General Primary School Research Articles

The effects of Chinese calligraphic handwriting education on positive mental characters and academic emotions in Chinese primary school students

The current research tested the relationship between Chinese calligraphic handwriting (CCH) education and student academic emotions. Using a quasi-experimental, cross-sectional design, we recruited 448 third- to sixth-grade students, and about half of them (N = 228) come from a CCH specialist school and the other half (N = 220) from a general primary school. We examined the relations between CCH education and student outcomes in two ways: comparing the means of academic emotions between the two groups and investigating the associations between the CCH level of the CCH students (rated by CCH teachers) and their academic emotions. Results showed that compared with the control group, CCH group had a higher level of positive low arousal of academic emotions. Within the CCH group, however, more significant associations were found between CCH level and student outcomes. We further found the interaction effect of CCH level and positive mental characters on academic emotions, specifically, the positive low arousal and negative high arousal academic emotions. Limitations and implications of the study were discussed.

Primary School Students’ Attitudes Towards Distance Music Learning

Music education underwent significant adjustments during the Covid-19 pandemic, reflecting broader changes in education as a whole. Distance learning was the only way to organise learning to avoid the consequences of the pandemic. As part of this project, research was carried out in the 2021–2022 school year to determine primary school students’ attitudes towards distance music learning. A total of 503 seventh- and eighth-grade students from general education primary schools completed an online survey to collect the data. The results show that the majority of the students feel that they found suitable conditions for distance music learning, that their parents and school were supportive, that they were satisfied with the digital tools, and that they saw themselves as successful learners. The overwhelming majority of the students believe that they acquire the same knowledge through distance learning as they do at school, and that distance music learning does not require a lot of effort or cause stress. However, the majority of the students feel that there were not enough workshops and courses organised by the school and the local community in order to make distance music learning easier for them. Of the sociodemographic factors studied, only the variable related to home conditions for distance music learning proved to be partially predictive.

Changes in the Social Characteristics of General Classroom Communities Including Children with Mild Intellectual Disability in Three Years

This study aimed to follow Hungarian general primary school classroom communities (N = 12) that included children with mild intellectual disability (MID) (N = 20) over a three-year period to describe changes in the most important social characteristics of communities regarding group cohesion and see how communities develop on their own without planned support. A total of 291 students participated in the research. A peer nomination survey was conducted in each class in grades 4 and 5, and then three years later. The quantitative analysis revealed no significant difference in the values of the measured sociometric indicators after three years. Furthermore, a linear direction in the evolution of the indicators, which would contribute to the implicit development of a community alongside increased time spent together, could not be identified. This condition did not favor students with MID, as they had significantly fewer mutual choices than their peers. The results of this study emphasize the need for professionally designed community development to create and maintain an inclusive classroom community.

A Comparison of Teaching Methods Between Chinese and International Primary School Music Lesson

This qualitative method had explored the comparison of teaching methods between Chinese general primary school and international school music classrooms while encouraging students to participate more actively in music classrooms. In this study, interview methods were used. Four music teachers had been interviewed, four teachers from two different schools, two from ordinary Chinese primary schools, and two from international primary schools in China. Before the interview, the teacher had been sent a participant consent form of the basic question. Then, four teachers had been interviewed on the screen. The interviews had been semi-structured and conducted in a one-on-one format via video. The entire interview had consisted of open-ended questions. Finally, the data had been used to analyze different teaching methods in the music classroom, find out teaching methods that could improve the active participation of pupils in the music class. The data had been analyzed by thematic analysis. These findings may have contributed to the significance of music education in Chinese elementary schools.

Negative effects of mobbing among primary school teachers

The article is devoted to the problem of negative consequences of mobbing among primary school teachers. Based on the analysis of philosophical, psychological and pedagogical literature, the state of problems is revealed. The task of this article is to analyze the problem in domestic and foreign pedagogical science and practice, to reveal the peculiarities of mobbing, the specifics of its manifestation and consequences in general educational institutions among primary school teachers.
 The article analyzes mobbing as a social problem. A terminological study of various manifestations of behavior, related to putting pressure on the employee and humiliating his/her dignity, was carried out. The essence of mobbing, its structure is revealed. The forms of mobbing among primary school teachers are characterized. The consequences of mobbing for an individual, school team and society as a whole are systematized. Directions for further research on the problem of mobbing are outlined. The analysis of international and domestic experience shows that the problems of mobbing are extremely difficult to overcome. Mobbing in many countries is perceived as a serious problem that needs to be fought. Mobbing leads to serious psychological and psychosomatic diseases that make a person powerless and destroy his/her self-esteem. Mobbing has a negative impact not only on the victim, but also on his/her immediate environment - family, friends. Teacher mobbing also has a detrimental effect on students. In Ukraine, there is no specially created legal mechanism for combating bullying at the workplace of employees, but a draft law is being developed, which includes an explanation of the term and a list of the main fines for such actions.
 The practical significance of the article is that its materials can be used in the organization of the educational process of general education institutions and primary school teacher training

