Municipal Schools Research Articles

Role of Teachers in Waste Management in Secondary Schools of Busoga Region Municipalities: A Cross Cutting Issue of the Competence Based Curriculum in Uganda

Role of Teachers in Waste Management in Secondary Schools of Busoga Region Municipalities: A Cross Cutting Issue of the Competence Based Curriculum in Uganda

Leadership actions that enable or constrain accommodation of education for sustainable development

ABSTRACT This paper presents an empirical study on leadership actions related to education for sustainable development, i.e. education that embraces ecological and socio-economic perspectives to foster students’ awareness of the importance of long-term sustainable development. The aim is to identify leadership actions that enable or constrain permanent implementation of such educational perspectives. Empirically, the study is based on data acquired in a school improvement project on sustainability, involving five schools in a Swedish municipality during the years 2016 to 2021. Data were collected in two rounds, in 2018 and 2020, through interviews with school leaders. A theoretical framework including the coupling mechanisms concept and previously identified organizational routines is applied in analysis of the rich data acquired to explore the school leaders’ reported actions, associated routines and their outcomes. The results reveal leadership actions that enable, and others that constrain, long-term establishment of education for sustainable development. The study confirms the importance of early establishment of a holistic educational idea embracing education for sustainable development, and both communication and feedback systems for leaders on its compliance. The study also shows the value of collegial structures and transformational leadership actions that prevent the fading or failure of intended implementation.

INSERTION OF BADMINTON IN SCHOOL PHYSICAL EDUCATION: EVALUATION AND ANALYSIS

This article is an integrative review that synthesizes and analyzes data from four scientific papers collected from the Scielo database, using the descriptors ‘Methodology,’ ‘Method,’ ‘Badminton as a subject,’ ‘School sport.’ Ten papers were analyzed: one of the studies was carried out in Portuguese public elementary schools; the others in Brazil: in a municipal public school in Natal/RN, Brazil, one that shows badminton as an integral part of the body culture of movement and, the last one, is an experience report of an intervention of the practice of Badminton for primary schools students in Iranduba- AM, with the objectives of synthesizing and analyzing the Insertion of the Net Sport Badminton in School Physical Education Classes. This integrative review enabled the construction of a synthesis of scientific knowledge about a new form of interaction between students and teachers, yielding new attitudinal values for both and inclusion, as well as demonstrating the broad contribution of the Badminton Net Sport in School Physical Education Classes to the improvement and dynamism of School Physical Education classes.

MANDATORY SUPERVISED INTERNSHIP IN THE BACHELOR’S COURSE IN AGRONOMY, A PARTNERSHIP BETWEEN UFRA CAMPUS OF CAPANEMA AND THE MUNICIPAL SECRETARIAT OF AGRICULTURE OF THE MUNICIPALITY OF PRIMAVERA – PA

Supervised internship report aimed at technical visits and guidance to small producers in the municipality and activities on the environment developed in partnership with the Municipal Secretariat for the Environment and Sustainable Rural Development (SEMMA) and the Municipal Secretariat of Agriculture (SEMAGRI) . As well as, investigating locations in the municipality of Primavera in the State of Pará to carry out the practice of mechanization, carrying out environmental education in municipal and state schools, revitalizing public squares with ornamental plant seedlings, developing internal documentation with the Secretariat and, also, carry out technical visits to communities in the municipality that grow açaí.

Source-Based Writing: Students’ Approaches and Critical Aspects of Learning

This study explores upper-secondary school students’ source-based writing skills and what teachers can focus on to improve these skills. The students who participated were enrolled in university preparatory programmes at a Swedish municipal upper-secondary school. The results are based on 73 texts written by students in the subject Swedish (first-language education) and 11 interviews based on the students’ texts. Before the interviews, I went through the students’ texts and prepared questions about their use of sources. I use phenomenography to describe four different ways of using sources and variation theory to identify four critical aspects of learning this skill. To use sources in the most developed way, students need to be able to discern that: (1) acknowledging sources varies with literacy practice; (2) ideas from sources support arguments in own writing; (3) own ideas are separate from those of others; and (4) sources are compared and evaluated throughout the writing process. These critical aspects can be used to plan the teaching of source-based writing for upper-secondary school students.

