777. In 2010 the school received the status of a gymnasium. Currently, it is a comprehensive school, which carries out programs of primary, basic, secondary and supplementary education. The gymnasium pays special attention to children with special educational needs and also for education of gifted and talented pupils. Key words: comprehensive school, interview, Veisiejai gymnasium.
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Melash, Valentуna D., Valentin V. Molodychenko, Volodymyr V. Huz, Anastasiia B. Varenychenko, and Svitlana S. Kirsanova. "Modernization of Education Programs and Formation of Digital Competences of Future Primary School Teachers." International Journal of Higher Education 9, no. 7 (2020): 377. http://dx.doi.org/10.5430/ijhe.v9n7p377.
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Modernization of education programs is carried out through the digital technologies integration into the education system, in particular, into the primary education system. This leads to the integration of courses and disciplines into curricula for the development of digital competences of future primary school teachers. The purpose of the investigation was to study the features of modernization of education programs in order to form digital competences of future primary school teachers. 48 scientific publications have been examined, studied and systematized, where the integration of disciplines for the study of digital competences into the educational process of teaching future teachers is considered; consequently, three dimensions of modernization of curricula have been investigated. The first one concerns the development of general digital competences, the second one - the competence to integrate technology into educational practice, the third one - professional digital competence. It has been revealed that general digital competences are consistent with the context of the education system. Competence to integrate technologies into teaching practice focuses on the context of integration, preparing future teachers for the opportunity to use technology in future teaching of pupils, critically assess the use and teach children, using digital devices in education process. The academic paper proposes the concept of professional digital competence as the ability of a teacher to work in the context of a school education system with a digital form of education, including the process of teaching, managing digital learning environments and professional activities of a teacher. Further research should additionally explore professional digital competence in the framework of primary teacher education.
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Lytvynova, Svitlana G. "SMART KIDS ЯК ТЕХНОЛОГІЯ НАВЧАННЯ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ". Information Technologies and Learning Tools 71, № 3 (2019): 53. http://dx.doi.org/10.33407/itlt.v71i3.2823.
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The article presents an analysis of national and foreign experience of electronic textbooks use in the system of education. It is justified the use of Smart Kids technology as a system of methods, forms, and electronic educational game resources, electronic textbooks for educational process in the system of primary school. Four forms of Smart Kids technology implementation (Smart Case, Smart Teacher, Smart Class, and Smart Kids) were described considering the facilities of every school as well as the level of information and communication technology qualification of the primary school teacher. The aim of introduction of the technology for each form of teaching, the necessary equipment, and means for its implementation in primary school environment were determined. Based on the procedural approach to work of the primary school teacher, six stages of introduction of the technology were justified. Specific aspects of introduction of blended teaching using the principles of Smart Kids technology were defined. The experience of introduction of electronic textbooks to the system of primary education of Ukraine was described, the choice of electronic textbooks by primary school teachers was justified, the comments and suggestions of teachers regarding the arrangement of electronic content in E-textbooks were summarized, the main approaches of teachers to the choice of an electronic textbook and development of their information and communication competence were specified. Proposals are given for training future primary school teachers on the use of Smart Kids technology and the inclusion in the curriculum of topics such as: the concept of EER, EEGR and electronic textbook, structure and development of EER, the use of Smart Kids technology for teaching students, the latest forms of work with students, work with network programs for organizing a survey of students. The fragments of use of electronic textbook in teaching 6-year-old pupils were provided. It was identified that the forms, methods, and techniques of use of electronic textbooks in teaching primary school pupils require further justification.
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Cvjeticanin, Stanko, Mirjana Segedinac, and Ljubinka Letic. "Chemical industrial production and applied chemistry of metals and nonmetals in educational program of chemistry in elementary school." Chemical Industry 63, no. 2 (2009): 129–38. http://dx.doi.org/10.2298/hemind0902129c.
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In this paper a part of the model of the curriculum, which should improve chemical education in primary schools is presented. The implemented module refers to metals and non-metals in the fields of applied chemistry and chemical industry. Contents of the curriculum from 1974 to 2004 are considered. The quantity and quality of the pupils' knowledge are analyzed. The research showed that the pupils' knowledge is low. The module is implemented for the sake of overcoming the observed drawbacks in the curriculum, which should facilitate further chemical education, especially in the field of chemical technology. Contents of the curriculum, ways of implementation of the contents, and methods for evaluation of the pupils' knowledge are proposed considering the results of the research. For this purpose the method of descriptive analysis and statistical methods are used.
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Klieba, Anna I., Yuliia O. Bludova, Nataliia A. Galushko, Olena H. Pavlova, and Nataliia V. Pylypenko. "Construction of an Individual Educational Trajectory as a Way to Reveal the Personal and Professional Potential of a Future Teacher." International Journal of Higher Education 9, no. 7 (2020): 73. http://dx.doi.org/10.5430/ijhe.v9n7p73.
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The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers’ training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers’ mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers’ professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils’ knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers’ participation have been developed in almost all EU countries.
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Sakoufaki, Maria, Aravella Stergiopoulou, and Alexander Stratigos. "Design and implementation of a health promotion program to prevent the harmful effects of ultraviolet radiation at primary school students of rural areas of Greece." International Journal of Research in Dermatology 3, no. 3 (2017): 306. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20172505.
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<p class="abstract"><strong>Background:</strong> <span lang="EN-IN">Skin cancer is the most common type of cancer presenting with a dramatic increase in its incidence among Caucasian populations worldwide. Primary prevention in childhood and early detection is important in reducing the risk of skin cancer later in life.</span>The o<span lang="EN-IN">bjectives of the study were to investigate the effect of a focused educational intervention in school children aiming to increase their knowledge about the harmful effects of sun exposure and promote prevention behaviors regarding skin cancer</span></p><p class="abstract"><strong>Methods:</strong> <span lang="EN-IN">The study consisted of a before/after 6-month assessment of a school intervention program applied in two hundred children from four primary Schools (Grades 3-6) at a rural area in Western Greece. The program included the presentation and distribution of educational material (activity guide, manual for pupils, posters). A detailed questionnaire with close-ended questions was distributed before and after the intervention. Both between and in groups analysis was conducted</span>.<strong></strong></p><p class="abstract"><strong>Results:</strong> <span lang="EN-IN">Of the participating pupils, 48% were boys, whereas 78.5% reported a fair skin complexion and 79% reported freckles and 1-20 nevi. After the intervention, an increased number of pupils were taught to enjoy sun exposure while avoiding its harmful effects. A significantly greater number of children stated proper use of sunscreen (74% vs. 31%, p=0.001) and sun protection (that avoided going outside especially at the intense hours of daily UV exposure (65% vs. 25.5% prior to the intervention). Melanoma awareness was also significantly raised. </span></p><p class="abstract"><strong>Conclusions:</strong> <span lang="EN-IN">Students’ knowledge about the effects of sun exposure as well as the need for sun protection increased following a targeted and well-designed educational intervention. The development of preventive educational programs on skin cancer for school children is important to increase awareness in this sensitive age group.</span></p>
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Kugiejko, Magdalena. "THE ERASMUS PLUS PROGRAM AS A FACTOR TO INTERNATIONAL COOPERATION IN SCHOOLS: A CASE STUDY." Problems of Education in the 21st Century 71, no. 1 (2016): 44–52. http://dx.doi.org/10.33225/pec/16.71.44.