AN OVERVIEW TO MANAGEMENT OF PROFESSIONAL DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS BASED ON COMPETENCY APPROACH

The goals and requirements of the 2018 general education program have set out the contents, methods, forms, and conditions to ensure the management of professional development in general education and primary school teachers. Ultimately, the highest level of professional development for teachers aims to enhance teachers' professional and personal development, while benefiting students. The content of the article focuses on an overview international and national researches on managing professional development for primary school teachers to approach competencies with 03 researched issues: 1) Research on competency and competency approach; 2) Research on developing professionals for primary school teachers based on competency approach; and 3) Research on management of professional development for primary school teachers based on competency approach. On that basis, the article is generally evaluated in this review, as a basis for the identification and implementation of further studies.

Earthquake Response for Students with Different Severe Degrees of Disabilities: An Investigation of the Special Education Classes in Primary Schools in Taipei.

Taipei has been ranked as the most vulnerable city to a wider combination of risks. Although the Special Education Law addresses the consideration of disaster preparedness for students with disabilities enrolling in Special Education Schools, more attention needs to be given to the far larger number of students with disabilities enrolling in normal schools. These schools need to consider the care for students with different types and severe degrees of disabilities. The aim of the research is to investigate challenges of earthquake preparation and response for students with different severe degrees of disabilities who enrol in the special education classes in general primary schools. The objectives of the research include the following: (1) investigating the challenges and requirements for support of students with different severe degrees of disabilities; (2) examining the need and support for students with different degrees of disabilities during the earthquake response process; and (3) exploring the best practice in the curriculum building for students with different severity of disabilities. The purposive sampling was used to select four primary schools in Taipei as participant groups in the research. The research team used semi-structured interviews to interview eight participants: one special education class teacher and one administrator of each school were invited. Findings include the following: (1) ensuring the appropriate design of physical environment for earthquake response in schools, including rapid response, evacuation, and assembly points for students with different severe degrees of disabilities; (2) proposing suitable staff to student ratio to be planned for the response phase; (3) identifying the appropriate individualised curriculum and learning objectives to suit students with different severe degrees of disabilities.

Risk factors for ASD : Risk Factors for Autism Spectrum Disorder in Shanghai, China: A Population-based Case-control Study.

Autism spectrum disorder (ASD) is a pervasive neurodevelopmental disorder that brings heavy burdens to families and the society. This case-control study explored risk factors for ASD based on 74,252 children aged 3-12 years who were recruited from general education kindergartens, primary schools, and special education schools in Shanghai, China. One hundred ninety-two children were identified with ASD according to the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition. Male sex, the presence of anoxia or asphyxia at birth, artificial feeding, adverse maternal psychological status, complications during pregnancy and higher paternal education were associated with ASD even after controlling for age, residential district, family history of mental disorders, parental personality, and amount of daily TV viewing.

Попередження мобінгу в середовищі учителів початкової школи

The article is devoted to the problem of forming the ability to prevent mobbing among primary school teachers. The purpose of the article is to highlight the results of diagnostics of the ability to prevent mobbing in the environment of primary school teachers and to determine the levels of their formation.The application of a number of diagnostic methods is substantiated, each of which is aimed at studying a specific indicator, and in its totality make it possible to generalize about the peculiarities of the emergence and course of the process of mobbing among primary school teachers, which is characterized as systematic bullying, psychological terror, a form of psychological pressure in the form of harassment of an employee in the team. It is emphasized that the content of all highlighted methods has a clearly defined goal, procedure, instructions, criteria, levels and description of results.The concrete results of the empirical study of the levels of the ability to prevent mobbing among primary school teachers for each component (cognitive-reflective, motivational-value, operational-corrective) are given and interpreted. The levels of the ability to prevent mobbing among primary school teachers are empirically determined: high, medium, low.The analysis of the psychological-pedagogical work on related topics of the study made it possible to generalize about the relevance and identity of the results of the study on the ability to prevent mobbing among primary school teachers.The conclusions emphasize that the effectiveness of the educational environment is possible only under the condition of physical, social and psychological comfort and safe interaction of all participants in the educational process. The obtained evaluation results in comparison with the criteria serve as a kind of standard for determining an effective model of the educational process, will help to adjust the process of forming the ability to prevent and counter mobbing.The practical significance of the article is that its materials can be used (both theoretical and practical) by teachers and students during teaching and preparation for seminar classes in the disciplines “Psychology”, “Psychology of interpersonal communication” and in the organization of the educational process of general education institutions and primary school teacher training.

