Journal articles: 'Small primary school'

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Howley, Craig B. "The Small Rural Primary School." Journal of Curriculum Studies 20, no. 6 (1988): 529–35. http://dx.doi.org/10.1080/0022027880200605.

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Hopkins, Delyth, and P. David Ellis. "The Effective Small Primary School: some significant factors." School Organisation 11, no. 1 (1991): 115–22. http://dx.doi.org/10.1080/0260136910110110.

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Ensor, Barbara, Adrian Bell, and Alan Sigsworth. "The Small Rural Primary School - A Matter of Quality." British Journal of Educational Studies 37, no. 3 (1989): 311. http://dx.doi.org/10.2307/3121294.

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Francis, Leslie J. "Primary School Size and Pupil Attitudes: Small Is Happy?" Educational Management & Administration 20, no. 2 (1992): 100–104. http://dx.doi.org/10.1177/174114329202000205.

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Alsammarry, Yupayao, Chaiyuth Sirisuthi, and Surat Duangcharthom. "Development of Educational Management System in Small Primary School." International Education Studies 9, no. 12 (2016): 244. http://dx.doi.org/10.5539/ies.v9n12p244.

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The purposes of the research were: 1) to study the factors of Educational Management System in Small Primary School; 2) to investigate current situations problems and guidelines of developing educational management in small primary school, 3) to develop Educational Management System in Small Primary School and 4) to examine the results of usage Educational Management System in Small Primary School. The research was comprised of four phases: Phase1 studying the factors of educational system in small primary school; Phase 2 Investigating current situations problems and guidelines of developing Educational Management System in Small Primary School; Phase 3 Developing educational system in small primary school and Phase 4 Examining the results of usage educational system in small primary school. The instruments used for data collection in this study were a note- taking form, a questionnaire, an interview and an observation form. The statistics used for data analysis were mean, percentage, standard deviation and content analysis.The results of the research found that:1) The factors of educational system in small primary school comprised of 4 main aspects: (1) Input including with eight sub-factors; (2) Process including with two sub-factors; (3) Output including with two sub-factors; (4) Feedback including with one sub-factor.2) The results of studying current situations and problems revealed that:There are 10,877 small primaries.The problems revealed that administrators lacked of supervision and did not followed up development of student’s quality, teachers did not clear about student-centered learning, parents and community lacked of cooperation in development of student’s quality and students’ quality were lower than benchmark.The guidelines to develop found that both administrators and teachers needed to develop teachers in student-centered learning, curriculum in learning of teachers, media and technology, learning sources for learner’s learning and to ask for parents’ cooperation in development of student’s quality.3) Educational Management System consisted of 4 main aspects, 13 sub-factors including with 42 indicators4) Evaluating system factors by experts, the results revealed that there were the highest in every factor in 80%. The findings of evaluation system and manual of Educational Management System found that it was higher than 80%.5) The examining of usage Educational Management System revealed that pre- treatment of usage educational management system was in the ‘least’ level. However, post- treatment of usage educational management system was in the ‘most’ level.

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Ribchester, C., and W. J. Edwards. "Co‐operation in the Countryside: small primary school clusters." Educational Studies 24, no. 3 (1998): 281–93. http://dx.doi.org/10.1080/0305569980240302.

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Neustroeva, A. N., T. A. Shergina, and A. A. Kozhurova. "Training of future tutors for of the main small nomadic school of the North." SHS Web of Conferences 113 (2021): 00068. http://dx.doi.org/10.1051/shsconf/202111300068.

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The article substantiates the relevance of future teachers’ vocational training majoring in Primary Education and Tutoring for work in an uneducated rural school, where there are great opportunities for individualizing the learning process, creating conditions for the harmonious personal development of younger students. The purpose of the research: the study is aimed at providing scientific substantiation of the relevance of the tutors’ activities and at describing the educational experimental program implemented at the Department of Primary Education of the North-Eastern Federal University concerning primary education and tutoring in the general ungraded and nomadic schools of the North. Research results: teacher training experience was obtained in introducing a new combined profile in the bachelor’s program “Primary Education and Tutoring in the General Ungraded and Nomadic Schools of the North”. The article describes a model for the formation of ethno-educational competence in primary school teachers, ethno-pedagogization of the educational process and the national civic identity as a condition for the successful implementation of the tasks of the new standard for primary school, and deals with the content and stages of the formation of bachelors’ ethno-educational competencies in future primary school teachers as exemplified by Ammosov North-Eastern Federal University.

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Ketovuori, Heli, Sanna Hirvensalo, Päivi Pihlaja, and Eero Laakkonen. "Pupils’ Experience of Social Participation in Finnish Primary Schools." Nordic Studies in Education 40, no. 4 (2020): 323–42. http://dx.doi.org/10.23865/nse.v40.2600.

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Social participation means taking a full and active role in school life, being a valued and integral member of the school community. The purpose of this study was to examine pupils’ experiences of social participation and their active roles in Finnish primary schools. The intention was to find out in what ways primary school pupils’ (n = 3,760) personal experiences of pupil–pupil (PP) and pupil–teacher (PT) interaction vary between genders and across age groups in small and large schools. Pupils’ experiences were examined with questions concerning the active participation of the child and the participatory role of the teacher. The results show that pupils’ experiences vary, and there are differences between schools in terms of pupils’ social participation.

