Practice Of Primary School Teachers Research Articles

First Aid Knowledge and Practice

Background: First aid is the assessments and interventions that can be performed by medic (or by the injured person) immediately with minimal or no medical equipment. Training is necessary to equip the first aid provider with the knowledge, skill, and confidence to attend to an emergency. Objectives: To assess the knowledge and practices of primary school teachers in Hay Al-Salaam Al-Sakani about the first aid. Methods: A cross-sectional study with analytic element was conducted in Baghdad during the period from February to August 2018. Eight schools were choose randomly, 145 teachers who were work in choosing schools and accept to involve in this study. A structure questionnaire depending on the Iraqi Red Crescent guideline for First Aid, and American College of Emergency Physician's First Aid manual 5th edition was used. Results: One hundred and forty five teachers were involved in this study, 44.1% of them aged 40–49 year, most of them were females (93.8%), graduated institute (63.4%), married (77.9%), had one to three children (65.5%), had 11–18 years teaching experience (30.3%). Only 30.3% applied first aid previously, most of the teachers (71%) did not involve in first aid training courses. Teachers age had statistically significant association with first aid general-knowledge, knowledge about poisoning, fractures, and burn. Their educational level had statistically significant with knowledge about coma, epilepsy, fractures, mouth injuries, and burn. Conclusion: First aid knowledge in general and in each type of school accident was good except knowledge in asphyxia and electric shock were fair knowledge; most of them were not involved in training courses for first aid, or applied first aid.

The Impact of Open and Distance Learning Material on Mindfulness Practices of Primary School Teachers

At present, in Sri Lanka, there are no programmes developed to train teachers in mindfulness through Open and Distance Learning (ODL) methods that can easily be distributed. The materials developed have been compiled into a short course titled “Mindfulness Practices for Primary Teachers” which will be offered to teachers. Before, offering the course to a larger audience, a pilot study was conducted. The objectives of this pilot study were; to produce learning materials (in module and AV format) using the OUSL resources, to deliver the course (Print, AV, on-line) by enrolling Sinhala and Tamil primary teachers in Western Province, to assess the impact and delivery of the material by using a variety of means during the course and after completing the course, and to make suggestions for further improvement of the material in line with the findings of the pilot study. Mixes of survey and action research designs were used. Two questionnaires for primary teachers and OUSL academics who are involved in conducting the course, a questionnaire for the two experts, their reflections, and a reflective journal for primary teachers were used as the primary data collection methods. Samples of 100 teachers, six OUSL academics, and the two experts/facilitators were selected to enroll and complete the pilot study of the programme. The data collected through the questionnaires was analysed quantitatively using percentages and content analysis was used to analyse qualitative data recorded in the reflective journals and collected through documents. It could be concluded that the short course on mindfulness practices had a positive impact on the primary teachers. They were able to change themselves, their students, and their teaching processes because of the short course. The training received by the OUSL academics from the experts leads them to re-think about their day-to-day practices. Further, the implementation of the course should be streamlined to facilitate the teachers self-practices.

Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan

This study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new vision of the methods and technologies of the system for evaluating educational achievements. In connection with the modernization of Kazakhstan’s education, significant changes are occurring in the control and assessment activities of Kazakhstan schools, its goals, content, and technologies are changing. The problem of assessment activity is one of the most urgent problems both in pedagogical theory and in pedagogical practice. This study presents the results of empirical studies and the features of the transition to a new criteria-based assessment system for Kazakhstan. According to the results of the study, the problem of the need for professional training of future primary school teachers for the criteria-based assessment system was revealed. Results also showed that there are difficulties of applying criteria-based assessment in the practice of primary school teachers. The question of what professional knowledge, skills, and abilities an elementary school teacher must possess to successfully perform the monitoring and evaluation function was investigated. Particular attention is paid to the study of the influence of criteria-based assessment on learning motivation in primary school.