Children\u2019s autistic traits and peer relationships: do non-verbal IQ and externalizing problems play a role?

BackgroundChildren with autism have difficulties in understanding relationships, yet little is known about the levels of autistic traits with regard to peer relationships. This study examined the association between autistic traits and peer relationships. Additionally, we examined whether the expected negative association is more pronounced in children with a lower non-verbal IQ and in those who exhibit more externalizing problems.MethodData were collected in a large prospective birth cohort of the Generation R Study (Rotterdam, the Netherlands) for which nearly 10,000 pregnant mothers were recruited between 2002 and 2006. Follow up data collection is still currently ongoing. Information on peer relationships was collected with PEERS application, an interactive computerized task (M = 7.8 years). Autistic traits were assessed among general primary school children by using the Social Responsiveness Scale (M = 6.1 years). Information was available for 1580 children.ResultHigher levels of autistic traits predicted lower peer acceptance and higher peer rejection. The interaction of autistic traits with externalizing problems (but not with non-verbal IQ or sex) was significant: only among children with low externalizing problems, a higher level of autistic traits predicted less peer acceptance and more peer rejection. Among children exhibiting high externalizing problems, a poor peer acceptance and high level of rejection is seen independently of the level of autistic traits.ConclusionWe conclude that autistic traits—including traits that do not classify as severe enough for a clinical diagnosis—as well as externalizing problems negatively impact young children’s peer relationships. This suggests that children with these traits may benefit from careful monitoring and interventions focused at improving peer relationships.

Botswana teachers: competencies perceived as important for inclusive education

ABSTRACT The implementation of inclusive education continues to pose challenges to teachers world-wide and Botswana is no exception. This study aimed to explore the teaching competencies general education teachers in Botswana primary schools perceived as important to their teaching in inclusive classrooms. Using a quantitative research approach, 116 general education primary school teachers completed a 14-Item questionnaire titled Perceived Competencies for Inclusive Teaching Scale, and an open-ended question about the supportive resources they required to be effective in their classrooms. Descriptive statistics, ANOVA and t-tests were used to analyse the data. The results of this study showed that participants identified adaptive instructional competencies (including setting curricula goals, modifying learning content and teaching to the different learning styles of students) as most important. Human resources (teacher aides, specialist teachers,) followed by material resources were seen to be key support resources required for them to be able to implement IE. This study could be used as a baseline for future research on key competencies and resources for primary school teachers for inclusive education.

Assessing working memory in general education students for ADHD detection

The involvement of deficient working memory in ADHD symptomatology has attracted intense research interest and has been scientifically substantiated. This fact provided an impetus for this study, which aims to investigate the role of working memory assessment in detecting ADHD elements in general education students in classroom settings. Therefore, 67 classroom teachers rated 130 Greek general education primary school students on the Greek-WMRS. The research findings indicated statistically significant differences in the overall score of the Greek-WMRS and in the separate score of its 20 descriptions of classroom behaviors between children clinically diagnosed with ADHD and those without. In conclusion, students’ working memory assessment in classroom settings can significantly contribute to detection of ADHD behaviors so that such classroom behaviors to be extensively assessed for an effective diagnosis.

The Role of Instructional Supervision on Students’ Academic Performance in Injibara Administrative Town General Primary Schools

The purpose of the study was to assess the role of instructional supervision on students’ academic performance in Injibara administrative town general primary schools. This study would provide to some insight to improve the role of instructional supervision on students’ academic performance in Injibara administrative town general primary schools. The study was mainly focused and delaminated on the role of instructional supervision on students’ academic performance in Injibara administrative town general primary schools. Different literatures related to the issue were used to strength the study. Descriptive survey research design was used and data was primarily collected through questionnaire interview and document analysis from primary schools. Out of 7 government primary schools, 5 schools were selected through simple random sampling technique. From these schools 107 teachers were selected through stratified random sampling technique and supervisors and principals of sample schools were taken by using comprehensive sampling technique. The findings of the study showed that the role of instructional supervision practice reported mean was lower than expected results and as the result the students achievements was above average and nearest to the expected mean. Negative and insignificant relationship was observed between school supervisors’ practices and students’ academic achievement in Injibara administrative town general primary schools (-.029). The conclusion drawn from this study showed that the school supervisors’ practice was lower than expected mean but the result of the students’ achievements was at average level. Keywords : Supervision, Instructional supervision, Students’ performance, General primary-school DOI: 10.7176/JEP/12-19-03 Publication date: July 31 st 2021