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Content and methods of education implemented in schools are changing rapidly. One of the reasons fuelling these changes is implementation of such programs like the Lifelong Learning Program (LLP) Erasmus Plus, which motto „Learning for life” is gaining more and more followers. For the purpose of proving this theory, the researcher presents below the profiles of two primary schools (Primary School in Krosno and CEIP Villa Romana in Spain), which participate in this international cultural and educational exchange. The researcher paid special attention to the assumptions of the LLP project, tourism mobility and achievements resulting from the international cooperation between the educational institutions. To present the problem, the researcher used one of the qualitative research methods for case studies. It determined the careful analysis of the individual interviews as well as participating observation of the program coordinators and teachers’ behavior showed how much potential lies in the cooperation of teachers and pupils participating in such educational exchanges. The undertaken research (including interviews with the staff and observation of the projects management) and its analysis confirmed the hypothesis that every type of school, regardless of its location (city or countryside) can benefit from participation in an international exchange. The main limiting factor, noticeable especially in the schools located in rural areas, is the mentality and fear from participation in an international program, challenging the language skills of the staff and resulting in more administrative work. However, the success of the Erasmus Plus program is best measured by the fact that after initial participating, both village schools continued the project in the following years. Key words: case study, Erasmus Plus, international mobility, school education.
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Polivanova, K. N. "Educational Outcomes of Middle School in the Context of International Research." Психологическая наука и образование 20, no. 4 (2015): 19–30. http://dx.doi.org/10.17759/pse.2015200402.
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The article describes the three main international programs assessing the quality of educational outcomes – PISA, TIMSS, and PIRLS. Results of the Russian students in comparison with international average and states-leaders results show the gap especially on scales concerning the students’ ability to apply the school knowledge to real life situations. The unique configuration of Russian students’ results in different studies is identified and described. High level of results in primary school (PIRLS) and low level in medium school indicate that the gap is localized exactly at the second stage of education. Further analysis demonstrates that the Russian results are unique and reflect the commitment of the Russian educational system to the principles of academic orientation (high level of substantive results and low ability to apply them in my life). The psychological and pedagogical aspects of school life are presented and analyzed as follows: personal relationships of teachers and students, disciplinary climate, forms of pupils’ encouragement to learning. It is shown that these indicators in Russia are strongly positive for students’ responses, and often negative for teachers. It is argued that the impact of these indicators has an important potential of development of the Russian educational system. Authors believe that the described peculiarities reflect the real discrepancies in Russian school and can be a resource for the development of the Russian school.
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Polyzopoulou, Konstantia, and Helen Tsakiridou. "Educators’ attitudes concerning teaching of students with special educational needs in the mainstream Greek school." International Journal for Innovation Education and Research 7, no. 7 (2019): 317–37. http://dx.doi.org/10.31686/ijier.vol7.iss7.1614.
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Nowadays, teaching in a diverse students’ needs environment is a common situation emerged in the school community. In order for all the students to access the good of education and become a part of the school society, it is needed to be acceptable by teachers in the general school, who have to implement an appropriate instruction procedure to meet pupils’ needs successfully. Suitable teaching depends on teachers’ attitudes toward the inclusion of all the students independently and especially for those who show special educational needs. In the current study, participated 373 preschool, primary and secondary educators who teach in the Greek mainstream school. The participants completed the “Attitudes Toward Inclusive Education Scale” [1] [2]. The findings showed that teachers hold reserved attitudes toward the inclusion of students with physical disabilities and academic difficulties, but they hold favorable attitudes for behavior problem and social difficulties students. Comparisons were conducted using other variables, which exert influence on teachers’ attitudes. The results observed show the necessity of establishing supporting services in the school and organizing appropriate training programs in order for the teachers to acquire the theoretical background and skills to implement inclusive practices effectively.
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Badia, Mar, Pilar Escotorín, Annalisa Morganti, and Robert Roche. "Educational interventions for an inclusive culture in primary school: The qualitative dimension of the PRO-SEL programme." Men Disability Society 46, no. 4 (2019): 25–37. http://dx.doi.org/10.5604/01.3001.0013.7571.
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Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all class members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively. Students with or without disabilities have the right to be educated in the least restrictive, most appropriate environment. The movement toward less restrictive environments is not only a school phenomenon; it is a societal one with the ultimate goal being to have individuals with all types of disabilities live, work and be educated in their own communities. For this reason it is imperative that the schools adjust to serve all students. If we do not work in this line, it is conceivable that he/she will not develop the necessary skills for how to effectively live and work with them. EBE-EUSMOSI have the aim to identify and integrate, within a reference model, the research procedures which can contribute to an evidence-based validation of educational programs aimed at school inclusion for all pupils. The PROSEL program was conceived: (1) From the will to experiment with innovative didactic practices which support the structure of an inclusive school through the development of social, prosocial and emotional skills in all students; (2) From the commitment to give teachers, appropriate “tools” useful in their daily work and adaptable in the increasingly heterogeneous classes. Four basic approaches to implement the PROSEL program: Systematical teaching of the social-emotional and prosocial competences; Integration of the social-emotional and prosocial competences in others subjects; Create a positive climate in class; Engaging the families.
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Karwasz, Grzegorz P., Krzysztof Służewski, and Anna Kamińska. "CONSTRUCTIVISTIC PATHS IN TEACHING PHYSICS: FROM INTERACTIVE EXPERIMENTS TO STEP-BY-STEP TEXTBOOKS." Problems of Education in the 21st Century 64, no. 1 (2015): 6–23. http://dx.doi.org/10.33225/pec/15.64.06.
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Teaching Physics, in-between theory and technical applications is nowadays a tedious task. Apparent abundance of web resources makes access to information easy, but its use by pupils is quite unclear. These difficulties, added to less importance held by physics nowadays than in the last decades, inside the national educative system, caused in many countries a fall of interest in studying science and technology. Within several national and international programs, involving mainly Poland and Italy, various recipes for school education at lower and higher secondary level were developed in our group. All these recipes were oriented towards real experiments and constructing the discovery paths with pupils. The school (and extra-scholastic activities for primary-age pupils) included: collections of simple experiments “Physics and Toys”, interactive lectures for children, itinerary exhibitions, innovative textbooks inviting the reader to a heuristic dialog, computer-guided experiments, and collections of problems in physic solved step-by-step. We resume some of these implementations and draw main results. Actions were undertaken with three cultural goals: trigger a wide interest in physics through “Fun in Physics” activities, improve didactical efficiency at schools, induce students’ initiative in an independent discovery of science. In detail, for a lower secondary school simple interactive experiments on electromagnetism were introduced, and a textbook on mechanics. For higher secondary schools – a textbook on modern physics and computer-guided experiments; for children aged 5-10 – interactive lectures on mechanics, electricity, acoustics. Evaluations were performed by qualitative and quantitative measures, in Poland and Italy, in collaboration with several teachers and PhD students. All these, constructivist applications show an improved efficiency and find positive evaluations among teachers and pupils. However, partial and sporadic actions do not lead to significant results. Only conjugated implementations of new experimental tools (real objects) and didactical methods (inquiry-based teaching) shows achievements congruent with the Lisbon EU declaration on Knowledge-based Societies (EU Commission White Paper: Education and Training, 1995). Key words: educational systems, teaching physics, interactive exhibitions, simple experiments, computer-guided laboratories, constructivism, cognitive sciences.