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Prysiazhniuk, Larysa, Liudmyla Gusak, Viktoriia Prokopchuk, Liubov Prokopiv, Natalia Vyshnivska, and Liudmyla Romanenko. "Training Primary School Teachers to Organize Collective Forms of Work in Small Rural Schools." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (2021): 147–66. http://dx.doi.org/10.18662/rrem/13.2/415.

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There appears to be an urgent need to improve the system of training qualified specialists for small schools who can respond to modern changes in education, meet socio-economic needs of the village, follow the major trends in the development of school theory and practice and creatively implement the acquired professional knowledge and skills under the conditions of small different age groups. The paper aims to determine pedagogical conditions, develop and theoretically justify a methodology for training future primary school teachers to organize collective forms of work in small rural schools and experimentally verify its effectiveness. The methodology for training future primary school teachers to organize collective forms of work in small rural schools involves acquiring the content of professional training in a specially modelled pedagogical environment by students during the whole period of university study. The following empirical methods were used: observations, surveys, expert assessment, an analysis of products of students’ creative activity, pedagogical experiment, methods of mathematical statistics (a chi-square (c2)) statistic). An analysis of the results obtained from the control experiment shows some positive dynamics in the readiness of future primary school teachers for this activity (the percentage of students with a creative-and-interpretive level has increased by 16%, whereas the number of students with a fragmentary-and-formal level has decreased by 17.1%), which proves the effectiveness of the developed methodology. The experimental work has significantly enriched the axiological potential of future teachers from small rural schools and developed their system of psycho-pedagogical knowledge about the organization of collective activities of pupils from different age groups, as well as their skills needed to plan, design and organize inter-age interaction in its various forms and conduct a reflective analysis of their pedagogical activity.

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Neustroev, Nikolai, Anna Neustroeva, and Tuyaara Shergina. "Individualization and Ethnopedagogy at Small Elementary Schools." Sibirica 17, no. 3 (2018): 92–115. http://dx.doi.org/10.3167/sib.2018.170309.

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The article discusses professional teaching training for tutoring and primary education at a small-scale rural school, where there are prolific opportunities for individualizing the educational process and creating conditions that foster personal development of primary schoolchildren. Educational quality is indicated by the formation of ethnocultural identity and ethnic self-knowledge; this is the basis for the development of harmonious interethnic relations in multicultural societies. The article presents a model for the development of ethnopedagogical competence in the primary school teacher, the ethnopedagogy of the educational process, and the formation of the pan-Russian civic identity as a condition for the successful implementation of the new primary school standards.

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Pierzchała, Anna. "Small Professor's University - transactional analysis in kindergarten and primary school." Edukacyjna Analiza Transakcyjna 7 (2018): 277–78. http://dx.doi.org/10.16926/eat.2018.07.17.

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Wilson, Eve, and Mark Brundrett. "Leading the small rural primary school: The challenges of headship." Education 3-13 33, no. 3 (2005): 44–48. http://dx.doi.org/10.1080/03004270585200331.

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Kalaoja, Esko, and Janne Pietarinen. "Small rural primary schools in Finland: A pedagogically valuable part of the school network." International Journal of Educational Research 48, no. 2 (2009): 109–16. http://dx.doi.org/10.1016/j.ijer.2009.02.003.

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Hatton, Elizabeth. "School development planning in a small primary school ‐ Addressing the challenge in rural NSW." Journal of Educational Administration 39, no. 2 (2001): 118–33. http://dx.doi.org/10.1108/09578230110386241.

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Pankova, E. S., A. Р. Maltseva, and G. N. Kazakova. "Study in neurotic manifestations of school stress under conditions of small complete primary school." Alma mater. Vestnik Vysshey Shkoly, no. 5 (May 2019): 31–34. http://dx.doi.org/10.20339/am.05-19.031.

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Mertin, Peter, and George Wasyluk. "Incidence of Behavioural and Emotional Problems Amongst Primary School Children." Australian Educational and Developmental Psychologist 7, no. 2 (1990): 13–15. http://dx.doi.org/10.1017/s0816512200026146.

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In 1988 the report entitled “Interagency Responses to School Children with Social and Behavioural Problems” was released in South Australia. The investigation, chaired by Ms. Penny Stratmann, was asked to review the current provision of services for children of school age in South Australia who exhibit social and behavioural problems, and to examineinter alia, the extent of the problem.The report stated that the extent of the problem was difficult to assess in numerical terms because; (i) schools do not keep systematic records, (ii) identification of disruptive students is a matter of definition and attitude (some schools would identify student behaviour as disruptive which other schools may be able to prevent or contain), (iii) it is even harderto identify is the number of children whose response to problems is passive (they are often compliant, no trouble, not noticeable), and (iv) small numbers of disruptive students create a disproportionately large amount of havoc in schools and stress in teachers. (These outcomes are the most significant in their impact but the least measurable).

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Iredale, Norma. "School/Industry Links at the Primary Level: Engaging the Small Business." Citizenship, Social and Economics Education 1, no. 3 (1996): 236–49. http://dx.doi.org/10.2304/csee.1996.1.3.236.

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Over the years greater stress has been placed in the UK upon industry links and the work-related curriculum in schools with the emphasis moving away from aspects that are purely vocational. More importantly, this area of work is seen as providing a focus for the encouragement of knowledge and understanding of business and industry, as well as how they operate. More recently there has been a move to encourage partnerships between education and industry. This feature has become common not only in the UK but in a number of other countries in the West which are experiencing the effects of post-industrialism. The links that are encouraged are considered to be of benefit to all those involved, and indications are that participation in activities of this type has increased. This paper considers how industry links with education have evolved over the years and to determine the way in which primary schools have become involved in these activities.1 The impact these activities have made and how they stand today in the light of recent curriculum changes is discussed. Information gained from the survey is disclosed and particular attention is drawn to the responses from primary schools. While the return rate overall was relatively low, placing some doubt on the results, the indications are that the data reflects the prevalent situation.

