Practice In Primary Schools Research Articles

Using activity theory and Q methodology to examine the experiences of in-service trainee teachers in the English further education sector

ABSTRACTWhere a high proportion of teachers who practice in primary and secondary schools are trained in a pre-service university setting, further education (FE) colleges train the majority of their teaching staff on an in-service, part-time basis. This paper discusses the experiences of eleven new teachers, based in two FE colleges, during their first year of an initial teacher training (ITT) course and examines the support provided by subject-specific mentors, both in terms of their expectations and actual experiences of being mentored. Q methodology was used as the main data collection tool, with the addition of post Q sort interviews. Forty eight statements, developed using focus groups with trainees and an extensive literature review, were sorted by the eleven trainee teachers. Findings indicated that all the participating trainees painted a positive picture about what a mentor could and should offer an in-service trainee in FE. However, in reality, differences in experiences were reported. In addition, there was evidence of the trainees finding support outside of the mentor-trainee dyad, in the form of communities of practice.

The National SunSmart Schools Program: Impact on sun protection policies and practices in Australian primary schools.

Overexposure to ultraviolet radiation during childhood is a significant determinant of lifetime skin cancer risk, but can be mitigated through primary schools' adoption of appropriate sun protection policies and practices. The present study aimed to evaluate the changes in these policies and practices in Australia, and to assess the impact of the National SunSmart Schools Program. A random sample of primary schools were selected in 2011 and 2016 (N=1577, 1533), and asked to complete a survey describing their current sun protection policies and practices. Significant changes across the study period, and relative to previously reported data from 2005, were identified. Sun protection policies and practices remained relatively stable over the period, although there was a notable decrease in incorporating sun protection material into the curriculum. SunSmart membership was associated with a significantly greater likelihood of several policies and practices being employed. The launch of the SunSmart program in New South Wales was linked with significant improvements to sun protection practices, relative to other states and territories. The National SunSmart Schools program continues to have a substantial impact in supporting the adoption of appropriate sun protection policies and their practical implementation. SO WHAT?: Even small changes to sun protection practices in Australian primary schools can have a major positive impact on long-term health outcomes. SunSmart membership can be leveraged to broaden existing policies and practices, targeting priority areas such as shade provision and the incorporation of sun protection into school curriculum.

Embedding effective autism knowledge and practice in mainstream primary schools: The development of a successful model for outreach

This article reports on a project based on the development of a model for outreach to support three federated mainstream primary schools in London, England to develop their understanding and practice with children with autism. The principal aim of the initiative was to ensure that knowledge and capacity within the participating schools increased; leading to better outcomes for pupils with autism. Data were collected through outreach visit observations, questionnaires completed by staff at different levels including the executive head teacher, SENCos, teachers and learning support assistants, as well as a combined SENCo report detailing individual and whole school impact ‐ including parent and pupil voice. The findings indicate the outreach model improved the knowledge and understanding across all levels of staffing, from senior leadership to learning support assistants which had direct impact on the provision and outcomes for pupils. This was achieved via a series of class observations by a recognised autism specialist teacher, followed by action setting sessions with class teams. After the schools were empowered and supported to monitor the outreach actions themselves, successful research‐based strategies, resources and approaches were implemented more immediately leading to better outcomes for pupils and continued in‐school support. This highlighted the need for in‐school accountability. The findings also highlight the significant importance of the involvement of senior leadership and the subsequent impact on understanding and successful practice throughout the schools.

Implications for the child friendly schools policy within Cambodia’s cultural and primary school context

ABSTRACT This paper examines how culture impacts upon pedagogic practice in Cambodian primary schools. Acknowledging that there is an increasing homogeneity of ideas focusing on constructivist pedagogical approaches as the most effective means of achieving improvements in education quality globally, this study investigates the extent to which the Cambodian Ministry of Education’s constructivist pedagogy embedded in its Child Friendly Schools policy was adopted in the schools in this study. Using a case study methodology data were collected, primarily, through student focus groups and interviews with educators in three government primary schools located in different geographical areas. Findings identified that CFS policy not only fails to take into account the local cultural situation but appears to side-line the significance of local forms of pedagogy. To develop teaching and learning in the schools in this study, the findings point to a more nuanced approach that acknowledges and accommodates varied forms of pedagogic practice.