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La Con, Genevieve, Katharine Schilling, Julie Harris, et al. "Evaluation of Student Handwashing Practices During a School-Based Hygiene Program in Rural Western Kenya, 2007." International Quarterly of Community Health Education 37, no. 2 (2017): 121–28. http://dx.doi.org/10.1177/0272684x17701263.
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Unsafe drinking water and inadequate handwashing facilities in primary schools increase the risk of absenteeism due to diarrhea and respiratory infections. To mitigate these risks, we provided 28 schools in rural Western Kenya with handwashing and drinking water stations (containers with lids and taps on metal stands), bleach for water treatment, soap for handwashing, and educational materials. We observed the use of the water stations and assessed teachers’ attitudes toward the intervention. Of 151 total handwashing stations, 69 (59%) were observed to have soap and water and treated drinking water 4 months after implementation; observations of pupils showed an increase in handwashing behavior in water stations located < 10 m, as compared with those >10 m, from latrines ( p < .02). In focus groups, teachers reported improved cleanliness and decreased illness in pupils. Teacher training and installation of water stations resulted in observed improvements in pupils’ hygiene, particularly when water stations were located <10 m from latrines.
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Lawal, Folake B., and Juliana O. Taiwo. "Making a Case for Formal School-Based Oral Health Promotion: Oral Health Knowledge, Attitude and Practices of Pupils in Ibadan, Nigeria." International Quarterly of Community Health Education 38, no. 2 (2017): 99–105. http://dx.doi.org/10.1177/0272684x17749574.
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Background Providing evidence for institution of school-based oral health promotion programs is paramount in developing countries, due to increasing unmet dental needs impacting on quality of life of children. Aim To evaluate oral health knowledge, attitude and practices (KAP) of pupils in a country lacking formal school oral health promotion. Methods A cross-sectional study was conducted among 1,297 pupils in randomly selected primary schools in one city. Information on oral health KAP were obtained using interviewer-administered questionnaire. Responses to questions were graded, standardized, and data analyzed using SPSS. Results The mean age was 10.6 (±1.7) years. Mean KAP percentage scores were 18.1 (±5.0)%, 18.3 (±4.9)%, and 17.3 (±12.8)%, respectively. Older age, male gender, and previous dental consultations were significantly associated with higher KAP scores. Those who had been educated informally about oral health had higher mean KAP scores ( p = .013, p < .001, and p < .001, respectively). Previous oral health education and consultation with dentists were significant predictors of higher oral health practice scores. Conclusion Poor oral health KAP exists among the pupils. Those who had consulted the dentist or had oral health education had better KAP. These findings reinforce the need for formal school-based oral health promotion.
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Matsagouras, Elias. "Teaching Critical Thinking in the Greek School: An Infusion Program and its Effectiveness." Journal of Cognitive Education and Psychology 1, no. 3 (2001): 303–19. http://dx.doi.org/10.1891/1945-8959.1.3.303.
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The school curriculum and the educational legislation of Greece place the development of critical thinking among the first priorities of formal education. In practice, however, teaching is based most of the time on the mnemonic abilities of the students. As a result, schools are subjected to endless criticism and teachers are constantly exhorted, typically in the vaguest of terms, to use teaching practices that engage the higher cognitive abilities of their pupils. This work describes a program which aims to equip teachers with specific and practical, effective schemata for infusing thinking into day-to-day curriculum activities. The first part of the work presents conceptualizations of critical thinking and of teaching for thinking, both of which have been used as tools for developing an infusion program later presented to primary school teachers in an inservice course. The second part presents the results from the implementation of the program, which show that the program is both easy to use and effective in promoting the involvement of primary school-aged children in learning activities which engage in critical thinking.
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Serdiuk, A. M., N. S. Polka, V. M. Makhnyuk, et al. "SANITARY, EDUCATIONAL AND URBAN LEGISLATION OF UKRAINE ON ENSURING THE CONDITIONS OF STUDENTS 'LIVING IN SCHOOLS: WORLD REALITIES AND EXPERIENCE." Hygiene of populated places 2020, no. 70 (2020): 7–22. http://dx.doi.org/10.32402/hygiene2020.70.007.
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The purpose of the work is to substantiate the hygienic criteria of architectural and planning decisions of the educational space to ensure sanitary and epidemiological conditions of life of primary school students. Taking into account foreign experience. The conducted researches allowed: - to identify, in a retrospective analysis of the provision of the child population schools I, I-II, I-III degree, reducing the number of schools for 30 years by 30% and increasing the number of students only in the last three years by 323 thousand, which dramatically increased the burden on existing schools; - identify violations of the principle of proportionality of construction of new residential build-ings and the required number of schools for residents of new buildings, according to which new schools are not built, which leads to the use of schools located above the regulatory distance and causes their excess capacity; - to establish that in Ukraine the norm of the territory of school grounds for pupils of primary school age is 2-4 times less, than in other European countries; - to establish that sanitary normative distances between the educational institution and adjacent residential and public buildings were observed in 91% of rural school projects, while in urban ones only in 71%, which caused compaction of the settlement territory; - to determine in modern educational programs the absence of need in the territories of training-production and training-research zones (training grounds, research sites, greenhouses, geographical areas, etc.) and to recommend their use in sports, play and recreation zones in functioning schools; - to substantiate the need to take into account the territories of training and research and training and production areas in the design of specialized schools; - to determine that every third city school functioned with exceeding the normative indicator on class size by more than 23%, which leads to congestion of students and deterioration of sanitary and hygienic conditions and living conditions in schools; - to establish that the norms of natural air exchange during education are not observed and amount to 9 m3/h per child (if necessary 16 m3/h), which does not ensure air quality in the classroom and affects the deterioration of health and reduced efficiency of students; - to establish that for the implementation of the concept of a new Ukrainian school in the func-tioning schools there is a deficit of the area of the educational premises of the primary school in 16%; - to identify in the daily routine of students of grades 1-4 in 30% of cases the replacement of active motor games in the open air with activities with static mode ("sitting" mode) by increasing the duration of homework and attending extracurricular activities with extracurricular activities; - to establish the existence of close relationships between direct and indirect indicators of architectural and planning decisions, which are part of the formation of educational space, and the determinants of health of primary school students; - to substantiate a set of preventive measures and proposals for the Ministry of Education and Science, the Ministry of Health, the Ministry of Regional Development in order to prevent the development of "school" occupational diseases of primary school students at the design stage of new and reconstruction of existing schools.
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Yakovleva, T. V., A. A. Ivanova, and R. N. Terletskaya. "Problems of healthy lifestyle forming in children and young students." Kazan medical journal 93, no. 5 (2012): 792–95. http://dx.doi.org/10.17816/kmj1712.
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A review of literature concerning various aspects of children’s and young students’ health and behavioral risk factors affecting its forming is presented. The significant role of pre-school and school education factors in maintaining and improving of younger generations’ health is revealed. Negative aspects of the educational process are: overload with the additional classes adapted from primary school programs at kindergartens, academic overload, irrational schedule, use of innovative teaching methods and technologies that are not suitable for students’ age and physiological features; authoritarianism of modern school, sanitary and epidemiologic requirements noncompliance. Additional risk factors are present in older adolescents: high incidence of out-of-school labor activities (up to 50% of pupils), bad habits, the emergence of occupational exposures, low levels of knowledge in the sphere of self-safety behavior, as well as external causes. Apart from irrational day regimen, academic overload, intensity of exams, behavioral factors are also in the basis of students’ health decrease. The absence of system approach and continuity in solving of the children’s and young students’ healthy lifestyle problems is demonstrated.