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Evans, John. "School closures, amalgamations and children’s play: Bigger may not be better." Children Australia 23, no. 1 (1998): 12–18. http://dx.doi.org/10.1017/s1035077200008464.

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Recent government decisions to close schools with small enrolments appear not to have taken into consideration the implications such a move might have for children’s out-of-classroom activities. Drawing on relevant literature, and accounts from teachers who have taught, or are teaching in small and large primary schools, this paper questions the prevailing belief that ‘bigger is better’ by pointing to some of the unique characteristics of small school playgrounds which provide children with opportunities and experiences not available in larger schools.

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Wilkinson, Jacqueline. "The Rural and Small Church of Ireland Primary School: The Use of School Websites to Define School Ethos." Rural Theology 17, no. 2 (2019): 72–84. http://dx.doi.org/10.1080/14704994.2019.1649822.

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Sathar, Zeba A., and Cynthia B. Lloyd. "Who Gets Primary Schooling in Pakistan: Inequalities among and within Families." Pakistan Development Review 33, no. 2 (1994): 103–34. http://dx.doi.org/10.30541/v33i2pp.103-134.

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The chances of Pakistani children's entering school and completing the primary level are extremely low even in comparison witli the relatively poor situation in other South Asian countries. This paper uses the 1991 Pakistan Integrated Household Survey to explore some of the determinants of parents' decisions about their children's schooling, giving particular attention to factors at the household and community levels. The results indicate that inequalities across households provide a major explanation for variations among children in primary schooling levels. Even the basic decisions relating to children's entry into school and completion of the primary level are largely determined by parents' education, particularly that of mothers, and household income. Primary school is not compulsory and even attendance at public school requires substantial monetary outlays. With only a small percentage of school-age children in Pakistan having mothers with any education or parents with sufficient income, the cycle of poverty and unequal opportunity is perpetuated. The accessibility of "appropriate" single-sex schools and the availability of quality schools are important additional factors in children's schooling outcomes, particularly for girls in the rural areas.

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Trnková, Kateřina. "Rural schools: wrinklers for mayors?" European Countryside 1, no. 2 (2009): 105–12. http://dx.doi.org/10.2478/v10091-009-0009-1.

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Rural schools: wrinklers for mayors? All municipalities in the Czech Republic are obliged to guarantee access to basic education for children eligible for compulsory schooling. To meet this task, most municipalities establish a primary school whose operational and investment costs they cover. Running a school can be very demanding for rural municipalities. The article presents the results of a questionnaire survey which involved founders (mayors) the so-called small schools with composite classes, situated mainly in small rural municipalities. Based on these results examines the main stereotypes associated with the notion of small rural schools. A hypothetical balance between what the municipality must invest and what benefits the school brings is sought.

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Alisherovna, Mahmudova Nodira. "Pedagogical And Psychological Features Of The Small School Age." International Journal of Progressive Sciences and Technologies 25, no. 1 (2021): 327. http://dx.doi.org/10.52155/ijpsat.v25.1.2834.

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Theoretical information on the pedagogical and psychological features of the primary school age. Also, recommendations for the organization of social activities of teachers based on the pedagogical and psychological characteristics of the school age.

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Maněnová, Martina, Janet Wolf, Martin Skutil, and Jitka Vítová. "Combating the Coronavirus Pandemic in Small Schools." Sustainability 13, no. 13 (2021): 7086. http://dx.doi.org/10.3390/su13137086.

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Due to the COVID-19 pandemic, the issue of distance education in primary schools has become a much-discussed topic. It is therefore no surprise that the issues related to it have come to the forefront of many researchers. There is, however, at least one group that has stayed relatively unnoticed, and it is so-called small schools. Thus, we conducted a qualitative study based on the phenomenological approach, searching for answers to our research question: What has been the experience of the directors of small schools with distance education during the pandemic? Our findings offer an in-depth insight into the life of six schools through the eyes of their directors. Semi-structural interviews with school directors helped us reveal three key factors that, in our opinion, had the greatest influence on the form of distance education. These are (1) the factor of ICT competence of all actors, (2) the factor of organization of educational settings, and (3) the factor of the teaching methods and forms used in education. Furthermore, we conclude the result section with a subchapter that captures the positive aspects of distance education as perceived by the addressed school directors.

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Zarechnaya, A. A. "Formation of Communicative Competencein Primary School Children." Psychological-Educational Studies 7, no. 1 (2015): 48–55. http://dx.doi.org/10.17759/psyedu.2015070105.

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We discuss the formation of communicative skills in primary school children in the implementation of collaborative learning task. The urgency of the problems is presented in the context of implementing federal education standards into the general education system. We describe the experimental data of formative study using group sessions aimed at creating a collective distributed learning environment in the classroom on the subject "The world around us" in the students of grades I and II. It is shown that in the experimental group after the specially organized activities with an assignment in pairs and small groups of schoolchildren, indicators of mutual control and the ability to negotiate are growing, the clarity of speech expression is increased. The data obtained confirmed the assumption that in a specially organized learning environment, the educational partnership is formed much more successful.