Maternal weight status at conception predicts offspring body fat at age 11 years: population data from the Japan Kids Body Composition Study using dual-energy X-ray absorptiometry

BackgroundMaternal preconception overweight status has been reported to be associated with an increased risk of overweight offspring. However, there are no published population-based studies on the association between maternal preconception weight and offspring body fat measured by dual-energy X-ray absorptiometry (DXA). The present population-based retrospective cohort study aimed to examine the association between maternal weight at conception and offspring body fat measured by DXA.MethodsThe source population consisted of 5th-grade students (1244 students aged 11 years) registered at 8 municipal elementary schools in Kitakata, Fukuroi, Hamamatsu, and Himeji in Japan. The present analyses included 964 participants who provided complete information. Maternal body mass index (BMI) at conception was calculated using records in the Mother and Child Health Handbook (MCHH). Offspring body fat at age 11 years was measured with the same QDR-4500A DXA instrument in a mobile test room that was brought to each school. With regard to the prediction of excess fat in offspring, the area under the curve (AUC) calculated with receiver operating characteristic curve analysis was used to quantify the diagnostic accuracy of maternal BMI at conception.ResultsAdjusted odds ratios for excess body fat in offspring of the overweight mother group (odds ratios, 4.93 to 15.32) were significantly higher than those in the non-overweight mother group. For the prediction of excess offspring fat, AUCs and 95% confidence intervals for maternal BMI at conception were greater than 0.5.ConclusionMaternal overweight status at conception might be a risk factor for excess body fat in offspring. Maternal BMI values calculated using MCHH data have the potential to distinguish between the presence and absence of excess fat in the next generation.

Legionella in Primary School Hot Water Systems from Two Municipalities in the Danish Capital Region.

Legionella contamination in public water systems poses significant health risks, particularly in schools where vulnerable populations, including children, regularly use these facilities. This study investigates the presence of Legionella in the hot water systems from 49 primary schools across two municipalities in the Danish capital region. Water samples were collected from taps in each school, and both first-flush and stabile temperature samples were analysed for Legionella contents. The findings revealed that 97% of schools in Municipality 1 and 100% in Municipality 2 had Legionella in their hot water systems. The content of Legionella colonies was significantly higher in schools in Municipality 1, which was probably because of overall lower water temperatures. At stabile temperatures, 76% and 50% of the schools in the two municipalities exceeded the European Union's recommended limit of 1000 CFU/L. Stabile peripheral water temperatures were achieved after 3 min. Tap water temperatures above 54 °C and central tank temperatures above 59 °C were associated with Legionella contents below 1000 CFU/L. This study highlights the need for more stringent Legionella control procedures in schools, including higher water temperatures and refining Legionella reducing interventions with the addition of regular flow and draining procedures.

O LÚDICO NA EDUCAÇÃO INFANTIL: CONCEPÇÕES E PRÁTICASDOCENTES

This article is a section of a Master's Dissertation and aims to analyze how the knowledge of playfulness in early childhood education is contextualized in teachers' pedagogical practices based on the reality of a municipal early childhood education school. The justification is to reevaluate the pedagogical work, seeking to understand that while educators encounter challenges in developing a playful approach with young children, their practice becomes much more expressive and enjoyable for the children’s school experience. A learning environment where playfulness, creativity, and spontaneity prevail becomes far more conducive to learning. The methodological design was non-experimental, descriptive, cross-sectional, with a mixed approach. It was non-experimental because there was no manipulation of variables or comparison groups. The researcher observes what naturally occurs without interfering in any way. It is a descriptive investigation because it aims to describe the characteristics of a certain population or phenomenon or establish relationships between variables. As for the results, we emphasize that, although there was a comparison regarding the teachers’ years of service, it did not influence the findings. What became evident is that both teachers work with the same goal: to motivate the students’ learning processes through playful tools.