The Influence National Examinations on Classroom Practice in Primary Schools in Uganda: Case of Kampala and Kabale Districts

Most classroom practices in developing countries are of an authoritarian nature and teacher-driven.
 Learners are rarely involved in the teaching and learning processes. Consequently, many of them
 complete school without learning enough of what they are expected to learn to optimally function in
 their respective societies. Studies have continuously blamed such a situation on the influence of
 national examinations. However, there is limited consensus on the magnitude and direction of such
 influence. This study, therefore, set out to explore the influence of public examinations on classroom
 practice. The study sample included 124 teachers, 540 pupils, 18 school administrators, 10 parents
 and 02 officials from the private assessment institutions (Uwezo and RTI) and one official from
 Uganda National Examination Board. The study reveals that teachers’ selection of teaching methods
 is directly influenced by assessment, particularly public examinations. The methods used in teaching
 were those that encourage rote learning and memorisation of facts. Therefore, little or no effort is
 dedicated to teaching and learning methodologies that could foster the acquisition of high order
 thinking skills like critical thinking or problem-solving. The study argues that national examinations
 can be used to improved classroom practice if the content and methods of assessment are tuned to
 the educational objectives. The study recommends the inclusion of more test items with high order
 thinking skills in the Primary Leaving Examinations. This will motivate teachers and pupils to focus
 classroom practice on higher order thinking competencies instead of rote learning

Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals

The purpose of this study is to understand and describe patterns of principal instructional leadership practice in Iranian primary schools and to then assess whether there are differences between the high- and low-rated principals. A mixed methods design was used to collect both qualitative and quantitative data from principals and teachers within Iranian primary schools. The quantitative data were collected and analyzed from 535 teachers and 70 principals across the 70 primary schools. Next, we used ratings on the Principal Instructional Management Rating Scale to identify four of the highest and lowest performing principals. We then conducted open-ended interviews with teachers and principals in these schools. The key findings showed that, despite working in a highly centralized context, the highly ranked principals in the sample were also differentiated from their lower ranked peers on specific instructional leadership practices. They appeared to give more emphasis to their role in developing the quality of teaching and learning and monitoring student progress. In this setting, ensuring a collegial and collaborative environment for teachers is commonly articulated by the successful principals in our study as an important aspect of instructional leadership.

Primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education

ABSTRACTPrevious research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students with special educational needs (SEN). The findings indicated that despite the difficulty of covering the curricula of the various grades, multi-grade teachers reported the implementation of flexible grouping practices (ability, mixed ability, social) for academic or social reasons. However, the tension between meeting the needs of the grade groups and the individual student with SEN were apparent, with some practices documented not necessarily inclusive. The importance of using appropriate grouping practices to enable teachers to include all students, thereby avoiding potentially negative effects of treating some students differently was emphasised.

Dialogic practices in primary school classrooms

Research into classroom dialogue suggests that certain forms are especially productive for students’ learning. Despite the large number of studies in this area, there is inadequate evidence about the prevalence of the identified forms, let alone their productivity. However, scarcity is widely presumed. The overall aim of the study reported in this article was to examine the extent to which the forms are embedded within current practice in English primary schools. Video-recordings of two lessons from each of 36 classrooms formed the database, with two subjects from mathematics, English and science covered in each classroom. Each lesson was coded per turn for the presence of ‘dialogic moves’ and rated overall for the level of student involvement in specified activities. Results revealed that the supposedly productive forms were not always as scarce as sometimes presumed, while also highlighting huge variation in their relative occurrence. They also point to the role of professional development (PD) for teachers in promoting use of some forms.

