Primary Education System Research Articles

Exploring teachers’ language attitudes in the context of a bilingual primary educational system: The case of the Greek-Turkish minority schools in Thrace, Greece

ABSTRACT Minority schools in Greek Thrace implement a model of bilingual education in primary and secondary education, where half of the lessons of the curriculum is taught in Greek and the other half, in Turkish. Although, at an institutional level, the bilingual character of the minority schools in Thrace is clearly defined regarding both legal operational dimensions, and teachers have been trained in a special tertiary school, their teaching ideologies and practice – reflecting actually their linguistic attitudes as well as their politico-ideological placements – do not seem to be consistent with contemporary perceptions and theories of managing bilingualism and translanguaging in teaching practice. The aim of the present paper is to shed light on minority (Turkish speaking) teachers’ beliefs toward the schools’ aims and their own teaching aims and practices, which are linked to their ideologies cοncerning bilingual development and translanguaging. The present study is based on semi-structured interviews with 21 educators, who teach at minority primary schools. The results show that there are different approaches inside the group of participants in relation to how they perceive and manage their student’s multilingual and bilingual profiles. Therefore, there is an urgent need for more support and training in new teaching approaches of how collaboration across languages could enhance students’ language learning.

Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions

Since 2011 primary school students with special educational needs (SEN) in Ukraine have been allowed to study alongside mainstream students in the inclusive education program established by the Ministry of Education and Science. The Russian invasion of Ukraine in February 2022 challenged the possibility of maintaining inclusive education for children with SEN, which required providers to find new solutions.
 This paper focuses on the first response of inclusion providers in the Ukrainian primary school education system to the challenges of working in wartime from February to May 2022, using teachers in the city of Kryvyi Rih as a case study.
 A quasi-experimental study (n=495) involved a group of inclusion providers (n=92) in comparison to mainstream primary school teachers (n=403). The research included: collecting data on the professional qualifications and experience of the teachers; questions on changes in the educational process and the number of students; the Psychological Stress Measure; Oldenburg Burnout Inventory; Brief Resilience Scale; and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA), designed as an online survey.
 The inclusion providers faced numerous challenges due to the war, namely, (a) the enormous workload of preparing for classes (φ*=8.7, p<.01), the extended non-educational work assignments (φ*=5.5, p<.01), working with students (φ*=2.9, p<.01) and their parents (φ*=3.5, p<.01), (b) volunteering at school, and (c) the changed composition of student groups, i.e., students who left school and fled the area (in 64.1% of responses) and incoming students displaced from combat zones (27.2%). Struggling with stress and burnout (self-reported by 48.91% of inclusion providers), using psychological self-care skills and social resilience capacity through the support of the student's parents and colleagues, primary school teachers invented and implemented seven ways to maintain education for the students with SEN, the kind of which depended on the teacher's professional role structure and available social support.

DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF YOUNGER SCHOOL STUDENTS AS AN INTERDISCIPLINARY PROBLEM OF THE NEW UKRAINIAN SCHOOL

The development of such a personal quality of students as emotional intelligence has become especially relevant in the modern world, including in the New Ukrainian School. The article highlights the results of the analysis of software for the development of emotional intelligence of younger schoolchildren, presented in current standard educational programs and the State Standard of General Primary Education of Ukraine in accordance with all educational branches of primary school. They came to the conclusion that the development of the emotional intelligence of younger schoolchildren is a cross-cutting content line, that is, a mandatory educational result that is formed by the means of all educational branches and serves as an indicator of qualitative changes in the primary education system.

Development of Primary Education in West Bengal and Tripura: A Comparative Analysis

Primary education or basic education denotes education from class- I to class- V level of education. It is to be treated as the base of future education of the children. Students’ progress or success in their future life fully depends upon their primary education. According to eminent educationist Amartya Sen, “first and most immediate contribution of successful primary education is a direct reduction of one form of deep rooted insecurity. Second, basic education can be very important in helping people to get jobs and gainful employment.” The present study has been conducted to compare the development of primary education in West Bengal and Tripura. The data were collected from udise.in website. The data were analyzed critically with logical approach considering various factors that influenced the primary education system of West Bengal and Tripura. The findings of the study revealed that though the total number of only primary schools in West Bengal was greater than Tripura but the trained of enrollment in Tripura was better than West Bengal. Tripura had better position regarding average instructional days concern except 2014-15 session. Muslims and Schedule caste students’ enrollment was much better in West Bengal than Tripura. But, Schedule Tribe students’ enrollment was better in Tripura than West Bengal. Number of composite EDI in West Bengal was also greater than Tripura. But, drop-out rate, pupil-teacher ratio, student-classroom ratio were also matter of concern in West Bengal comparing to Tripura. Keywords: Primary education, West Bengal, Tripura, enrollment, Composite EDI.

MISMANAGEMENT OF PRIMARY EDUCATION SYSTEM IN INDIA – ANALYSIS OF VARIOUS RESPONSIBLE FACTORS AND THE POSSIBLE SOLUTIONS.

MISMANAGEMENT OF PRIMARY EDUCATION SYSTEM IN INDIA – ANALYSIS OF VARIOUS RESPONSIBLE FACTORS AND THE POSSIBLE SOLUTIONS.