Teachers’ Utilization of Information and Communications Technology in Blended Learning Modality

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) claims that when teachers are trained in ICT and possess a strong digital literacy, they can help students develop higher-order thinking skills, offer unique and innovative ways for them to communicate what they know, and better equip them to deal with the constant changes in technology that occur in both the workplace and society at large. Given this background, this study investigated the extent of teachers’ utilization of information and communications technology in blended learning modality in one of the schools in a fifth-class municipality in Central Philippines during the School Year 2022-2023. The study used a descriptive research design and a self-made questionnaire to gather baseline data from 34 public secondary school teachers. The result of the study showed that the extent of teachers’ utilization of ICT in blended learning modality in software applications and online platforms was high. Furthermore, there was no significant difference in the extent of teachers’ utilization of ICT in blended learning modality when respondents were grouped according to the variables above. Various recommendations were provided to address the lowest mean scores in both areas, like the BLOCKED TIME Program and the utilization of various online platforms like Group Chats and Google Meet, among others. Keywords: Information and communications technology, teachers’ utilization of ICT, blended learning modality

Storytelling: recontextualizing language in literacy for student learning

The article discusses the recontextualization of language, through storytelling, in literacy to overcome student learning difficulties, based on teacher training. The aim is to identify relevant aspects in storytelling that enhance the learning of students in the process of literacy. Thus, we established a dialogue between different perspectives on literacy to recontextualize written language. The case study included the application of pre- and post-tests to 3rd grade students in the Canoas/RS municipal school system, training for the teachers of these students and pedagogical practices. Based on the data analyzed quantitatively, we found that storytelling makes it possible to explore and construct different situations, contextualizing written language in the expression of meanings and the construction of hypotheses, as well as problematizing everyday life through the stories experienced.

Teachers’ Perceptions and Attitudes on the E Double-Track Educational System: A Case Study from Upper Denkyira East Municipality, Ghana

Introduction: Undoubtedly, the implementation of the free Senior High School (SHS) policy has resulted in a rise in student enrollment. In fact, the free SHS policy provides educational opportunities to children whose guardians and parents cannot afford school fees, otherwise they would not have been able to continue their education. The purpose of the study was to assess teachers’ perceptions and attitudes on Double-Track Educational System (DTES) in the Upper Denkyira East Municipality. Methods: The target population for the study was 178 teachers in the two Senior High Schools in the Upper Denkyira East Municipality. A descriptive study design using quantitative data collection methods involving 124 teachers. The researchers used questionnaire as the data collection instrument. The lottery method of the simple random sampling technique was used to select the 124 teachers for this study because it allowed participants equal probability of selection and thus avoided bias.Data were analysed using SPSS version 20 software (SPSS). Results: The data were presented using frequencies, tables and texts. Statistical significance for all testing was set as 0.05. A significant proportion of the teachers (72%) had information on the double-track system from the media. Majority had no idea or understood the double-track system which was statistically significant. Significant proportion of the teachers had good attitude towards the implementation of the double-track system. Conclusions/Recommendations: The study concludes that government should continue with the implementation of the DTES. Perception on DTES was poor among the respondents however, most teachers had good attitude towards the implementation of DTES. Government, Ministry of Education and Ghana Education Service must continue with their education on DTES and further extend it to the churches and the mosque in the Municipality.

Connecting Education and Nature: The Benefits of Direct Contact with the Natural Environment for the Holistic Development of Ninth-Grade Students at the Municipal School Prof. Dr. Amaro Fernandes de Oliveira Sobrinho

This study examined the benefits of direct contact with nature for ninth-grade students at Escola Municipal Prof. Dr. Amaro Fernandes de Oliveira Sobrinho. It emphasized hands-on experiences, such as visits to farms, the establishment of vegetable gardens, and the revitalization of existing gardens. These activities were designed to enhance academic learning and promote the holistic development of students. Interaction with the environment provided a deeper understanding of ecosystems and sustainable practices, enabling students to directly engage with concepts such as natural cycles and environmental impacts. In addition to the academic advantages, outdoor experiences have been shown to improve students' emotional well-being by reducing stress and fostering a sense of overall wellness. The activities also cultivated social skills, including communication and collaboration, by involving students in group projects. Immersion in nature contributed to a more collaborative and inclusive atmosphere, while sustainability practices heightened environmental awareness. The findings underscore the importance of integrating natural experiences into the school curriculum to facilitate more meaningful learning and prepare students to become responsible and well-rounded citizens in an increasingly urban and digital world.