Juxtaposing the Primary School Assessment Concepts and Practices in Singapore and Malaysia

The assessment practices in schools have moved from the traditional way of assessing students, which is too exam oriented and relies heavily on standardized exams, towards a more holistic assessment which involves the integration of Central Assessment and School-based Assessment. This paper aims to review the relevant studies on Central Assessment, School-Based Assessment, Formative Assessment (FA) and Assessment for Learning (AfL) in Singapore and Malaysia. It begins with a brief history of assessment in Malaysia and Singapore. Then, it critically reviews the concepts of Formative Assessment and Assessment for Learning as practiced in both countries. From the review, some differences and challenges between the two educational systems particularly with regard to the implementation of classroom assessment are identified. These differences include the medium of instruction, the assessment system and the average class size. Despite the challenges, School-based Assessment, Formative Assessment and Assessment for Learning should be duly implemented regardless of the increased workload and the level of the teachers’ skills in assessment. It is found that these factors do not adversely affect the practices of Formative Assessment and Assessment for Learning by the teachers.

English

The burden of communicable diseases within developing countries is mainly influenced by poor personal hygiene practices Despite substantial evidence about the effectiveness of hand washing, especially using soap at all critical time, the practice is poor in developing countries including Ethiopia. The problem is not researched well on children who are major risk groups for diarrheal diseases, ARI and other hygiene related problems. To assess knowledge, attitude and practice of hand washing and associated factors among primary school children in Hosanna town, SNNPR, Ethiopia. Institution based cross sectional study was conducted with sample size of 246 students in Girma Bekele primary school in Hosanna town from April 15 -30/2016.Data was collected using interviewer administered pre tasted structured questionnaires by trained data collectors. From students participated in this study over all 167(69.9%) students have good and 72 (30.1%) have poor knowledge. Knowledge of students in this primary school is affected by grade of student and area of residence with (AOR, 95% CI 9.099(.587-.850) and (AOR.384; 95% CI (.114-.299)) respectively. Regarding the attitude of students 142(59.4%) and 97(40.6%) have good and poor attitude respectively. Overall 172(71.97%) of students have good practice and 67 (28.03%) have poor practice toward hand washing. Majority of the study subjects has adequate knowledge and about more than half of them have positive attitude. Overall practice of HW is good but utilization of soap and HW after toilet visit is low. Maternal educational status, area of residence, age, sex and grade of student are factors that affect KAP of school children toward hand washing with soap. Key words: Primary school children, hand washing, knowledge, attitude and practice, Ethiopia.

Home-School Communication Practices in Primary Schools in Kenya

Effective two-way communication between the parents and schools is crucial in realizing meaningful learning among children. However, home-school communication was reported to be poor, especially among primary schools in Kakamega County, Kenya. Thus, this study sought to ascertain the effectiveness of family-school communication practices in these schools. A literature review concerning family-school communication and interviews were conducted. Twelve parents, thirteen Parent Teacher Association (PTA) chairpersons and ten District Quality Assurance and Standards Officers (DQASOs), as being information-rich informants, were purposively sampled for the interviews. Semi-structured individual interviews, guided by interview schedules were used. The presentation of the relevant data was done in a narrative format substantiated by verbatim quotations. The findings revealed inadequacies in as far as home-school communication was concerned. It was established that the family-school communication practices in the county were largely ineffective. The findings could be used to improve practice with intent to enhance meaningful learning among the children.

Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action, reflection and modelling (ARM)

Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures.

Primary school female teachers' knowledge, attitude, and practice toward students with epilepsy in Riyadh, Saudi Arabia.

Background:Epilepsy is the most neurological condition prevalent in humanity and it is associated with stigma and discrimination. Knowledge and practice of primary care teachers toward students with epilepsy, especially at young age, is imperative for their development.Objectives:This study was designed to assess the level of knowledge, attitude, and practice of female primary school teachers toward students with epilepsy in Riyadh, Saudi Arabia.Subjects and Methods:In this cross-sectional study, 582 female primary school teachers had volunteered. They were assessed on their knowledge, attitude, and practice toward students with epilepsy using a self-administrated questionnaire. The questionnaire was cross-culturally validated before the distribution.Results:The results suggest above-average familiarity with epilepsy (79.2%). Younger teachers are less likely to associate epilepsy with retardation (P = 0.038). In general, the attitude was positive among the teachers, and 36.9% felt that the students should be treated normally and 63.1% with compassion toward them. Only 14.3% answered that epileptic students should be transferred to special need schools. Highly educated teachers were less likely to feel that epileptic students can cause problems (P = 0.038). The practice was poor with 31.8% expressed the ability to provide first aid to epileptic students. Only 27.5% accepted to give the students prescribed medications.Conclusion:The knowledge about epilepsy needs improvement among primary school teachers in Riyadh. Public level interventions through proper courses can provide a leverage. The higher level of knowledge can be pivotal in increasing the positive attitude and practice of teachers toward epileptic students.