English

Teacher classroom practices have been identified as the key contributing factor to the low learning outcomes of primary school grades in Kenya. Teacher mentoring has the potential to improve classroom practices and this study sought to determine its effects on the classroom practices of primary school teachers in Kwale County, Kenya. Using One Group Repeated Measures Quasi-Experimental Design, one cohort of 40 teachers in 22 public primary schools was mentored for 20 months, from May 2016 to October 2018. A classroom observation tool was used in data collection during this period. The tool achieved a Cronbach’s Alpha reliability coefficient of 0.84, 0.81 and 0.79 in 2016, 2017 and 2018 respectively.  Data was analysed using Repeated Measures ANOVA and teacher mentoring had a statistically significant effect on mean classroom practice score at F=6.282, df=2, p=0.003. Significant mean differences were located between 2016 and 2017 in favour of 2017, and between 2016 and 2018 in favour of 2018. There was no significant mean difference between 2017 and 2018. In conclusion, teacher mentoring is effective in improving teacher classroom practices and should be integrated into the formal school programme in Kenya.   Key words: Teacher mentoring, classroom practices, teacher quality, learning outcomes. &nbsp

Measuring the quality of teaching practices in primary schools: Assessing the validity of the Teach observation tool in Punjab, Pakistan

Monitoring the quality of teaching practices of primary school teachers in low-and-middle-income countries is often hampered by the lack of freely available classroom observation tools that are feasible to administer, validated in their own setting, and can be used as part of national monitoring systems. To address this discrepancy, Teach, an open-access classroom observation tool, was developed to measure the quality of teaching practices of primary school teachers in low-and-middle-income countries. This paper uses data from Punjab, Pakistan to evaluate the validity of Teach. Results show that Teach scores were internally consistent, presented good inter-rater reliability, and provided sufficient information to differentiate low from high-quality teaching practices. Further, higher Teach scores were associated with higher student outcomes.

Oral health – Knowledge, attitude, and practices of primary school teachers in Shirur, Udupi District India

Background: Oral health is an integral part of the general health of an individual. Children spend a considerable period in schools and teachers are in an enviable position to influence and guide children. School-based oral health education (OHE) is valuable as children are guided when young during the formation of their oral hygiene habits. Aim: This study was undertaken with the objective of assessing the oral health knowledge, attitudes, and practices of primary school teachers. Materials and Methods: This cross-sectional survey was conducted among primary school teachers in Shirur village of Udupi district. A validated questionnaire was used, and a total of 103 teachers were assessed for their knowledge, attitudes, and practices regarding oral hygiene. Statistical Analysis: Data description and statistical analysis were obtained using IBM SPSS Version 21-computer software (IBM Statistical Package for the Social Sciences, SPSS 21.0, Inc., Chicago, USA) in association with Microsoft Excel. Descriptive statistics were obtained, and the mean values and frequency distributions were calculated. Results: All teachers (100%) were unanimous in their agreement that oral health was an integral part of general health and 95.3% (n = 102) agreed on the need for periodic dental check up. A majority (55.8%) of the teachers brushed twice daily and 32.7% of them visited their dentist once every 6 months. All teachers were interested in delivering OHE in schools. Conclusions: School teachers can be effectively used for OHE in schools. There is a need for a comprehensive approach to include OHE in schools through activities such as dental examinations and demonstration of brushing techniques.

COGNITIVE COMPETENCE OF A CHILD IN PRIMARY SCHOOL AGE IN THE CONTEXT OF GROSS MOTOR SKILLS

The influence of fine and gross motor development on cognitive abilities continues in both pre-school and younger school age. Complex researches confirm the existence of a positive relationship between the amount of physical activity, cognitive abilities and academic achievement. The spectrum and level of motor skills are positively correlated with cognitive functions and academic achievement, so it is important to focus on developing basic motor skills in children. The aim of the research is to assess the relationship between the level of gross motor skills and the level of cognitive competence in children who undergo the compulsory school attendance. The research was conducted as part of the GF_PdF_2019_0003 project. The research group consisted of 200 primary school aged children - 9.87 ± 0.65 year old. The Ethics Committee approval of the author's department was obtained for the research. The participation of the child in the research was completely voluntary, anonymous, free of charge and with the possibility to withdraw from the research anytime. To assess the level of cognitive abilities, a Cognitive Skills Test (TKS) was used to diagnose three areas: verbal, quantitative, and nonverbal skills. The Test of Gross Motor Development-2 was used to diagnose the level of gross motor skills. It is focused on the determination of locomotor and object control skills as components of human’s gross motor skills. The correlation of the relationship between cognitive abilities and gross motor levels was evaluated at p≤0.05. It is necessary to present the results of the research in the given field in professional journals and to apply it in the practice of primary school teachers.