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Blank, Jos L. T., and Thomas K. Niaounakis. "Managing Size of Public Schools and School Boards: A Multi-Level Cost Approach Applied to Dutch Primary Education." Sustainability 11, no. 23 (2019): 6662. http://dx.doi.org/10.3390/su11236662.

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In many countries, the provision of primary education is among the core responsibilities of local governments. One of the main questions local governments face concerns the optimal configuration of school boards and size of schools. In this paper we analyse the relation between cost and scale in school boards and in schools. The influence of both the governing layer (board) and the operational layer (school) on average cost are jointly modelled. Board cost is modelled as an aggregation of individual school cost functions so that individual school cost data are not required in order to estimate the model. The results indicate that small schools (<60) pupils are operating under sizable economies of scale. The optimum school size is estimated at roughly 450 pupils, but average cost remains roughly constant with regard to size. In contrast to school size, the effect of board size (in terms of the number of schools governed) on average cost is limited. The policy recommendation is that municipalities should create at least three schoolboards within their jurisdiction and take measures in case individual school size declines below 60 pupils.

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Dunning, Gerald. "Managing the Small Primary School: The Problem Role of the Teaching Head." Educational Management & Administration 21, no. 2 (1993): 79–89. http://dx.doi.org/10.1177/174114329302100203.

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Treputtharat, Saowanee, Wallapha Arirattana, and Siripong Piasiri. "Integrated Management Model for Learning Organization on Sufficiency Economy in Small School, Thailand." European Journal of Social & Behavioural Sciences 4, no. 1 (2013): 146–53. http://dx.doi.org/10.15405/ejsbs.2013.1.17.

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The aim of this research was to study an integrated management model for learning organization on sufficiency economy of small schools. Thus, to synthesize the indicators of the integrated management model, and finally propose the integrated management model for learning organization on sufficiency economy in small schools. This research was conducted in three phases as follows: The first phase was a documentary analysis. This is followed by the second phase to confirm and verify the model based on the indicators identified by collecting empirical data. Lastly the third phase was to conduct the connoisseurship focus group discussions for confirming and verifying the findings from the second phase. The target group of this study included small schools under the Office of Khon Kaen Primary Educational Service Area. The key informants consist of school administrators, teachers, students and school boards. Data are collected by using in-depth Interview for the teachers, school administrators, students, and school boards. Data obtained from in-depth interview, observation, documentary analysis, and focus group discussion analyzed by using content analysis, and presented in descriptive form. Findings indicated that the integrated management needs to cover the combination of various perspectives including the school administrators, teachers, students, administrative factors, environmental condition in school and community. All these factors are associated to administer the school organization a whole system for usefulness and succeeded in implementing various school activities. Furthermore, from the result of empirical data shows that the major components and indicators of the integrated management model for learning organization on sufficiency economy that comprised of the administrators, teachers, students, administrative factors, school and community environmental factor. According to the documentary data, environmental condition in school found to be an additional factor. Each aspect of component can be practiced in more detained and obvious. The proposed integrated management model for learning organization on sufficiency economy in small schools by connoisseurship, has confirmed the six components are the school administrators, teachers, students, administrative factors, and environmental condition in school.

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Parvez, M. S., F. Parvin, M. M. Shahriar, and G. Kibria. "Design of Ergonomically Fit Classroom Furniture for Primary Schools of Bangladesh." Journal of Engineering 2018 (2018): 1–9. http://dx.doi.org/10.1155/2018/3543610.

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Students spend a large portion of their time in school. In this broadened time of sitting, poor fitting furniture can cause various types of musculoskeletal disorders and discomforts. Thus, it is crucial to use anthropometric data to coordinate the arrangement of school furniture. To fulfill this perception, a survey has been conducted in 10 primary schools in Khulna, Bangladesh. Anthropometric measurements were accumulated from 300 students of these primary schools. Seven furniture dimensions were measured and fifteen anthropometric measurements were taken and they were compared to identify potential mismatch. A significant degree of mismatch was found between furniture and student anthropometric measurements. The results highlighted that desktop height and seat height were found too high and seat width was too small for all of the students. The paper also proposes furniture dimensions, which reduce mismatch percentage of students ranging from 90% to 10%.

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Setiawan, Deny. "The Development of Authentic Assessment Instrument to Expand the Character Values of CitizenshipEducation at Primary School No 104202 and No 106811 Bandar Setia, Medan, Indonesia." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 1 (2019): 79–90. http://dx.doi.org/10.33258/birle.v2i1.188.

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This developmental research aims to produce an authentic assessment instrument in the domain of skills to develop the character values of citizenship. The subjects of this research are: (1) Primary School teachers; (2) Primary School students; (3) Eight experts for validation of assessment instruments that is the validation experts of mathematics for Primary Schools, Natural Science for Primary School, Social Sciences for Primary School, Bahasa Indonesia, Civics for Primary School, Assessment, Psychology, and Character Education. The method used in this research is a developmental research method of formative research type which in its development is focused on 2 stages that is preliminary stage and formative evaluation stage. The data were collected through questionnaires and field tests. The results of field tests (small and large scale) show that the eveloped authentic assessment instruments have excellent validity and high reliability. Thus, based on the results of validation expert and field tests, it can be concluded that the authentic assessment instruments have been valid and have a category of reliability which is very high, so the instrument is worthy to develop the character values of citizenship.

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Saqib, Najam. "Willingness to Pay for Primary Education in Rural Pakistan." Pakistan Development Review 43, no. 1 (2004): 27–51. http://dx.doi.org/10.30541/v43i1pp.27-51.