Penerapan Model PBL Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Kelas IV Sekolah Dasar

This research is purposed to improve critical thinking ability of students through Problem Based Learning (PBL) model application in Pengalusan 1 General Primary School. The media used to help this research is an audio visual media which is also a learning video. The type of this research is a class action research which includes 4 stages of activity in 1 cycle. The participants of this research are students of grade IV Pengalusan 1 General Primary School in 2nd semester of 2019/2020 school year, 28 students in total. The technic of data collection used consists of test and non test technic which involves observation and document. The result of this research shows that application of Problem Based Learning model is able to improve students’ critical thinking ability. The average of students’s ability in critical thinking is raised from 62.143 with percentage of completeness 50% becomes 71.4 with percentage of completeness 78.6%. The ability of critical thinking in students with problem based learning model can raise up through the syntax from problem based learning model which are in phase 1 student orientation of problem and phase 3 independent and club investigation. It is concluded that problem based learning model with the help of audio visual media can improve the ability of critical thinking in students of grade IV Pengalusan 1 General Primary School. Keywords: Critical thinking ability, Problem Based Learning

Burden and coping strategies of parents of children with attention deficit/ hyperactivity disorder in Hong Kong: A qualitative study.

AimAttention deficit/hyperactivity disorder is a prevalent mental disorder among children worldwide. The parents of children with ADHD experience great burden. However, burden and coping styles of these parents are seldom explored. The present study aimed to illustrate the burden and coping strategies of parents of children with Attention deficit/hyperactivity disorder.DesignA descriptive qualitative study design was employed.MethodsSamples were recruited from a general primary school in Hong Kong using convenience sampling. An information sheet was provided to participants, and written informed consent was obtained. Content analysis was conducted after the interviews were recorded and transcribed verbatim. COREQ reporting guidelines were used.ResultsIndividual, face‐to‐face interviews were conducted, using a semi‐structured interview guide with 12 parents of children with attention deficit/hyperactivity disorder. Four themes (academic burden, children's social dependence, uncertainty regarding parenting strategies before diagnosis and emotional hardship) and three themes (acting according to situation, employing problemfocused coping methods and acceptance) emerged for burden and coping strategies, respectively. Coping strategies processes were also found. Medical diagnosis was reported to be a critical point for parents to shift their coping strategies. Timely interventions, such as early assessment and diagnosis, are recommended during or after medical diagnosis.

Knowledge of attention-deficit hyperactivity disorder among the general public, parents, and primary school teachers.

We compared the knowledge of attention-deficit hyperactivity disorder (ADHD) among the general public, parents of children with ADHD, and primary school teachers and identified factors associated with ADHD knowledge in each group, separately.Secondary data analysis was made on the pre-lecture data from those (122 from the general public, 64 parents of children with ADHD, and 515 primary school teachers) attending education lectures by the Department of Public Health, New Taipei City Government, Taiwan, 2014.ADHD onset age was least known in these 3 groups. Knowledge of ADHD was significantly better among teachers (test score, 75.3%) than among parents (65.5%) and the general public (59.2%). Among the general public, the test score significantly decreased with age and was worst in those who did not know their friends or relatives with ADHD. Among parents, service workers, and retired/unemployed knew significantly less about ADHD than housewife did. Among teachers, men knew significantly less than women; those who taught children with ADHD knew significantly more than those who did not.Primary school teachers knew more about ADHD than parents and the general public. Factors associated with ADHD knowledge varied among the 3 groups.

ANALISIS EFEKTIVITAS PENGELOLAAN BANTUAN OPERASIONAL SEKOLAH (BOS) PADA SEKOLAH DASAR NEGERI BONIPOI 2 KOTA KUPANG

The external evaluation in general primary School Operational Assistance provided funds to create affordable education services and excellent. for all levels of society. One of the factors affecting these programs bos is the management of funds and all available resources in the bos program.The importance of management of the bos funds the primary, with proper management will be able to help ketercapaian bos primary school with the goal of the program is effective and efficient. Effectively and efficiently.The result of this research was boss on the management of public elementary school bonipoi 2 kupang less effective because its not based on technical direction, guidelines this is because the management of bos funds should dikelolah by the school principal And also in the allocation of the cost of bos funds are iain-lain costs that cannot be dijeiaskan in this report answer delivery pertangung often delayed or not timely.