Effect of two educational interventions on primary school teachers\u2019 knowledge and self-reported practice regarding emergency management of traumatic dental injuries

BackgroundThe present study evaluated the effect of two educational interventions on the knowledge and self-reported practice of primary school teachers regarding emergency management of traumatic dental injuries (TDIs).MethodsAll primary school teachers (n = 664) of Arak, Iran were asked to participate in the study. Based on geographic regions, all participants were enrolled in two groups: educational leaflet and oral presentation. At baseline, teachers in both groups were asked to complete an anonymous self-administrated questionnaire consisting of demographics, eight questions on knowledge, and four paper cases on self-reported practice about TDIs. After collecting the questionnaires, interventions, including an oral presentation and an educational leaflet whose contents were prepared based on the most recent scientific evidence, were implemented. One and six months after the interventions, the questionnaire was completed by the teachers again. Repeated measures ANOVA and a linear regression model were used for statistical analysis.ResultsTwo hundred and ninety-two teachers participated in all stages of the study (response rate = 64.5%). In one-month follow-up, in both groups, the mean score of knowledge was significantly higher compared to baseline and six-month scores (P < 0.001 and P < 0.001, respectively). Moreover, in six-month follow-up, the mean score of knowledge was higher compared to baseline (P < 0.001) in both intervention groups. No statistically significant difference existed in the mean score of knowledge in three evaluations between two groups (P < 0.05). In one-month follow-up, the mean score of self-reported practice was significantly higher compared to baseline and six-month scores in both interventional groups (P < 0.001 and P < 0.001, respectively). There was no significant difference in the mean score of self-reported practice between the one-month and six-month follow-up (P = 0.53). There was no statistical significant difference in the mean score of self-reported practice in three evaluation phases between two groups (P < 0.05). No significant relationship was observed between the difference in knowledge and self-reported practice scores and demographic factors.ConclusionsBoth educational interventions regarding emergency management of TDIs-educational leaflet and oral presentation- were effective in increasing knowledge and self-reported practice of teachers in the short-term follow-up. In long-term evaluation, educational leaflet resulted in more positive changes in teachers’ knowledge compared to their self-reported practice.

The Effectiveness of an Assessment for Learning Training Program in Improving the Practice of Primary School Teachers of Assessment for Learning Strategies

The purpose of this research was to investigate the effectiveness of a training program on “Assessment for Learning” on enhancing elementary teachers assessment for learning practices in their classrooms. One hundred and seventy one teachers attended the training program that was held eight times throughout the semester. A pretest and posttest were implemented on all trainees, mean differences were calculated using the paired- samples t test. Fifty-six of the teachers answered an open-ended survey to collect qualitative data to support quantitative results. Significant differences between pre and post-test means in favour of the latter were found, which illustrates that the program had helped the teachers to develop knowledge of assessment for learning concepts and strategies. Seven assertions emerged from qualitative analysis: Safe Learning Environment, Turning Competition into Collaboration, Developing Thinking Skills, Self-Regulated Learning, Developing Life Skills, Enhancing Motivation, and Learning is for All.

The Effectiveness of an Assessment for Learning Training Program in Improving the Practice of Primary School Teachers of Assessment for Learning Strategies

The purpose of this research was to investigate the effectiveness of a training program on “Assessment for Learning” on enhancing elementary teachers assessment for learning practices in their classrooms. One hundred and seventy one teachers attended the training program that was held eight times throughout the semester. A pretest and posttest were implemented on all trainees, mean differences were calculated using the paired- samples t test. Fifty-six of the teachers answered an open-ended survey to collect qualitative data to support quantitative results. Significant differences between pre and post-test means in favour of the latter were found, which illustrates that the program had helped the teachers to develop knowledge of assessment for learning concepts and strategies. Seven assertions emerged from qualitative analysis: Safe Learning Environment, Turning Competition into Collaboration, Developing Thinking Skills, Self-Regulated Learning, Developing Life Skills, Enhancing Motivation, and Learning is for All.