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Granado-Palma, Manuel. "Audiovisual education for childhood education." Comunicar 10, no. 20 (2003): 155–58. http://dx.doi.org/10.3916/c20-2003-22.
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The author is worried about audiovisual education at school, especially because of its social and personal influence on in our pupils´way of life. This paper describes the audiovisual educational program developed by a local primary school in Cádiz in ord Conscientes de la importancia de la educación audiovisual en el sistema educativo, y sensibilizados por las repercusiones sociales y personales que supone la carencia o déficit de la misma, en la Escuela Infantil Municipal de Cádiz se lleva a cabo un Programa con el objetivo de que los medios audiovisuales sean utilizados de una manera racional y crítica. La imagen es manipulable, la personalidad no debe serlo.
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Guzik-Makaruk, Ewa, and Marta Dąbrowska. "The International Self-Report Delinquency Study (ISRD3) in the Research Areas of the Białystok School of Criminology." Zeszyty Prawnicze 20, no. 2 (2020): 349–69. http://dx.doi.org/10.21697/zp.2020.20.2.21.
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On March 24, 2017, the Faculty of Law of the University of Białystok entered into a collaboration agreement with the Central Coordinating Team of the International Self-Report Delinquency Study (ISRD). Te Białystok School of Criminology is currently the only Polish representative participating in ISRD3. Te ISRD study addresses a wide range of issues examined by the Białystok School of Criminology, which launched its research work in 1994. The Białystok School of Criminology conducted its contribution to the ISRD3 research project in June 2017, in Białystok and Rzeszów, two Polish cities, regional capitals of their respective voivodeships. Each of these cities has a population of approximately half a million. The survey was conducted among pupils in their sixth year at a Polish primary (elementary) school (i.e. aged 12+) and in their first or second year at a Polish middle school (the 14+-16+ age group). In addition to the standard content prepared by the ISRD3 CCT, respondents filled in a questionnaire with questions intended to identify local levels of risks such as grooming or sexting. The results of the Polish ISRD3 study will help to diagnose various risks and will be compared to the results obtained in other countries participating in the project. The project’s added value will be the opportunity to develop appropriate preventive and educational programs for the schools in Białystok and Rzeszów which took part in the survey
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Bekidusa, Asha, and Dr JohnBosco Kisimbii. "INFLUENCE OF SCHOOL FEEDING PROGRAM ON THE RETENTION OF LEARNERS IN PUBLIC PRIMARY SCHOOLS IN KENYA; A CASE OF MOMBASA COUNTY." Journal of Education and Practice 4, no. 3 (2020): 1. http://dx.doi.org/10.47941/jep.440.
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Purpose: The purpose of the study was to establish the influence of school feeding program on the retention of learners in public primary schools.Methodology: This study was conducted through a descriptive survey research design. A descriptive survey is a present oriented methodology used to investigate populations by selecting samples to analyze and discover occurrences. The survey focused on 60 out of the 188 head teachers and teachers who are beneficiaries of school milk program in all the six sub counties in Mombasa i.e. Mvita, Kisauni, Likoni, Nyali, Jomvu and Changamwe.This gives 31.9 % of the total number of participants in this project. To obtain the study sample for descriptive studies 10% of the accessible population is enough. Simple random and purposive sampling procedures were used in this research.Results: School feeding program influences retention of learners in public primary schools with a reliability value of 0.8 which is considered minimal acceptable thus rejecting null hypothesis therefore meaning that school feeding program has a significant effect on retention of learners in pubic primary schools.Unique contribution to theory, practice and policy: School feeding programmes are often designed to enhance academic performance and cognitive development. Improved nutritional status of school-age children leads to better attention and cognition, and thus, better educational outcome. School feeding can improve attentiveness in class by reducing short-term hunger many children come to school on an empty stomach, yet they remain surrounded by the distracting and disturbing facets of the crisis. The study recommends that the ministry of education should review the School feeding Programme and extend it upper primary classes. They should prioritize supply of food to ensure continuous provision and adequate supply of food for pupils.
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Рыбина, Олеся Евгеньевна. "EDUCATIONAL PROJECTS IN METHODOLOGICAL TRAINING OF FUTURE TEACHERS OF ELEMENTARY CLASSES." Pedagogical Review, no. 3(31) (June 21, 2020): 69–74. http://dx.doi.org/10.23951/2307-6127-2020-3-69-74.
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Рассматриваются вопросы реализации проектов в методической подготовке будущих учителей начальных классов. Подчеркивается важность освоения студентами технологии создания проекта и работы над ним. Представлены результаты исследования (онлайн-опрос студентов и анализ программ дисциплин), которые позволили выделить в качестве наиболее часто реализуемых проектов учебные проекты. Обращено внимание на исследовательский проект как один из способов формирования методических знаний. Отмечается особая значимость образовательного проекта, который отличается самостоятельностью, инициативностью студентов, их совместной деятельностью. В качестве примера образовательного проекта рассматривается проект «Дневник чтения на лето», который был инициирован, разработан и апробирован студентами вместе с учениками начальной школы. The article discusses the implementation of projects in the methodological training of future primary school teachers. The author emphasizes the importance of students mastering the technology of creating a project and working on it. The results of the study (an online survey of students and analysis of discipline programs) are presented, which made it possible to distinguish the educational project as the most frequently implemented. When implemented in the learning process as a training assignment, the educational project acquires such attributes as external motivation for implementation, the task of the topic and problems, work according to the prepared plan. The author also draws attention to the research project as one of the ways to build methodological knowledge. A research project is characterized by such signs as reflexivity, work with a problem, work on research steps. The article actualizes the special significance of the educational project, the features of which are: independence, initiative of students, their joint activities. It is emphasized that both educational and research projects can become educational. As an example of an educational project, the project “Reading Diary for the Summer” is considered. This project was initiated, developed and tested by students together with primary school pupils.
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Nowak, Beata Maria, and Martin Kaleja. "Reorientations on the educational integration of Roma children in the Czech Republic." Family Forum 10 (January 13, 2021): 145–57. http://dx.doi.org/10.25167/ff/2826.
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The article is set in the social context of the Roma in the Czech Republic. The subject of the analyzes are inter alia, the phenomenon of school segregation, systemic errors in the field of educational diagnosis and education of Roma children as apart of educational programs for students with intellectual disabilities. The aim of the article is an attempt to identify the routine with inclusion of Roma children in general education in the Czech Republic. The primary research method is the document analysis - optional legal documents, official school teaching documents and statistical summaries. Observational studies show that in inclusive education, on the one hand, there is an orientation on mastering Czech language by Roma children in both speech and writing, and on the other hand, a tendency to differential diagnosis. The Ministry of Education, Youth and Sports has taken action to equip teachers with the knowledge of the native language of their Roma students and knowledge of the Roma socio-cultural bases, which allows to avoid misunderstandings and ethnic conflicts. However, concerns are raised by the high turnover of Roma children not completing compulsory schooling, their low participation in pre-school education as well as educating a large percentage of Roma children in educational programs for students with intellectual disabilities (the phenomenon of misdiagnosis and applications for transfer from mainstream education to the area of special education). A great support for the integration educational policy pursued in the Czech Republic towards Roma students attending universities, projects are neurological research and development projects by scientific centers, identifying the needs and indicating the possibilities of including Roma children in the mainstream of general education. The research analyzes carried out begin to require an urgent solution with social integration of the Roma courses in the Czech Republic, based on the current educational policy of the European Union towards Roma pupils and students. In this regard, it is necessary to set priorities by the Czech Ministry of Education and to make basic decisions with a focus on comprehensive support for Roma children in their development and education that includes them in the mainstream education.