MATHEMATICAL EDUCATION AND THE LEARNING ASSESSMENT PROCESS IN THE EARLY YEARS OF ELEMENTARY SCHOOL

This study analyzed the influence of parental and/or guardian involvement on the academic performance of 3rd-grade students at the Municipal School Santa Luzia in Cajazeiras, Macaíba. The specific objectives included understanding parents’ and/or guardians’ perceptions of their role in the educational process, exploring their participation in students’ learning, identifying factors that affected their effective participation, and proposing strategies to encourage greater involvement of these responsible parties in the school. A qualitative case study methodology was adopted, utilizing semi-structured interviews, analysis of official documents, and a literature review. The sample consisted of 24 3rd-grade students, 2 teachers, 2 administrators, and 10 parents and/or guardians. The results revealed a significant relationship between parental support and students’ academic performance. Students who received more support or supervision from their parents or guardians performed better academically. The study emphasizes the importance of active parental and/or guardian involvement in students’ school life, not only in terms of financial and material support but also in interaction with teachers and other members of the school community. A notable aspect of the research was the formative/summative assessment conducted with parents present in the classroom. The results of this assessment, not disclosed to the students and their families, were quite revealing: when parents were present, students’ correct responses ranged from 95% to 100%, while in the absence of parents, correct responses ranged from 20% to 50%. This result highlights the significant influence that parental participation can have on students’ academic success.

Assessment of Prevalence of Otitis Media with Effusion and Correlation Between Otoscopic Findings with Jerger's Diagnostic Tympanograms Among Pupils in Calabar Municipality.

OME is an accumulation of serous or mucoid fluid in the middle ear cavity with an intact tympanic membrane and without any sign of acute infection. This study aimed to determine the prevalence of otitis media with effusion among preschool and school-age children aged 1-10 years in private and public schools in Calabar municipality and the correlations between otoscopic findings and Jerger's diagnostic criteria among study participants. This school-based descriptive cross-sectional study used a multistage sampling technique to recruit participants. The Institutional Ethical Committee approved the study. Consent and assent were obtained from parents/guardians of children aged < 6 years and >7 years, respectively. A structured questionnaire was used to obtain sociodemographic characteristics, symptoms, and possible risk factors for otitis media with effusion. In addition, ear, nose, and throat (ENT) examinations and tympanometry were performed for each participant. Jerger's type B and C tympanograms were the diagnostic criteria for otitis media with effusion. The data were analyzed using IBM SPSS version 25, and the threshold for statistical significance was set at P < 0.05. The overall prevalence of OME was 13.8%, with P values ≤ 0.001, P = 0.597, and P = 0.007 for daycare (45.85%), public schools (14.7%), and females, respectively. Jerger type B tympanograms had a strong positive correlation with middle ear fluid (r = 0.777) on otoscopy, Jerger type C tympanograms with dull TM (r = 0.687), and retracted TM (r = 0.774). Otitis media with effusion was more prevalent among preschool children aged 1-2 years in public schools and among female children in Calabar municipalit. The otoscopic results of otitis media with effusion were consistent with Jerger's diagnostic criteria in our study.

(MOS)KUJDESI I FILLORISTËVE NDAJ GJUHËS SHQIPE

Great technological advances have brought children into the digital world, replacing with the "world" they carry in their pockets, pens, notebooks and books, but most worryingly, they have also begun to abandon their native language, embracing the foreign language more easily. The aim of this paper is to investigate how much schoolchildren care about writing their language without mistakes, which part of the Albanian language subject they prefer the most and what they want to change to make learning the Albanian language easier. The paper presents hypotheses, arguments and conclusions based on data collected from a survey with pupils of municipal elementary schools of the city of Gostivar (two hundred four pupils). During the research, the direct survey method was used to collect concrete data from the pupils and the descriptive method was used for the theoretical explanation of the problem we are investigating. The results of the research showed that elementary school pupils prefer literature more than language and don’t care enough to write Albanian without mistakes.