The practice of primary school teachers in the city of Abu Dhabi for some educational-learning strategies

ABSTRACTThis study aims at identifying the nature of the practice of primary school teachers in Abu Dhabi for some educational-learning strategies. The sample of the study consisted of (200) teachers who were selected based on simple random sampling according to the study variables. The results of the study showed that the reality of practicing primary school teachers in Abu Dhabi for behavioural, cognitive and emotional strategies was average. The results also showed that the knowledge strategy ranked first followed by emotional and behavioural strategy. Further, results showed that there were no statistically significant differences due to the variable of the governorate in the extent of the exercise of behavioural, cognitive and emotional strategies. The results also showed that there were no statistically significant differences due to the variable of scientific qualification in the extent of the practitioner examined strategies.

Knowledge and practices of primary school teachers about first aid management of minor injuries among children in the Qassim region, Saudi Arabia

Background: While teachers have an abundant responsibility for teaching and guiding children in their academic and overall growth, previous studies have found out that the prevalence of first aid training among teachers is still low. Even though teachers act as the first line of defense in any health emergency. The present study aims at investigating the prevalence of knowledge among teachers on how to handle first aid procedures for basic and usual accidents and chronic diseases such as diabetes and epilepsy. Methodology: Quantitative observational cross-sectional study was carried out targeting the primary schools at Unaizah city, Qassim region, Saudi Arabia. The sample included exclusively teachers enrolled in a systematic approach. A total of 315 subjects participated in the study. Results: Majority of the research participants were aged between 26 years and 50 years 291 (93.9%), with only 2.6% being aged 50 years or more. Most of the participants had bachelor degree as the highest education level 239 (77.3%), while there was only one participant with a Ph.D. While 44.2% of the teachers knew first aid education, 22.3% of the participants could confidently carry out first aid procedures. Three-quarters of the participants did know what to do after a pupil faints, while 47.7% of the teachers did know what to do in the event bleeding. Conclusions: Knowledge and education of what to do in an emergency that requires first aid appears to be not a problem in the primary schools surrounding Unaizah city, Qassim region, Saudi Arabia. However, the present study still warrants practical training for the teachers on first aid procedures

A Survey of Teachers’ Knowledge, Attitudes, and Practices Related to Pupils’ Eye Health and School-Based Eye-Health Services

Objective: This article aims to assess the knowledge, attitudes, and practices of primary school teachers (PSTs) in relation to their pupils’ eye health and school-based eye health services. Materials and Methods: This was a descriptive cross-sectional questionnaire-based survey of PSTs in the Nkanu West Local Government Area, Enugu State, Nigeria. The study’s instrument was a pilot-tested, researcher-administered 16-item questionnaire with subscales measuring participants’ sociodemographics, and knowledge, attitudes, and practices related to their pupils’ eye health and school-based eye health services. Data were analyzed using the Statistical Package for the Social Sciences software for Windows, version 18.0. Descriptive statistics yielded frequencies, percentages, and proportions. Analytical statistics included the Chi-square test, for categorical variables, and Student’s t test for continuous variables. A P-value

Knowledge, Attitudes and Practices of Primary School Teachers on Nutrition and Food

Introdution The teacher's formation is a paramount condition for the education in health. Objective To develop a questionnaire and assess knowledge, attitudes and practices of early years school teachers. Methodology a questionnaire about nutrition and feeding was applied. The subjects were teachers from pre-school to 5th grade of Elementary School. Results There were 288 teachers in the survey. They were all in favor of the promotion of a healthy feeding in school. The source of information mostly used was the textbook. 76% thought they had good knowledge about a healthy diet. The average number of positive/correct answers was 21 (48%). Conclusions The knowledge about nutrition and feeding were insufficient and the general performance in the questionnaire was low. Actions that aim at qualifying the teachers are urgent, so that they can develop the necessary tools to promote a healthy feeding in schools.