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Valantiejienė, Sandra, and Regina Saveljeva. "EVALUATION OF EFFECTIVENESS OF PSYCHOACTIVE SUBSTANCE ABUSE PREVENTION PROGRAM “MY WAY”: TRANSFORMATIONS IN THE 9TH-12TH GRADES PUPILS’ PERCEPTIONS ABOUT PSYCHOACTIVE SUBSTANCE USE." Business, Management and Education 17 (March 13, 2019): 21–35. http://dx.doi.org/10.3846/bme.2019.6985.
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Purpose – The purpose of the article is to describe the transformations in the perceptions of the consequences of the use of psychoactive substances between 9-12’th grades pupils in the context of the implementation of the psychoactive substances abuse prevention program “My Way”. Research methodology – the authors performed a quasi-experiment and according to the methodological requirements related to the use of such scientific method in the educology studies, used an unequal control group and the primary/initial (pre-test) as well as final (post-test) measurements to achieve the aim of the research/article. Findings – the data of the quasi-experiment research showed that as the whole after intervention the pupil’s perceptions about the use of psychoactive substances in the experimental group has changed; the pupils who were assigned to the control group assessed the effects of the use of psychoactive substances better than those who were assigned to the control group. Research limitations – during the implementation of the program and the experiment, the activities related to the quasi-experiment were held only by social pedagogues in certain selected schools and classes (considering various factors such as the behaviour of children or their attributability to the families at social risk). Accordingly, in the next similar studies, children can be sampled evenly, without differentiating them based on their behavioural problems. Practical implications – the results of the research could be used in practice in the following ways: (i) by motivating the schools of general education in the Republic of Lithuania to choose prevention programs as the purposeful and meaningful instrument to develop healthy life skills; (ii) to develop and expand the range of new prevention programs based on the experience of the program “My Way” which is presented and evaluated in this article. Originality/Value – there are no similar previous educological and other educational science studies (in Lithuania) how the pupils’ attitudes change during the pre-planned and systematically implemented preventive activities in general education schools; the article presents and outlines the experience and practice of the first such Lithuanian program for the prevention of psychoactive substance abuse (“My Way”).
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Nenbee, Simeon Gbimoiye, and Igbogidi Eseoghene Danielle. "Primary School Enrolment, Public Spending on Education and Economic Growth in Nigeria." Mediterranean Journal of Social Sciences 12, no. 5 (2021): 103. http://dx.doi.org/10.36941/mjss-2021-0048.
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This paper investigates the effect of primary school enrolment and public education spending on Nigeria’s economic growth using the Autoregressive distributed lag model (ARDL) for the period 1987 and 2017. The coefficient of the error correction model (ECM) reveals a negative sign of -0.304216 which implies that any disequilibrium in the system in the previous year will be corrected at a speed of 30.42 percent annually. Both the short run and long run models were nicely fitted with high coefficients of determination (R2) of about 62 percent. The analysis of the result also showed that primary school enrolment rate and public expenditure on education increased but their effects were less impactful on Nigeria’s economic growth. These findings perhaps could be attributed to the poor state of classrooms across, poor teacher-pupil ratio, unstable macroeconomic environment, dearth of instructional materials and more. The paper thus recommend that there should be re-design of educational strategies by the government to include enrolment campaigns, alternative learning programs, pro-poor economic incentive and more, especially at the basic education level and also increased her budgetary allocation to education sector in line with UNESCO recommendation of about 26 percent. Received: 9 June 2021 / Accepted: 28 September 2021 / Published: 5 September 2021
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Dimitrova, Krasimira, and Dimona Georgieva. "ACTUAL ASPECTS IN THE FORMATION OF SOFT SKILLS IN CHILDREN FROM PRIMARY SCHOOL AGE USING INFORMATION AND INTERNET TECHNOLOGIES." Knowledge International Journal 28, no. 3 (2018): 933–38. http://dx.doi.org/10.35120/kij2803933k.
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Information and Internet technologies are some of the fastest growing ones. For a short period of time, they entered man’s life and became an integral part of it. Children, as part of society, fall into the group of users. The fact is, before children have learned to read, they already have the skills to use a tablet and a smartphone. Numerous studies have shown that early use of information technology leads to the so-called "computer dependence", which is the lack of important social skills - problems with communication with peers and adults, lack of the need to communicate, inability to express emotions, ideas, lack of planning skills and algorithmic reflection, etc.The article examines the possibilities of using information and internet technologies for the formation of soft skills in children from primary school age. It presents the current aspects of the problem in the present educational documentation in Bulgaria.Students use information and internet technologies outside of school, and the habits formed there are leading in associative behavior. It is precisely this reason to look at aspects whereby the school, as an educational and social institution, enables small pupils to acquire knowledge of the use of modern technology for learning purposes, and a number of soft skills are formed. The pedagogical aspects of the process require the observance of certain principles that ensure the formation and development of the desired skills - system, accessibility, consciousness, student activity, sustainability of knowledge, skills and customs, etc.The skills that are formed in the personality can be summarized and divided into three main groups - personal qualities; interpersonal skills; additional skills / knowledge. Soft skills refer to the first two groups and the additional knowledge and skills are related to specific academic and technological knowledge.Pedagogical literature defines five key competences that characterize skills: social skills; communication; thinking; self-control skills; positive individual concept. According to the authors of the article on the personality that will develop and prove that competitiveness is of particular importance, one of the most important skills is the transfer of knowledge.In the current primary school documentation, the learning subject "Information Technology" (IT) is studied as a PIU or an EPA. The training in the PIU is organized on the basis of curricula (developed by the Ministry of Education and Science) and educational books approved by the Ministry of Education and Science. The education in the forms of SIP is realized through programs developed by the teacher and approved by the school principal.In the current regulatory framework (Ordinance 5 / 30.11.2015) information technology in elementary school can be studied as a facultative class (FC) as the teacher independently develops a curriculum on the basis of the existing previous documentation. In most of the schools in the country, information technology is not selected as an optional time. In order to comply with the requirements of the ordinance and the adopted curricula for each subject in elementary school, it is necessary to conclude that primary school teachers should use information technology in all disciplines and thus form relevant knowledge and skills. This, in turn, provides an opportunity, besides purely technical skills, to form a number of skills. The availability of methodological guidelines in this direction will facilitate the process and ensure the implementation of ideas in pedagogical practice.
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Gruber, Hubert. "Lesson study with music: a new way to expand the dialogic space of learning and teaching." International Journal for Lesson and Learning Studies 8, no. 4 (2019): 272–89. http://dx.doi.org/10.1108/ijlls-03-2019-0019.
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Purpose The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students. Design/methodology/approach For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils. Findings Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers. Research limitations/implications This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities. Originality/value So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.