Playwork goes to school: professional (mis)recognition and playwork practice in primary school

The article considers some of the key contemporary challenges facing playwork professionals in England when working in interagency and inter-professional contexts, specifically in English primary schools. This paper is based on a small-scale qualitative evaluation of a pilot play project situated within a primary school in a large English town. By drawing on broader debates within sociological literature and interview and observational data, this paper provides insights into the gendered, classed and interprofessional discourses that are in play within a new phase of the austere economic and occupational public sector landscape. Drawing on concepts of ‘misrecognition’, the authors’ explore issues of professional power, the process of professionalisation and how aspects such as gender and status shape contemporary inter-professional dynamics in schools and playwork contexts.

Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis.

The “assessment for learning” movement in education has increased attention to self-grading and peer-grading practices in primary and secondary schools. This research synthesis examined several questions pertaining to the use of self-grading and peer-grading in conjunction with criterion-referenced testing in 3rd- through 12th-grade-level classrooms. We investigated (a) the effects of students’ participation in grading on subsequent test performance, (b) the difference between grades when assigned by students or teachers, and (c) the correlation between grades assigned by students and teachers. Students who engaged in self-grading performed better (g = .34) on subsequent tests than did students who did not. Moderator analyses suggested that the benefits of self-grading were estimated to be greater when the study controlled for group differences through random assignment. Students who engaged in peer-grading performed better on subsequent tests than did students who did not (g = .29). On average, students did not grade themselves or peers significantly differently than teachers (self-grades, g = .04; peer-grades, g = .04) and showed moderate correlation (self-grading, r = .67; peer-grading, r = .68) with teacher grades. Further, other moderator analyses and examination of studies suggested that self- and peer-grading practices can be implemented to positive effect in primary and secondary schools with the use of rubrics and training for students in a formative assessment environment. However, because of a limited number of studies, these mediating variables need more research to allow more conclusive findings. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students’ Science Learning

Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning, and how students develop their science knowledge in a seamless inquiry-based learning environment supported by these apps. A variety of qualitative data were collected and analyzed. The findings show that the affordances of the apps on BYOD could help students improve their science knowledge without time and place constraints and gain a better sense of ownership in learning.

Examining Teachers View on Primary Teaching Practices Based on Co-Teaching Model

The purpose of the two-teacher primary teaching model is to find a solution, to some extent, for the crowded classes and the classes in which the inclusive students study in primary school. Furthermore, it is aimed to increase the efficiency of the lessons, better take care of the inclusive students, implement the constructivist approach as required, collect the attention of the students who lost their attentions, support students who have difficulties in their studies, ensure that students who learn slowly can learn the lessons completely and increase the quality of education by giving additional studies to the students who learn quickly. The co-teaching model that can be considered as an alternative in solution of the educational problems can be used effectively in the crowded classes and the classes in which the inclusive students study. Moreover, this study can be considered as an alternative model so that the "Teaching Practice" lessons taken by the teacher candidates studying at the education faculty can be more qualified and efficient.The purpose of this study is to review the effectiveness of teaching practice in primary school based on co-teaching model. In this context, it was tried to determine the opinions of primary school teachers about the co-teaching model. To achieve this purpose, 12 primary teachers serving in the city center of Muş were determined as working group. In the study, the data were obtained by semi-structured interview method. Content analysis was used for the analysis of the data.According to the teachers' opinions obtained as a result of the study, the most important one of the problems experienced by the teachers during the teaching period is the crowded classes. It is concluded that in the crowded classes, the activities are not implemented at the desired level, it is not possible to allocate enough time for the students, incorrect and incomplete learning of students cannot be realized on time and it is difficult to give a student-centered education.As a result of the study, in order to ensure that the teaching practice can be efficient, it is concluded that the internship duration should be extended, the teacher candidates should be assigned more responsibilities, the teacher candidates should do internships in the rural schools and combined classes so that they can see different environments and they should carry out implementation-oriented studies rather than observation-oriented studies in this lesson.According to the teachers' opinions obtained as a result of the study, it is concluded that the co-teaching model will increase the efficiency of the lesson, the classroom management will be easier, this model will ensure that the students who fall behind and learn slowly can learn the lessons completely, the saving on time will be ensured, the opportunity to take care of students personally will increase, the workload of the teachers will decrease, the equal opportunity in education will be ensured by taking care of the inclusive students more than before and the faster and more practical solutions will be created for the problems to be encountered in the teaching process.