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Highly subsidised public schools are the principal provider of education in the rural areas of Pakistan. Steady growth of school age population over time coupled with stagnant public funding has put enormous pressure on this system. The alternative of cost recovery through user charges has its own critics. They argue that introduction of tuition fees would substantially reduce the already small representation of low-income households in primary schools due to high price elasticity of their demand for schooling. Moreover, the revenuegenerating potential of this policy may also be limited due to same reason. The present study uses a discrete choice random utility model of household utility maximising behaviour to evaluate feasibility and consequences of introducing user fees in primary schools in rural Pakistan, particularly with reference to above criticisms. The demand function for school enrolment derived from this model allows us to test the hypothesis that price elasticity of demand for schooling varies with income. It also provides estimates of the parameters of the utility function needed for measuring parents’ willingness to pay for their childrens’ education if money generated from tuition fees is reinvested in education. The estimated demand function takes into account total price of education, including opportunity cost. Estimation results show that price elasticity of demand for school enrolment is higher for lower-income groups. Hence school enrolment of the poorest children would bear the main brunt of user fees policy. Children’s gender and age, father’s education, presence of T.V. in the household, and community variables like the presence of an elected district council member, electricity, and public transport in the village turn out to be significant influences on the probability of primary school enrolment. Willingness to pay for education is lower for poorer households and can generate revenues to cover only a fraction of the cost of running a school. Hence the need to search for other sources of financing primary education in rural Pakistan.

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Phusee-orn, Songsak, Prasret Reunnakan, Yannapat Srihamongkol, et al. "A Study of Intelligence Quotient for Primary School Students in Mahasarakham Province." Journal of Education and Training Studies 7, no. 2 (2019): 206. http://dx.doi.org/10.11114/jets.v7i2.3883.

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This research focuses on intelligence quotient (IQ) of the primary school students in Mahasarakham Province. There are 5,053 subjects from 64 schools under the Mahasarakham Primary Education Office. Stratified Random Sampling is applied in selecting the subjects. The subjects are divided according to their districts and school sizes (Small, Medium-Sized, and Large) with three units: schools, classrooms, and students. The results are shown in both “Descriptive Statistics” to describe demographic factors and “Inferential Statistics” to compare the cognitive levels among the elementary school students from different demographic factors. The results of the study indicate that the IQ of the primary school students in Mahasarakham Province is at the normal level. Most of them, 3,358 students or 66.46%, have the average level of IQ. 148 students or 2.93% have the higher-than-average level while 68 students or 1.35% had the lower-than-average level. After considering the IQ of the students on an individual basis in the designated educational area, there are different factors contributing to the results including the sizes of the school, the parents’ education level, and the parents’ average monthly incomes (F = 2.521, P-value = 0.040). The level of intelligence is not only the result of genetics and environment, but also the result of many internal and external factors. The study shows that the level of intelligence among the elementary school students in Mahasarakham is at the average level with different basic information and factors such as individuals, families, and schools. Therefore, all related sectors to educational development should realize the importance of promoting the students’ intelligence in order to reach the students’ full potential.

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LONG, JASON. "The Socioeconomic Return to Primary Schooling in Victorian England." Journal of Economic History 66, no. 4 (2006): 1026–53. http://dx.doi.org/10.1017/s0022050706000416.

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In this article I provide a micro-level analysis of primary schooling in Victorian England. Using a new dataset of school-age males linked between the 1851 and 1881 population censuses, I examine the determinants of childhood school attendance and the impact of attendance on adult labor market outcomes. I find that schooling had a positive effect on adult occupational class and that the associated wage gains were likely to have outweighed the cost of schooling. However, this effect was small relative to father's class, and the effect of education on earnings appears to have been small relative to modern results.

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Prokopiv, Liubov. "Modernization of the Rural School: Problems and Perspectives of Carpathian Region." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (2014): 204–7. http://dx.doi.org/10.15330/jpnu.1.2-3.204-207.

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This article is about the rural schools in the Carpathians. The author speaks about theproblems and prospects of the school in the Carpathians. In Ukraine today in the mountainousregion large quantity of rural schools are with low occupancy. Reduction of the number of schoolage children in rural areas leads to poor occupancy of schools and inability to maintain themproperly by local authorities. Today in Ukraine within rural schools there are primary schools,educational complexes “School-Kindergarten”, numerically small schools etc. The author speaksabout a problem: how to give qualitative education to a student in the countryside? This articleanalyzes the problem of quality education in minority School Mountain, search teacher who wouldwork in the village.

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Metz, Mary Haywood. "The Small Rural Primary School: A Matter of Quality. Adrian Bell , Alan Sigsworth." American Journal of Education 97, no. 4 (1989): 439–42. http://dx.doi.org/10.1086/443939.

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Hayes, Denis. "Aspiration, Perspiration and Reputation: idealism and self‐preservation in small school primary headship." Cambridge Journal of Education 26, no. 3 (1996): 379–89. http://dx.doi.org/10.1080/0305764960260307.

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Kroismayr, Sigrid. "Gestures of reconciliation – The case of small primary school closures in rural Austria." Journal of Rural Studies 82 (February 2021): 479–88. http://dx.doi.org/10.1016/j.jrurstud.2020.12.008.

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Hall, Andrew, Tran Thi Minh Hanh, Katherine Farley, Tran Pham Nha Quynh, and Frank Valdivia. "An evaluation of the impact of a school nutrition programme in Vietnam." Public Health Nutrition 10, no. 8 (2007): 819–26. http://dx.doi.org/10.1017/s1368980007382530.