Knowledge, attitude and practice of primary school teachers towards epilepsy in Omdurman, Khartoum state 2016

Knowledge, attitude and practice of primary school teachers towards epilepsy in Omdurman, Khartoum state 2016

Investigation of the Rights of Children in Primary Education through the Pedagogical Practices of the Teachers

&lt;p&gt;&lt;em&gt;In this paper, which makes use of Basil Bernstein’s theoretical framework, the investigation of the rights of children as they are implemented through the pedagogical practices of primary school teachers in Greece is, first of all, sought. Then, secondly, the degree of differentiation in the practices, with regard to these particular rights, which are determined by the Convention on the Rights of the Child which was adopted in 1989 by the United Nations, is also sought. For the realization of the research, in which primary school teachers participated, semi-structured interviews were used as our research tool. The main findings were the following: that for the promotion of the rights of the children which relate to leisure time and play, non-discriminatory treatment, the right to the free expression of opinion and participation as well as for priority to be given to the children’s best interests, visible pedagogical practices in the space of the classroom were implemented, with explicit instructional and regulative rules, by the teachers in the sample. A few teachers expressed a desire for a weakening of the framing aimed at an increase in the pupils’ participation in the educational process in specific low status subjects.&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;

Sbateyl.org: A Virtual Space for Effective Language Training

The paper presents an ongoing European cross-institutional project on teaching young language learners whose aim is to develop a web-based in-service teacher education programme with a school-based follow-up component. The main focus of the project is to bring researchers and teachers together to establish an innovative professional procedure blending theory and practice. Based on the strategic partnership between one local university and one primary school from each participant country, the project aims to foster the professional advancement and teaching practices of primary school teachers. The article initially outlines the main theoretical and methodological issues in the field of early foreign language acquisition in order to contextualise the project. Subsequently, it describes the operational phases of the project as well as the research perspectives underlying the creation of specific syllabuses and modules which will be available on the web portal of the project. In the conclusion it suggests ways of developing our research in order to contribute to the building of a European framework for foreign language teacher training.

Éducation nutritionnelle en milieu scolaire : les ressources potentielles d’un partenariat enseignant/infirmier

Nutrition education in schools must be based on a collaborative approach between teachers and school nurses. The objective of this study was to compare the nutrition education representations and practices of primary school teachers and school nurses in the Languedoc-Roussillon region in the South of France. We used the theoretical framework of complexity, which is particularly suited to multifactorial phenomena such as nutrition education. We interviewed 112 primary school teachers and 33 school nurses about three aspects of their nutrition education representations and practices: actors, content and place of nutrition education at school. Nurses had a more comprehensive and complex approach to nutrition education, including a collaborative approach. However, teachers had a fairly simplistic view of nutrition education and their practice took little account of the psychosocial dimensions of nutrition and a collaborative approach. Nurses could be resources for teachers to help them change their approach to health by transforming a purely biomedical approach to health and nutrition into a more comprehensive approach, particularly taking into account in its psychological and social dimensions, which would be more appropriate to address the growing prevalence of diet-related chronic diseases in France today.

Nutrition education practices of primary school teachers in a resource-constrained community in Gauteng, South Africa

ABSTRACTWe investigated the nutrition education (NE) practices of teachers of grade 4‒7 learners in 11 primary schools (85% of total number) of the Bronkhorstspruit district (Gauteng Province) to identify opportunities for improving NE in these schools. A descriptive cross-sectional survey was carried out among a convenient sample of the teachers (N = 73) using a structured nutrition education practice questionnaire. Descriptive data analysis was done. Results showed that the majority of the teachers taught nutrition in about 10% to 20% of their teaching time. Thirty percent had no training to teach nutrition, and most teachers (86%) would like to receive training in nutrition. Teachers mostly taught nutrition as part of the curriculum (67%) and very few (18%) integrated nutrition into other subjects. Needing improvement were adequate classroom time for nutrition education delivery, continuing training in nutrition for teachers, and provision of up-to-date instructional materials for teaching nutrition.

Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana

The study explored the curriculum guidelines and primary school teachers’ conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive sample of five practicing teachers from three districts of the Central Region of Ghana. Descriptive analytical procedures were applied to the quantitative data while the qualitative data were analyzed thematically. Findings indicated that the curriculum materials lacked concrete direction for MSA and less than 22% of sub-topics were presented in different ways: a provision that is insufficient to guide and stimulate teachers to teach in multiple ways. Teachers also lacked a clear understanding of the MSA. Although the curriculum policy encouraged MSA, teachers’ practices were inconsistent with the curriculum guidelines. The implementation of MSA was limited by inadequate curriculum provisions and teacher knowledge.