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Revenko, E. M., and V. A. Salnikov. "THE EFFECT OF MOTIVATION ON THE MOTOR ACTIVITIES OF STUDENTS UNDER DIFFERENT PHYSICAL EDUCATION APPROACHES." Education and science journal 20, no. 8 (2018): 112–28. http://dx.doi.org/10.17853/19945639-2018-8-112-128.
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Introduction.Motivation of pupils is the principal aspect in successful physical education. One of the main objectives of a physical-education teacher is to create in pupils a strong desire to consciously and voluntarily carry out regular physical exercises and develop the potential to work independently.Theaimof the research was to show the influence of various approaches to the organization of sports activities on motivation leading to physical activity in young men aged 16–18.Methodology and research methods. The methodological base of the research involved a personally-oriented educational concept combining differentiated and kinesiological approaches to physical education. The research was carried out in phases using annual and longitudinal tests to evaluate students’ knowledge and skills. Levels of general intelligence were estimated using the I-S-T 2000R test as adapted by L. A. Yasyukova. Formal-dynamic characteristics of individuality were studied using the method developed by V. M. Rusalov. In order to evaluate motivation for the realization of motor activity, a specially-designed questionnaire was used. IBM SPSS Statistics 22 and Microsoft Excel software programs were employed for statistical processing of primary experimental material.Results and scientific novelty.A comparative analysis of the personal characteristics of senior school students and 1st year students (177 people) identified heterochronism in the development of standard motive and mental abilities of young people. It was observed that a lack of synchronism in the formation of separate functional systems in an organism causes a different attitude of school students to physical exercises implemented through an integrated program and standard approach without taking into account individual characteristics of young men. As compared with their peers, motivation to sport activities is initially higher among pupils with higher motor function. A formative level of general intelligence is lower due to students’ potential success when performing a wide complex of activities required by the physical culture curriculum. However, allowing free choice in sport specialization significantly increases the motivation of young people who are physically weaker but who are more intellectually developed than their peers.Practical significance. The research outcomes serve as scientific justification for the more extensive introduction of sports-oriented approach into educational institutions when organizing physical education. A sports-oriented approach is focused on preferences and interests of each student. The approach provides a free choice of the most attractive kinds of activity which gives a feeling of satisfaction and self-confidence, and consequently, enhances motivation to physical selfimprovement through visiting fitness centres and gyms which, in turn, will ensure good health in the future.
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Mykyteychuk, Khrystyna. "The School Education System Reforms in Modern Poland." Comparative Professional Pedagogy 8, no. 2 (2018): 134–42. http://dx.doi.org/10.2478/rpp-2018-0030.
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AbstractThe article studies the reforms that took place in the education system of the Republic of Poland in 1999 and proceeded in 2009. The structural changes were characterized; the types of educational institutions were given; the changes in programs, forms and methods of a teacher with a student work were analyzed; evolutionary processes in the evaluation system were traced. Special attention was paid to structural changes in school education. The problems of the education system reform in Poland were highlighted (the convergence of learning with the realities of modern life, the upbringing of a modern individual, deprived stereotypes of the past, the democratization of the education system in the light of European experience, preparation for an accession to the EU, the self-regulation possibility of a new educationsystem). The new accents of the school education contents were analyzed (safe and healthy for the pupil’s health, focusing on the construction of their own values systems, their development and improvement, the obligation to enhance children’s independence through the provision of a high level of internal self-government, the elimination of a single educational programme in the senior classes and the opportunity for students to choose their own future profession). It has been concluded that reforms implemented at the turn of the 20th and 21st centuries in the Republic of Poland reflected obvious advantages in systemic educational processes. One of the major trends in systemic reform was the introduction of the three-level structure of the school system “6 + 3 + 3” (six year primary school, three-year gymnasium and a three-year profile lyceum). The result of reforms was the adaptation of education levels and upbringing to periods of children and young people development, ensuring their better understanding of themselves, other people and the world; educational chances equalization; improving the quality of education. The prospective areas of research in this area include the study of reforms in preschool education as a starting point for a holistic education system in Poland, the disclosure of organizational and content aspects of child’s preparation for schooling.
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Gali, Yarden, and Chen Schechter. "NGO involvement in education policy: principals' voices." International Journal of Educational Management 34, no. 10 (2020): 1509–25. http://dx.doi.org/10.1108/ijem-02-2020-0115.
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PurposeNon-governmental organizations (NGOs) have been involved in academic programs in many Western countries, actively participating and reshaping policy implementation. This tremendous growth in external voluntary and philanthropic organizations in schools is associated with a global trend toward decentralization, commodification, privatization, neoliberalism and governmental budget cuts. NGOs have become very popular partners in attempts to meet education goals set by the government and are increasingly involved both in policy formation and implementation. And arise questions regarding the special challenges facing school principals. This study explored the perceptions of school principals regarding the NGO involvement in designing and implementing education policy in Israel.Design/methodology/approachThe authors applied a qualitative research method, conducting in-depth interviews with primary school principals of schools with low socioeconomic student populations, where NGOs operate at the national level to promote educational achievement programs. This research approach acknowledges the existence of structured, fluid, subjective, flexible and dynamic realities that are attributed different meanings and interpretations and are shaped within political, cultural and social contexts. Thus, this study aims to reflect the perceptions of school principals regarding the involvement of NGOs in design and implementation of education policies. The authors utilized an inductive process of condensing, encoding, categorizing, and theorizing to analyze the data.FindingsData analysis revealed the following three major themes evident in the perceptions of school principals: intersectoral partnership policies in education; a policy of re-examining mutual responsibility for education; and the benefit of NGO engagement in education. Inter-sectoral partnership policy is the emergence of alternative models, defined as different political and institutional ways of organizing collective action is an effective way to organize and benefit, and is a way of introducing new ideas, actors and resources into public education systems. However, this new model is a complex, ongoing and dynamic process with school principals at the helm of these new relationships.Research limitations/implicationsThis study includes new information on how school principals see NGOs involvement in planning and implementation of education policy. However, it was conducted with various limitations. First, participants and their input all relate specifically to education in Israel. Any generalizations that may be drawn from them to shed light on similar processes around the world would require the study also be conducted in diverse sociocultural contexts. Second, interviews with principals were held through the 2016–2017 school year. A longitudinal study would be required to examine whether and how principals feel after years of working with NGOs on various projects. Finally, this study only focused on the opinions of principals, representing only one involved party. This cannot be a comprehensive perspective on the partnership and collaboration between formal education systems and NGOs. Thus, further research is necessary to examine the perceptions of NGOs managers, policymakers, supervisors, teachers, pupils and parents. Based on the authors’ study's findings, they recommend investigating whether, how, and under what conditions principals can nurture partnerships with NGOs as a platform for initiative, particularly the vigorous leadership needed to carry out the policy.Practical implicationsThe establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex, ongoing and dynamic process with school principals at the helm of these new relationships. Principals have been given more independence, autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs. Consequently, the more external factors become involved in education, the more principals are required to manage and implement the partnership. As such, policymakers (main office and district supervisors), implementers (NGO managers, school principals, teachers) and recipients (parents and teachers) must stay attentive to each other, adjust expectations as to the limits of responsibility, and primary to recognize the needs to keep making improvements to the partnership that are based on reciprocal assessment. More, all involved parties must continue to be active in developing, deepening and maintaining the employed mechanisms, normalizing them to become the standard in intersectoral partnerships in education.Originality/valueThis study provides theoretical contributions and practical implications of NGO involvement in designing and implementing education policies from the perspective and function of school principals in this era of ever-changing economic and social reality. Establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex ongoing and dynamic process with school principals at the helm of these new relationships. The principals have been given more independence autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs and more principals are required to manage and implement the partnership.