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AbstractObjectiveTo evaluate the effectiveness of a school nutrition programme on the weight gain and growth of Vietnamese schoolchildren.DesignA proximate cluster evaluation of children in seven schools, in which fortified milk and biscuits supplying 300 kcal of energy were being given on school days, compared with children in 14 nearby schools with no feeding. All children were dewormed.SettingTwenty-one primary schools in Dong Thap Province, Vietnam.SubjectsA cohort of 1080 children in grade 1 of 21 primary schools, and a cross-sectional interview of 400 children in grade 3.ResultsThe programme gave children the equivalent of 90 kcal day− 1 over 17 months. t-Tests showed a small but statistically significant difference between groups in their average gain in weight and height: 3.19 versus 2.95 kg (P < 0.001) and 8.15 versus 7.88 cm (P = 0.008). A multiple-level model showed that the programme was statistically significant after controlling for clustering of children in schools, sex, age and initial underweight (P = 0.024). A significant impact on height was also seen in a regression model, but not when controlling for school. The most undernourished children tended to gain the least weight. There was no evidence of substitution.ConclusionThe programme had a small but significant effect on weight gain, but the most undernourished children benefited the least. Methods need to be developed to target them. This design may offer a means of estimating the impact of school feeding on growth in other programme settings.

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Knauf, RS, MS, MPH, David, and Scot Phelps, JD, MPH. "Simple, school-based mass distribution as a small-town strategy." American Journal of Disaster Medicine 8, no. 3 (2013): 213–21. http://dx.doi.org/10.5055/ajdm.2013.0127.

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Objective: Test a radically simple school-based point-of-dispensing model.Design: Prospective study.Setting: CommunityParticipants: Community residents with children at one middle school.Interventions: Rapid dispensing of medication.Main Outcome Measure(s): 1) Measure and extrapolate ability to distribute medications to Darien residents through school-based distribution model; 2) assess if using a limited staffing model with limited training was functional. Identify stress points; 3) understand the existing school communication model; 4) track and extrapolate the breakdown of adult-tochild doses distributed and compare to existing census data; and 5) measure throughput of school-based distribution model in the 50-minute drop-off period.Results: 1) This exercise supported the concept that rapid medication distribution through the public schools is an appropriate strategy for health departments, particularly departments with limited resources. 2) Just-in-time briefing worked well as a training strategy. The primary stress points identified were in restock—if medication was in blister packs, we would not be able to stock vests with 100 of each as they are substantially bigger than mints. 3) The secure Darien Public School notification system was ideal for distributing information to parents since they tend to receive school communication on a regular basis and by definition, access is limited to town residents. 4) When asked about household size, most drivers indicated “two adults and two (or more) children.”We distributed medication for 784 adults and 963 children. This ratio was higher than the 2010 Census, which had an average household size of 3.08 in Darien. 5) In 50 minutes, using a mix of Health Department and school staff, medication was distributed to 1,747 residents, almost 10 percent of the population. The hourly throughput from this model was distribution to 2,096 people per hour or 699 people per distributor per hour. This compares favorably to almost every other nonmedical distribution model.Conclusions: Using four Health Department staff and six public school staff, we distributed medication to 784 adults and 963 pediatric residents in 50 minutes at one school. If we extrapolated that across the six other public schools in Darien, we could provide medication to more than 10,000 residents within 8 hours. While we are cognizant of the limitations and drawbacks of this model, we strongly believe that it is the only practical solution to the problem of rapid distribution of medication to the entire community.

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Lenart, Regina. "The role of local authorities in the development relational capital: rural schools perspective." Management Theory and Studies for Rural Business and Infrastructure Development 36, no. 4 (2014): 881–89. http://dx.doi.org/10.15544/mts.2014.083.

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Since the late 90s of last century, a small primary schools, including rural schools are closed. Originally intended this effect: shortening of primary education (transformation of the eight schools in six school classes), demographic, and transfer of schools to local government units. This means that the management of schools should use management methods. The article states that the relational capital can be a factor for competitiveness and success of the school. The article presents the results of interviews with experts affiliated to the Silesian Cluster of Education. The aim of study was to identify ways to build competitive educational institutions. Each of the respondents in their statements drew attention to the importance of building relationships and cooperation with the environment. Studies show, however, the lack of preparedness of schools to build partnerships and relationships with the environment.

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Fykaris, Ioannis. "Academic Performance at the First Grade of Secondary Schools (Gymnasium) of Students Who Attended Small Rural Primary School." British Journal of Education, Society & Behavioural Science 2, no. 2 (2012): 85–102. http://dx.doi.org/10.9734/bjesbs/2012/985.

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Zaenurrosyid, Ahmad, Abdul Kahfi, and Hidayatus Sholihah. "A.Zaenurrosyid THE MODEL OF MEMORIZING QUR'AN FOR PRIMARY SCHOOL STUDENTS AND THE MANAGEMENT OF TAHFIDZ BOARDING SCHOOL." Santri: Journal of Pesantren and Fiqh Sosial 1, no. 2 (2020): 169–88. http://dx.doi.org/10.35878/santri.v1i2.247.