Differences in attitudes towards inclusion between parents of children with and without disabilities

IntroductionInclusion is among the greatest challenges facing educational systems throughout the world today. Parents’ attitudes play a key role in the successful implementation of inclusion. Therefore, there is a growing interest in comparing the attitudes towards inclusion among parents of children with and without disabilities. ObjectiveThe current study was set out to assess if there are differences in attitudes towards inclusion between parents of children with and without disabilities. MethodThe sample consisted of 332 parents (127 parents of children with disabilities and 205 parents of children without disabilities). All children attended general education primary schools. Participants completed anonymously the Greek version of Attitude Survey Towards Inclusive Education – Parents (de Boer et al., 2012a, b). ResultsThe findings showed no significant differences in attitudes towards inclusion between parents of children with and without disabilities. However, significant differences were found in parents’ attitudes towards inclusion based on their familiarity with a disabled person and the type of disabilities (congenital or acquired). ConclusionThese findings highlight the need to take into consideration parents’ and children's factors during the development of interventions to change attitudes towards inclusion.

Praziquantel is an effective drug for the treatment of Schistosoma Mansoni infection among school-aged children in Northwest Ethiopia

BackgroundThe appropriate drug for the treatment of schistosomiasis is praziquantel. However, low cure rate and existence of drug resistance both in vivo and in vitro were reported in different endemic areas. Hence, the aim of this study was to evaluate the effectiveness of praziquantel for Schistosoma mansoni (S. mansoni) treatment.MethodsA cross-sectional study was conducted in Sanja General Primary School, North Gondar Zone, Amhara region, Northwest of Ethiopia, from March to April, 2017. A total of 245 participants were selected using systematic random sampling. A stool specimen was collected from each participant and examined for S. mansoni ova load count using Kato–Katz technique. Two hundred four infected participants were treated with a single oral dose of praziquantel 40 mg/kg. Four weeks later post-treatment, stool specimens were collected from 176 study participants. The samples were collected using similar procedures like the pre-treatment phase to see egg reduction and cure status. Data were entered and analyzed using SPSS version 20.0 Pearson chi-square (χ2) was used to determine the association of effectiveness of the drug with the average egg count, age group, and sex. P value ≤ 0.05 at 95% CI was considered statistically significant.ResultsPre-treatment prevalence of S. mansoni infection was 83.3% (204/245) with geometric mean egg count of 357.8. In those not cured post-treatment, the prevalence and egg per gram in geometric mean egg count were 13.1% and 77.6 respectively.After 4 weeks of administration of praziquantel, the cure rate was 86.9% with egg reduction rate of 78.3%. Effectiveness of the drug was not statistically associated with sex, age group, and pre-treatment intensity of infection.ConclusionS. mansoni prevalence was high. Praziquantel is an effective drug for the treatment of S. mansoni. This high prevalence of S. mansoni requires mass drug administration of praziquantel.

Major Causes of Girls’School Dropout from General Primary Schools and Related Challenges in South Wollo and Oromia Zones in Amahara Region, Ethiopia

Though many researchers have been concerned with school dropout issue for both girls and boys, dropout pattern significantly differs by the gender of the students. This study clarifies the factors that contribute to the increasing dropout rate of children, particularly among girls by interviewing research participants and making a detailed review of available literature. Most past researches and reviews on the school dropout issue have been carried out regardless of the gender of the students. Twenty-five primary school students (10 boys and 15 girls), ten school teachers (including school directors) and twenty parents were interviewed for the study. That made the total research participants fifty-five. Dropout rate does not occur through a single factor; it is a composition of several factors. A number of studies have been conducted on girls' dropout issue based on particular regions, societies and cultural perspectives in various parts of the world. In this study, Ianalyzed the factors contributing to the dropout of girls and concluded thatthe major factors are (1) economic factors: e.g. poverty and migration to foreign countries to earn (2) household level factors: e.g. child labor (3) school level factors: e.g. distance and (4) cultural factors: e.g. early marriage. Keywords : School dropout, girls' education, educational inequality. DOI: 10.7176/JEP/11-10-03 Publication date: April 30 th 2020