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������� and Irina Ivanova. "Composing the technology of students� self-monitoring in extracurricular activities under FSES PGE." Standards and Monitoring in Education 2, no. 6 (2014): 14–22. http://dx.doi.org/10.12737/7620.
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Article has actual scientific issues associated with the detection capabilities of technology monitoring self-identity in the context of quality management
 of modern education. The article raises the question of design, implementation and monitoring technology sense of self-development of younger
 schoolboys in the development of GEF primary education in extracurricular activities, the methodology and technology tools for its implementation.
 The proposed self-monitoring technology students in extracurricular activities under the GEF primary education takes into account the requirements
 of the Government of the Russian Federation &#34;On the implementation of the monitoring system of education&#34; and the requirements for the results of
 development of the basic educational program of primary education, as reflected in the standards.
 In the construction of monitoring technology self-development of students in extracurricular activities is reflected not only the elements of the external,
 but internal components of the evaluation of the quality of education, not only standardized procedures (tests, the test work, etc.), but also new methods
 of assessment that reflect personal achievement and personal growth of the child.
 The article demonstrates in detail the sequence of technological development of self-monitoring technology in children&#180;s extracurricular activities,
 spelled out the procedural part of the study. The author suggests a diagnostic toolkit self-development of students for various educational programs;
 authoring: route book pupil, which made monitoring data and recommendations are fixed educator and psychologist; student book &#34;I Know thyself&#34;, its
 analysis will allow psychologists and educators to make the route of individual self-development of the child. Their use in the practice of the educational
 process will produce trending self-identity of the student and to determine effective means to ensure that emphasizes the importance of the results
 obtained in relation to each child.
 The implementation of self-monitoring technology students in extracurricular activities under the GEF implementing primary education will improve the
 quality of students&#180; extracurricular activities, as well as provide the ability to control the process of self-development based on analysis of data obtained
 from monitoring.
 The developed technology has found its application in the educational space of non-formal education of the city of Kaluga and Kaluga region.
 The article may be of interest to elementary school teachers, employees of additional education of children, psychologists, teaching staff of educational
 organizations implementing self-monitoring of students.
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Agranovich, Ye N., and E. Uaydullaқyzy. "ORGANIZATION OF INDEPENDENT EDUCATIONAL ACTIVITIES IN PRIMARY SCHOOL." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2020): 342–48. http://dx.doi.org/10.51889/2020-2.1728-5496.59.
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This article is devoted to the problem of organizing independent work of primary school students. The main task of the research is to reveal the possibilities of literary reading lessons in the formation of pupils' independent work skills. In this connection, the paper presents a theoretical analysis of the concepts of "independent learning activities", "independent work", a brief overview of the scientists-teachers’ views on this issue, described the results of an empirical study on learner independence in young people, presents the results of experimental work and increasing the level of independent educational activity on the lessons in primary school. The research substantiates the relevance of the studied problem and proves the need to develop independent work pupils’ skills. The authors propose an algorithm for organizing independent work, substantiate practical recommendations for teachers and pupils, which will contribute to the rational organization of independent work, will allow both teachers and pupils to achieve sustainable results in educational activities, improve the educational process in primary school.
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Ciasullo, Maria Vincenza, Rosalba Manna, and Rocco Palumbo. "Developing a taxonomy of citizen science projects in primary school." TQM Journal 31, no. 6 (2019): 948–67. http://dx.doi.org/10.1108/tqm-03-2019-0083.
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Purpose Educational institutions are facing a growing number of challenges, which impair their ability to provide high quality and effective educational services. The involvement of pupils in co-creating learning experiences is a fundamental ingredient of the recipe for increased educational quality. Inter alia, the implementation of citizen science initiatives at schools allows pupils to be active co-producers of educational services. The purpose of this paper to shed light on the attributes of citizen science projects targeted at pupils (aged between six and ten) attending primary schools, in order to identify their potential implications in terms of educational services’ quality improvement. Design/methodology/approach Secondary data were collected from the Scistarter® web platform. Projects addressed to primary schools and provided with specific classroom materials were taken into consideration (n=65). A qualitative, comparative and bird’s eye analysis was performed: first, looking at the role and the tasks assigned to pupils, the projects were grouped in four categories; second, the potential implications of citizen science on educational services’ quality were investigated. Findings Citizen science at school paves the way for pupils’ empowerment and for their direct involvement in the co-production of educational services. Moreover, it enhances the relationship between teachers and pupils, engaging them in a co-creating partnership intended at addressing real scientific issues at school. However, citizen science is still poorly integrated into conventional educational curricula in primary schools. Practical implications From a management point of view, citizen science is thought to contribute to the improvement of educational services’ quality, stimulating pupils to partner with their peers and with teachers for the purpose of knowledge co-production; in addition, it allows for the enrichment of educational activities in primary schools. From a policy perspective, citizen science at school harmonizes with the democratization of scientific knowledge. Originality/value This is one of the first research papers to demonstrate the potential implications of citizen science on educational services’ quality and effectiveness in primary schools.
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Kuzhba, Mykhailo, and Olha Yurchenko. "OLENA KOSTENKO – THE FOUNDER OF THE KHARKIV TSYMBALY SCHOOL." Aspects of Historical Musicology 22, no. 22 (2021): 135–50. http://dx.doi.org/10.34064/khnum2-22.08.