THE IMPACT OF GLOBALIZATION FOR NEED OF SOCIAL PEDAGOGUES IN SCHOOLS

The aim of this paper is to highlight the changes that have occurred in society due to globalization. There has been a change in the social environment, economic security of family and social security of pupils. The result is the change of behavior and socialization in school, leading to undesirable practices in primary schools, such as bullying, truancy, drugs, rebellion, violence, emotional abuse and so forth. Social pedagogues are the experts in schools that can help in these areas and can help to harmonize the school environment. The questionnaire survey made in 18 primary schools in Žilina tries to find out the existence of social pedagogues and their activities in primary schools

Theoretical Perspectives on Critical Thinking Teaching: Reflections from Field Experiences from a Norwegian Lower Secondary School in Comparison to Tanzanian Secondary School Teaching Practices

This paper presents the theoretical perspectives relevant to critical thinking as my topic of research during my teaching practice period which was conducted from 12th -28th October 2015 at Eidsvag secondary school in Bergen, Norway. As a requirement for Masters’ degree in social science education, all master students were required to engage in teaching practice in different Norwegian primary and secondary schools. Importantly, every student teacher was given a topic of concentration as a mini-research for the whole teaching practice period. My topic of research focused at exploring and gaining the theoretical and practical perspectives on critical thinking teaching by drawing some experiences from a Norwegian lower secondary school (Eidsvag skole) in reflection to secondary school teaching practice experiences in Tanzania. Therefore, in this paper, my reflections with regard to the conditions favoring the possibility for critical thinking teaching and how it was enhanced by teachers at my practice school will be discussed. Further to that, I will also present the observed challenges of which, in my view, in way or another intervened the possibility for effective critical thinking teaching to take place.

Analysis of Carbon Footprint in Terms of Electricity Consumption Practices in Primary Schools: A Case Study of Batang Padang District, Perak, Malaysia

Energy resource consumption, and particularly consumption of electrical energy, influences the increase of greenhouse gas – that is, carbon dioxide in the atmosphere – which results in global warming. One of the strategies to overcome this issue is to implement energy saving sustainability practices. Thus, the purpose of this article is to identify the level of carbon foot print from electricity consumption as well as the relationship and effects of sustainability knowledge, green knowledge, and sustainability practices towards electricity consumption (carbon footprint analysis) in primary schools. This study involved 423 students from ten primary schools within the district of Batang Padang, Perak, Malaysia. A cluster sampling method was used during the first stage of selecting the schools and groups of students. Then, the respondents were chosen by a simple random method from among students between the ages of 10 to 12 years old who were able to read. Results show that the carbon footprint emissions in the studied school areas are still at a low level. The relationship analysis shows a weak significant correlation between (i) sustainability practices and sustainability knowledge, (ii) sustainability practices and carbon footprint, and (iii) green environment and carbon footprint analysis. Similarly, the study shows a moderate relationship between 3R practice variables and carbon footprint analysis in schools. Regression analysis shows that sustainability practices contribute to carbon footprint when compared with sustainability knowledge and green environment. Thus, this shows that sustainability knowledge has a direct relationship with sustainability practices and electricity consumption. The results clearly prove that primary school students show positive elements of sustainability practices. These findings can help schools to identify weak variables, such as green practices knowledge, that need to be improved in order to reduce carbon emissions in schools.