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Abstract The world of pesantren is an educational learning environment that effectively shapes the thinking and mentality of students effectively. Complete physical facilities such as buildings, learning environments, playgrounds or curricula and educational resources (asaatidz) that accompany 24 hours for the students intensively. The students are also protected from the temptation of contemporary social media which tends to have a negative impact during the education process on Pesantren, especially at an early age. The Madinatul Quran Islamic boarding school, which is located in Pecangaan, the South coast area in coastal Java, is interesting to be studied because the integration of this educational institution is the provision of Tahfidz Alquran for small children who are also study at formal education, Islamic primary school or state or primate primary school. This study applied the perspective of management of Islamic boarding schools by using qualitative approach. Some informants as primary data sources were the founders and administrators of Islamic boarding schools. The data was collected through in-depth interview observation methods and observations at the pesantren. Another method is the collection of documentation as a secondary data source in this Madinatul Quran Islamic boarding school. From various analyzes of the data in this study, it is found that the application of innovative methods from the teachers in the pattern of memorizing the Quran for primary school children. The two patterns of management of pesantren which are managed professionally and supported by various parties, especially on the pesantren facilities and the appreciation for human resources, the achievements of the students at the Madinatul Quran Pati Selatan pesantren.

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Kerckhoven, Gilbert Van. "An Aboriginal Christmas Celebration." Australian Journal of Indigenous Education 27, no. 1 (1999): 28–34. http://dx.doi.org/10.1017/s1326011100001514.

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The Golden Hill Steiner School in Denmark, West Australia, is a small “alternative” school and part of the world wide Steiner/Waldorf school movement. In 1998 this young school had 56 students from kindergarten to class 6. Because of the small numbers, primary classes are combined (for 1998 this was a class 1/2, class 3/4 and class 5/6).

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VASYLKIVSKA, NADIIA. "MOTIVATIONAL FUNCTION OF THE PRIMARY SCHOOL TEXTBOOKS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2021): 153–61. http://dx.doi.org/10.25128/2415-3605.21.1.19.

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The problem of creating a new generation textbook and the implementation of the motivational function in primary school textbooks has been substantiated. The motivational function is characterized as a leading one for the textbooks. The recent publications on the discussed issue have been analyzed. The article emphasizes the importance of the textbook analysis techniques for strengthening its motivational function. The technique of the motivational component representation in the Ukrainian language textbooks for the third grade has been described. The textbook analysis has been carried out considering the following components of the motivational function of the primary school textbooks: the emotional content of educational materials, the ways of its didactic organization, the design of the textbooks. Analyzing the content of the textbooks, the author has taken into account the cognitive interests of young learners and the content characteristics of the materials. Considering the cognitive interests of students means that the textbook contains interesting cognitive materials, various literary genres, topics important for third-graders. The analysis of the subject content with the most interesting information for young learners draws attention to the presence of developmental texts (scientific facts in biology, geography, history, ecology, Ukrainian language, etc.) real life situations, facts from today’s reality; local lore materials; folk works; interesting tasks; famous people’s quotations; elements of humor etc. The presence of various literary genres in the textbook (articles, stories, poems, fairy tales, legends, songs, works of small folklore forms, etc.) has been analyzed. Topics significant for third-graders (changes in natural world, history of the local area, human relationships, stories about famous people, scientific travels, discoveries, life abroad, children’s dreams and hobbies, healthy lifestyle etc) have been analyzed. The author also takes into consideration semantic characteristics of the materials (value, accessibility, curiosity, emotionality). The analysis of the ways of didactic organization of educational materials takes into account the availability of practical tasks, didactic games, tasks involving emotional and evaluative activities, developmental tools, interactive teaching methods, the way of presenting the materials. The design of the textbook has been analyzed in terms of keeping to hygienic requirements, aesthetic and didactic criteria of the decoration. The research has contributed to identifying new possible problems that deserve special study, in particular, the problem of application of emotional and artistic materials in textbooks.

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Callaghan, Mary, Michal Molcho, Saoirse Nic Gabhainn, and Colette Kelly. "Food for thought: analysing the internal and external school food environment." Health Education 115, no. 2 (2015): 152–70. http://dx.doi.org/10.1108/he-04-2014-0058.

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Purpose – Availability and access to food is a determinant of obesity. The purpose of this paper is to examine food availability within and outside of post-primary schools in Ireland. Design/methodology/approach – Data on the internal school food environment were collected from 63 post-primary schools using questionnaires. The external school food environment for these 63 schools was assessed by mapping food businesses within 1 km of schools, using a Geographic Information System (GIS). Food businesses were categorised based on type of food sold. Findings – A total of 68.3 per cent of schools had a canteen, 52.5 per cent had a small food shop and 37.1 per cent had a vending machine. A total of 32.7 per cent of schools reported selling chips (French fries) in their canteen while 44.2 per cent of schools reported selling energy-dense nutrient-poor foods in their school shop. Of the schools surveyed, there was an average of 3.89 coffee shops and sandwich bars, 3.65 full service restaurants, 2.60 Asian and other “ethnic” restaurants, 4.03 fast food restaurants, 1.95 supermarkets, 6.71 local shops and 0.73 fruit and vegetable retailers within a 1 km radius of the post-primary schools. Findings are presented by geography (urban/rural), disadvantage (Delivering Equality of Opportunity in School (DEIS)/non DEIS), gender (girls/boys/mixed) and food policy in place at the school (yes/no). Practical implications – These data will facilitate schools working on the framework for Health Promoting Schools in Ireland. Social implications – This work can contribute to current discussions on restricting accessibility to certain foods and food premises for school children. Originality/value – The study explores the internal and external school food environment. GIS have been used to link the external food environment to specific schools thus allowing a comprehensive analysis of the schools’ food environment. To the authors knowledge, this is the first time that both environments are explored simultaneously.