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Introduction. 2020 became an iconic and significantly groundbreaking year for all mankind. Its events made us change our view on many aspects of our life, which from one side has become a generator to search of new ways and solutions and from another one – emphasized once again the importance of events and processes of the past, reminded of the value of existing assets. All that, of course, didn’t pass by the artistic sphere, in which usual events (concerts, performances, exhibitions, conferences, etc) found their new transformation thanks to opportunities of digital technologies and due to quarantine restrictions. It is possible to outline the process of reflection (an artistic one in our case) on a personal example of the authors of the article as direct active participants in the celebration of the 30th anniversary of the cimbalom class of Kharkiv National University of Arts named after I. P. Kotlyarevsky, which took place online. It was almost a 3-month long remote marathon “Cimbalom Slobozhanshchyna”, which consisted of archival and current records of representatives of Kharkiv cimbalom school: from toddlers – students of schools of aesthetic education to already famous Ukrainian musicians – graduates of the cimbalom class of KhNUA. New conditions and ways of realization provided an opportunity to look holistically at the creative potential and powerful development of one performing school. The desire was not just to provide a creative biography of the founder of the cimbalom school of Slobozhanshchyna Olena Opanasivna Kostenko, but to emphasize the versatility of her creative personality and reveal all aspects of her creative work, which from our point of view became the key that opened famous Kharkiv cimbalom school. Objectives. The objectives of this article are to acquaint the world with the creative personality of Olena Kostenko, to single out and highlight the spheres of her creative activity, the set of which became the basis for the formation of a modern Kharkiv cimbalom school. Results and Discussion. Olena Opanasivna Kostenko is an Honored Artist of Ukraine, Associate Professor, Founder, and Leader of the Kharkiv Cimbalom School, a well-known teacher, methodologist, author of many concert arrangements for cimbalom and ensembles with the participation of cimbalom and creative projects. All these aspects of creative activity will be considered in more detail and in the context of the history of the performing school. Founder. Almost in one decade of the XX century, the whole hierarchy of cimbalom education was formed in Kharkiv: school – specialized school – conservatory (primary – secondary – higher art education), at the origins of which stands one person – Olena Kostenko. Lecturer. The synthesis of many aspects, such as many years of fruitful pedagogical work, love for work of life and cimbalom, fidelity to human principles and flexibility to new realities, constant creative search, inexhaustible enthusiasm, and personal qualities of Olena Opanasivna are the “magnet”, in our opinion, that attract like-minded creators, students-followers. Her pupils are numerous winners of international and national competitions. Olena Opanasivna’s graduates successfully work in the teaching field in Kharkiv, Kyiv, and Lutsk, they are soloists of professional groups of Kharkiv. Pedagogical and personal principles of O. Kostenko are: creativity and productivity, freedom and respect, accessibility and peculiarity. Methodist-researcher. O. Kostenko is the author of numerous publications, which can be divided into historical-research and educational-methodical publications. She is a regular speaker of methodological seminars and workshops organized by the Regional Training Center for Cult Education of Kharkiv region and the city of Kharkiv, which addresses problematic and topical issues of primary art education, namely cimbalom. Editor and compiler. Music editions by O. Kostenko became no less valuable, even more significant contribution to the cimbalom art. Olena Opanasivna stimulates active editorial activity among her students, arguing its importance and need for expanding and updating the cymbal repertoire, interest in finding new readings of musical creativity, enriched and diversified concert programs, and more. Social activist. O. Kostenko’s projects of a series of concerts became significant events for the music world of Kharkiv. They were held in the halls of the Kharkiv Philharmonic, Kharkiv National University of Arts named after I. P. Kotlyarevsky and Kharkiv Music College named after B. M. Lyatoshinsky called “Cimbalom from A to Z” (2005), “Evening of Ukrainian folk instruments music” (2007), “The world of cimbalom from A to Z” (2008, 2012), “Festival of ensembles of Ukrainian folk instruments” (2009), “The world of cimbalom” coauthored with M. Kuzhba (2013), “Cimbalom playing” (2013, 2014), “Cimbalom in Slobozhanshchyna” – ensemble music (2015), “The cimbalom constellation of Slobozhanshchyna” (2017), “Let’s interpret Boris Mikheev’s music on cimbalom” (2018), Remote marathon to the 30th anniversary of the cimbalom class of KhNUA “Cimbalom Slobozhanshchyna” (2020–2021). We would like to emphasize the constant participation of Olena Opanasivna in the jury of well-known and professional international, all-Ukrainian and regional competitions. Conclusions. Undoubtedly, all the stated above proves the active process of formation and flourishing of the youngest cimbalom school in Ukraine – Kharkiv one, which has been going on for more than 40 years and is headed by a bright creative personality (with its individual style, personal qualities). We state the fact that due to the versatility of Olena Kostenko’s creative activity (founder, teacher, methodologist-researcher, editor-compiler, public figure) it is impossible to imagine the system of folk instrumental art of Slobozhanshchyna at the present stage without cimbalom and cimbalom performing school. Constant creative activity and openness to new forms of the latter characterize it as productive, modern, and original.
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Semenova, T. S. "Pedagogical Communication between Primary School Teachers and Pupils as a Factor in the Wellbeing of Primary School Students in Educational Activities." Psychological-Educational Studies 12, no. 1 (2020): 44–58. http://dx.doi.org/10.17759/psyedu.2020120104.
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The study of the psychological well-being of younger students in educational activities is relevant because of the significant number of publications on the facts of school disadvantaged children, the reason for which is recognized as the unconstructive organization of the educational process. In the article the author compared the interaction with pupils at the lesson of two teachers of primary classes with different level of pedagogical skill and correlated the revealed differences with the indicators of psychological well-being of their pupils. The author used his own method of registration of interactions. Pupils of two thirds classes (24 and 27 persons) of Penza secondary general education school and their teachers (2 persons) took part in the research. The results show that the interaction of a master teacher with pupils in the classroom, in comparison with a master teacher, is characterized by a greater number of visits to children and more uniform distribution of attention among children. Pupils of a master teacher outperform pupils of a teacher who is not a master in terms of psychological well-being: learning activity in the classroom and satisfaction with the teacher's relations with them.
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Epstein, Michael H., and Ellen Olinger. "Use of Medication in School Programs for Behaviorally Disordered Pupils." Behavioral Disorders 12, no. 2 (1987): 138–45. http://dx.doi.org/10.1177/019874298701200203.
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The prevelance of behaviorally disordered pupils who receive psychotropic medication is remarkably high. Individuals who work with these pupils in educational settings need to be familiar with the drugs prescribed, their intended effects, and their unintended side effects. This article presents information on stimulants, antidepressants, antipsychotics, and lithium. Guidelines for teachers and other school personnel who work with students on medication are also provided.
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Рыдзе and Oxana Rydze. "Educational and Cognitive Activities of Primary School Pupils: Realities and Fallacies." Primary Education 2, no. 5 (2014): 15–23. http://dx.doi.org/10.12737/5975.
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Primary school pupils’ educational and cognitive activities are considered as being the prerequisite for meeting requirements, imposed by the
 Federal State Educational Standard (FGOS) of Primary General Education. it is revealed, that separate subject-matter mistakes may hide
 certain difficulties in developing primary school pupils’ ability to learn. Ways to prevent and cope with these difficulties are suggested.
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Stevanovic, Sanja. "Systematic Comparative Illustration of Primary School Building Regulations in Serbia and Slovenia." European Scientific Journal, ESJ 13, no. 22 (2017): 267. http://dx.doi.org/10.19044/esj.2017.v13n22p267.
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PISA tests provide international comparison of achieved educational standards through testing capabilities of 15-year old pupils. Serbia participates in PISA tests since 2003 and test reports show that the results of Serbian pupils are statistically significantly below the average of pupils in OECD countries. An additional concern, however, is the fact that the results of Serbian pupils are also statistically significantly below the results of Slovenian pupils. Slovenia participates in PISA tests since 2006 and the results of its pupils do not differ significantly from the OECD average. In order to discover directions for future reforms of educational system in Serbia in order to reach the OECD average, and therefore Slovenia, it is necessary to compare individual factors of educational systems in Serbia and Slovenia. Since pedagogical vision is of fundamental importance in design of schools, differences in primary school design regulations may serve to illustrate the most important differences in educational systems as well. A systematic comparative illustration of primary school design regulations in Serbia and Slovenia in this paper reveal that schools in Slovenia dedicate much more space, both quantitatively and qualitatively, to youngest pupils in preschool and the first two grades, school library and gym than their counterparts in Serbia.
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Rajcevic, Petar. "Motivation of pupils primary school for work and educational success." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 9 (2015): 51–63. http://dx.doi.org/10.5937/zrufpl1509051r.
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Driessen, Geert, and Virgie Withagen. "Language Varieties and Educational Achievement of Indigenous Primary School Pupils." Language, Culture and Curriculum 12, no. 1 (1999): 1–22. http://dx.doi.org/10.1080/07908319908666565.
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