25 YEARS OF THE NATIONAL ENVIRONMENTAL EDUCATION POLICY (PNEA): A CASE STUDY ON THE IMPLEMENTATION OF FORMAL ENVIRONMENTAL EDUCATION IN THE DAILY SCHOOL LIFE OF 120 PUBLIC SCHOOL TEACHERS IN THE MUNICIPALITY OF CABO FRIO, RJ

Objective: The objective of this study is to carry out a critical analysis of the National Environmental Education Policy based on a Case Study with 120 Teachers who are in the classroom, in Public Schools of the Education Network in the Municipality of Cabo Frio, RJ, Brazil. Theoretical Reference: There are several theories and authors who research and write about EA. Historically, it can be said that the first person studied to describe and teach about AE was Raquel Carson, in her book “Silecious Spring” where she described the problems caused by pesticides. Subsequently, there were several international meetings that gave rise to treaties and guidelines on the predatory way in which man deals with the environment in his capitalist model of production. Among the multilateral documents signed by Brazil is the EA Treaty. Currently, we have in practice the EAF resulting from philosophical understandings arising from Federal Law No. 9,795/99 “the EA law”. In contrast to the traditional EA model, our main source of analysis is the theories of “Critical EA”, aimed at building knowledge, awareness, critical cognitions and autonomy of people in relation to their interaction with environmental goods in a sustainable and sustainable way. perennial. Method: The methodology adopted for this research comprises exploratory field research. The technique used in the research was the “Case Study”. The quantitative method was used in the analysis of data obtained from the application of the field research instrument, namely: the questionnaire. Being applied to this statistical analysis. Each proposed question generated a table and a graph where the statistical percentages of the responses of the Teachers who answered the questionnaire are presented. A quantitative and qualitative analysis of the results was then carried out. Results and Discussion: The results obtained confirm the hypotheses raised, as they demonstrate a lack in the training of undergraduates in undergraduate courses in relation to the EA theme, as well as an incipient and ineffective practice of formal EA in the daily lives of the Teachers surveyed. Implications of the Research: The practical and theoretical implications of this research are visible given the demonstration of a reality of the researched that is replicated throughout the education network of the researched municipality and possibly of Public School Teachers throughout the State of RJ. Originality/Value: This study significantly contributes to enriching the theory and practice of EAF, as it portrays the current scenario of teaching practice in relation to EAF in municipal schools with actuality and truth, demonstrating the obstacles, flaws and ways to be taken to make a constitutional right effective, namely the right to EA.

Work Environment and Teachers’ Turnover Interventions in Government Aided Primary Schools in Kagango Division Sheema Municipality

This study investigated the relationship between work environment and teachers’ turnover interventions in government aided primary schools in Kagango division Sheema municipality. The study adopted a cross-sectional research design on a sample of 104 teachers and head teachers. Data were collected using a self-administered questionnaire and an interview guide. Quantitative data were analysed using descriptive statistics namely frequencies, percentages and means and inferential methods that are correlation analysis. The findings revealed that, there was no significant relationship between supportive leadership and teachers’ job turnover interventions in Government Aided Primary Schools in Kagango Division, Sheema Municipality, Sheema District. It was thus concluded that work-life balance contributed 31% of variations in the dependent variable, followed by effective mentorship programs which contributed 13 % of all variations in the response variable, and only 5% of the variations in the dependent variable was attributed to supportive leadership. Overall, 49 % of variations in the response variable (teachers’ job turn over interventions) are attributed to supportive leadership, effective mentorship programs and work-life balance. Therefore, it was recommended that public primary schools in Kagango Division, Sheema Municipality, Sheema District should encourage more supportive leadership. This can be achieved through creation of work teams and assigned specific tasks to tackle. By occasionally doing this, public primary schools will improve on teachers’ cooperation which subsequently raises the contribution of the variable on teachers’ job turn-over intervention. Keywords: Teachers’ turnover, work environment, Government interventions

Factors Influencing Access to Sexual and Reproductive Health Information among Adolescents Aged 12-19 Years in Mukono Municipality Schools: A Cross-Sectional Study