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Floriš, Norbert, and Pavol Schwarcz. "Evaluation of Small and Medium-Sized Enterprises Operating in Short Supply Chains Within Slovak School Programmes." Acta Regionalia et Environmentalica 16, no. 1 (2019): 1–4. http://dx.doi.org/10.2478/aree-2019-0001.

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Abstract Despite of reduction of its share on the gross domestic product, agriculture remains a branch generating job opportunities in rural areas. However, through more intensive farming procedures, it puts a pressure on environment and sustainability of agricultural production and prolongs the distance of distributed goods. Reduction of the mentioned impacts is possible through shortening the food supply chain subsequently resulting in increase of local sale, demand for local services and increase of labour market, putting an emphasis on support of small and medium – sized enterprises and their economic viability improvement. This paper evaluates the performance of small and medium enterprises and micro-enterprises which applied for the support and supplied and distributed fruits, vegetables, milk and milk products to kindergartens and primary schools within the School Fruits and Vegetables and the School Milk programme. We suppose that through supplying local schools they contributed to the food supply chain shortening.

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Muñoz, Lilia, Vladimir Villarreal, Itza Morales, Joseph Gonzalez, and Mel Nielsen. "Developing an Interactive Environment through the Teaching of Mathematics with Small Robots." Sensors 20, no. 7 (2020): 1935. http://dx.doi.org/10.3390/s20071935.

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The article is the product of the study “Development of innovative resources to improve logical-mathematical skills in primary school, through educational robotics”, developed during the 2019 school year in three public schools in the province of Chiriquí, Republic of Panama. The teaching-learning process in students is influenced by aspects inside and outside the classroom, since not all schools have the necessary resources to deliver content or teaching material. The general objective of the project is to design, develop and implement educational robotics to improve logical-mathematical skills aimed at preschool and first grade students in public schools, using programmable educational robots. For this, a set of resources and activities were developed to improve the logical-mathematical skills of the initial stages, in public schools, obtaining significant results. Playful activities favor the teaching-learning process. Considering the analysis of the results made on the data obtained through the applied collection instruments, it can be argued that in general terms the values indicate that the students obtained a favorable level of performance in the different challenges proposed. The project has allowed the academic community to have an application of great value that allows teaching about the conservation of natural sites. The project only covers the area of mathematics in preschool and first grade.

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Sarwar, Shakeel, Usama Awan, and Mehak Nazeer. "Performance Evaluation in Private Schools: a Case Study of the Educators School." Journal of Public Administration and Governance 3, no. 4 (2014): 82. http://dx.doi.org/10.5296/jpag.v3i4.4934.

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Performance appraisal system is of important apprehension of any organization while administrating its human resources. The purpose of this paper is to evaluate the performance appraisal system for teachers in private schools and elaborate the problems align with this system. The Educators School has been taken as a case study. A quantitative research approach has been applied which consist on a self administered questionnaire to get primary data for exploring different parts of current performance appraisal system and perceptions of teachers regarding performance appraisal approaches in their school. Research results shows that The Educators School is using performance appraisal system that is closely related with traditional ACR (Annual Confidential Report) conducted annually. This study is conducted on a small level only on one franchise of the school system with small sample size. Researchers suggest that school administration should provide continuous feedback to their teachers and a solution to overcome their weaknesses and this system should only be used for performance improvement purpose.

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Mary, Evelyn Rose, S. Velusamy, U. Meena, and L. Lobithas. "Primary School Health Education: A Practical Project for a Small Hospital Community Health Department." Tropical Doctor 19, no. 2 (1989): 50–51. http://dx.doi.org/10.1177/004947558901900202.

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Deda, Silvija Hanžić. "Phonological Sensitivity of Bilingual and Multilingual (Primary) School Students." Sustainable Multilingualism 16, no. 1 (2020): 39–64. http://dx.doi.org/10.2478/sm-2020-0003.

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SummaryThis literature overview presents findings stemming from eleven contemporary studies dealing with various aspects of phonological sensitivity in bilingual and multilingual individuals within the context of formal education. The selected studies were published in English, during the past decade, but they include several languages in various combinations. The main objective of this review is to inquire about the nature of phonological sensitivity in bilingual and multilingual individuals while they are developing their early literacy or expanding their literacy to new languages. To achieve that, findings from the selected studies were categorized according to the targeted aspects of phonological sensitivity, i.e. phonological units. The most common research designs, instruments and self-reported limitations were listed to provide a better understanding of the circumstances in which research was conducted. Phonological sensitivity of young bilinguals and multilinguals who are developing their literacy skills appears to be complex, but no distinctive advantages or disadvantages were reported in comparison to monolinguals. However, multiple varying characteristics of research participants frequently interfere with the research design, mainly because of group heterogeneity and small sample size unsuitable for generalization. For a better understanding of the topic, further research is needed, especially in the area of multilingualism.

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Vasalampi, Kati, Eija Pakarinen, Minna Torppa, Jaana Viljaranta, Marja-Kristiina Lerkkanen, and Anna-Maija Poikkeus. "Classroom effect on primary school students’ self-concept in literacy and mathematics." European Journal of Psychology of Education 35, no. 3 (2019): 625–46. http://dx.doi.org/10.1007/s10212-019-00439-3.

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AbstractAccording to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.

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Journal articles on the topic 'Small primary school'

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