Background: Adolescent sexual and reproductive health is one of the essential health care services that promote a adolescent’s health. Complications of unwanted pregnancies lead to school dropouts’, disability and mortality. However, many adolescents 12-19 years face barriers to reproductive health information about their health and rights. And are unable to access services needed to protect their health. This study aimed to assess factors influencing access to Sexual and Reproductive Health Information among adolescents aged 12-19 years in Mukono municipality schools, Uganda. Methods: Analytical cross-sectional survey and simple random sampling were used to select 384 participants between July and December 2022 in Mukono municipality. A Self-administered structured was used to collect data. Data was analyzed using descriptive statistics, chi-square test, and a modified Poisson regression model. Results: Findings showed the mean age of participants was 16.1 (S.D + 2) years. The proportion of access to information was 80.27%. Significant factors strongly associated with access to sexual and reproductive health information were being Moslem (OR: 0.284 (0.089-0.912)], going to hospital [OR: 2.350 (1.143-4.828)], distance 3-5 Kms from home to nearest health facility [OR: 0.41 (0.176-0.912)]. Conclusion: Two of every ten participants had access to Sexual Reproductive Health and Rights information. Significant determinants were radio media and print newspapers. Stakeholders should advocate for adolescents’ increased access to healthcare information to avert the upsurge in related diseases. Policy makers should review and monitor new guidelines for Adolescent and School health inclusive of sexuality and reproductive health. Thus, improve health equity for all.

Kurikulárne ukotvenie predmetu občianska náuka a výchova v období prvej Československej republiky (1918 – 1938)

The paper systematically maps the development of the curriculum for the subject of civics education in the Czechoslovak Republic from the tendencies leading to its creation to the form of the definitive curriculum in 1933. This area has not yet been significantly retracted in Slovakia. The main research interest is oriented not only on the curriculum, but also on related archival documents and monographs, which provide information on both the legislative frameworks and the school realities of the time (the approach to the application of the curriculum in the didactic framework). In the case of curricula for municipal (folk) and civic (bourgeois) schools, the focus is on observational criteria such as the position of the subject in the system and its objectives, the hourly allocation, the organisation of teaching, the instructions for teachers, the binding content (thematic concept) and the ideological platform, which make it possible to understand what transformations the various versions of the curriculum have been carried out, under what influence and with what results. Overall, this represents a set of information suitable for in-depth content analysis, supported in places by links to the current state of the curriculum. A comparative approach is applied to identify positive and negative elements in the changing versions of the curriculum. This also reflects the aim of the research – document the development as comprehensively as possible, using the above-mentioned methodology, and to link it to the current state of the curriculum for social studies education. The resulting findings are summarized in the final evaluation.

Developing theory by engaging in collaborative transformations of educational practice

This article presents a methodological approach to educational psychology research in which researchers engage in collaborative transformations of educational practice while developing theory concerning the societal and scientific relevance of these transformative processes. The theoretical inspiration for this approach stems from German-Scandinavian Critical Psychology, Transformative Activist Stance, and the Change Laboratory Framework — three research traditions with common roots in cultural-historical psychology and activity theory. Empirically, the article is based on a transformative research collaboration between the author and a 2nd grade teacher at a Danish municipal primary school. The aim was to develop an intervention framework to support the development of cultures of care within communities of children, while simultaneously producing theoretical knowledge about the conditions that enable the development of such cultures within the contradictory and dilemma-filled historical and socio-political context of Danish municipally governed schools. Empirical excerpts show how a novel intervention principle emerged as a synthesis of the researcher and the schoolteacher’s respective, seemingly contradictory knowledge contributions. Against a backdrop of historical-institutional analyses, it is argued that this intervention principle represents a novel scope of possibilities for educational professionals struggling to manoeuvre within the various contradictions and common problems inherent to Danish municipally governed schools. In the discussion, it is argued that the transformative approach presented here seems particularly promising for the democratisation of knowledge production. This assertion is supported by a demonstration of how the approach is particularly flexible to continuously integrate critique, contributions, and contestations from co-researchers within educational practice, adults as well as children.