A Comparative Study Between The Papua Contextual Textbook (BPKP) and The Government Published

This paper is a study of two mathematical resources in the Indonesian primary education system. It is an empirical study that will compare the two booklets in the West Papua context. This paper will concentrate on 4 aspects of a contextual analysis framework used the Trends in International Mathematics and Science Study (TIMSS). The 4 aspects used in this study are structure, content, expectation and language. In 2013, Wamena Christian Foundation School (WCFS) published the Papua Contextual Textbooks: Buku Paket Kontekstual Papua (BPKP). These textbooks consisted of two subjects Mathematics and Bahasa Indonesia for Grade 1, 2 and 3 at the Primary Schools. This research examines the resource “Buku Paket Kontekstual Papua” (BPKP) which was designed by Wamena Christian Foundation School (WCFS) and the other resource “Matematika Untuk SD/MI Kelas 1” (MTG1_DH) which is the government issues resource designed by Djaelani and Haryono in 2008. The purpose of these textbooks is to uplift the education outcome from Indigenous Papuans in literacy and numeracy. After many good results from testing the Governor of West Papua and The Head of Education and Cultural Department ordered all school to utilise the BPKP textbook for the delivery of maths instruction. This paper will examine the difference later in the paper. What also will be examined is why this was so? The Governor of West Papua and the Head of Education and Cultural Department ordered the usage of BPKP resource without any empirical evidence to support him excepting the testing results. In using the textbook analysis process the research was able to identify significant differences in all areas of the textbook analysis. Through this process, the research will TIMSS definition of what a textbook analysis should consist of TIMSS identify 4 areas that make a good textbook analysis. The structure requires you to incorporate reference, substitution, ellipsis, conjunction and lexical when examining books. Content has 4 factors that define an analysis. These are motivation, comprehension cues, technical aids and philosophical position. Expectation requires empathy and philosophy. Language examines the narration and description aspect of a text. This analytical research paper will highlight the significant difference between the two resources and the effect it has on the West Papuan learners of Mathematics in the Primary School grades of 1, 2 & 3.

Effects of the Covid-19 Pandemic on Primary Education System of Lahore, Pakistan

Background: The pandemic of Covid-19 impeded all socio-economical, pedagogic, and recreational activities. Pakistan is facing an intensified educational crisis due to previous educational differences, so the era of the pandemic has shown difficulties in the educational framework. Aim: Awareness among parents and students to combat challenges of pandemic. Method: The current study is based on random quantitatively study which gathered data from 300 respondents assembled from different areas of Lahore, Pakistan from June 2020 to July 2021. The responses were collected from students, teachers, and parents that how homeschooling compromises student’s physical, psychological, and emotional health. Results: About 76% of the students favoured traditional classes over online classes whereas only 20% of the students found the online session interactive. In the other section, only 15.33% of the teachers were satisfied by the online results and they complained about the poor performance and interaction with the students. Overall, 81.67% parents agreed that there is a decline in the physical activity of their children. The results of this study suggested that social distancing and the emerging challenges associated with Covid- 19 have entirely changed the education system that has caused number of problems for children, parents, and teachers in Pakistan. Practical implication: This study highlights pros and cons of online study; such studies give students and teachers a way to prepare for future challenges. Conclusion: Considering all outcomes of study, it is highlighted that policy-level interventions were needed, along with well-designed interactive courses. Hence, integrated approaches based on the mental as well as physical capabilities of the students must be executed, and e-tools must also be practiced in traditional classes to fill the gap of homeschooling. Keywords: Covid-19, Homeschooling, Friendly Tool, Psychological Pressures, Policy-level Intervention

Образовательный запрос поколения Альфа

The relevance of the study is determined by the needs of current science and practice in understanding the contemporary generation of children. Nowadays, they state that after Generation Z, which was considered to be contemporary, since about 2010, there have been born children of a new generation, somewhat different from Generation Z in terms of life-sustaining activity and general characteristics. The article develops a discussion on the problem of Generation Alpha in order to address the issue of its education. It is a significant question since the majority of this cohort are already included in the system of preschool and primary education. The purpose of the study is to identify modern challenges to the educational system that arise under the influence of the new generation’s characteristics. In accordance with this, one of the objectives of the study was to determine psychological and pedagogical features of Generation Alpha. The methodological base of the research is the generational approach to the study of children’s behavior and education. The results of the study show that Generations Alpha and Z differ due to the greater influence of modern technologies on culture: Alpha is the first generation, living in a digital environment from their birth. They learn to interact with digital devices at an early age (often before their language development). It has been reveiled that this condition determines the specifics of Alpha children as a generation. By means of theoretical and empirical methods, the study has proved that the most typical features of Generation Alpha are creativity, curiosity, striving for leadership, activity and interest in the social agenda. However, a number of alarming characteristic have been singled out: excessive self-confidence, increased excitability, and the rejection of rules. The research shows that that these features and life in the digital environment explain Alpha’s needs in education. The results reveal some problems in coonection with the solution of the arising challenges (philosophical, material and financial, personnel, and methodological).

A Study on the Performance of STEAM Education on 5 Essential Abilities for Middle-Aged Children in China

The ongoing 4th industrial revolution has caused some nerves for Chinese government. Its intention in catching up the worlds fast-paced development leads to the implementation of STEAM to nurture more compound talented individuals to create and innovate. This paper observes Chinese current primary school education system and methods in delivering STEAM. While it being observed, one of the core problems in STEAM delivery in China is the educators general confusion in what type of person STEAM hopes to bring out to middle-aged children. The paper aims to list 5 essential abilities that are necessary for young children in China to develop under the concept of STEAM. It will also evaluate the efficacy and provide some feasible recommendations in delivering STEAM concept. It is recommended to carefully encourage adopting 5 essential abilities in designing teaching methods.

Anxiety and functional readiness for learning activities in first-graders

Introduction. The modern system of primary education dictates high requirements to children, which determines the relevance of the study of the child’s functional readiness for schooling. The child’s readiness for school provides an ability to fully satisfy conditions of systematic education and includes intellectual, emotional and social aspects. The emotional state of the child and the level of anxiety are important factors reflecting the adequacy of school adaptation during this period. 
 Objective: assessment of anxiety and functional readiness for being taugh tin first-graders.
 Materials and methods. There were conducted survey and testing of sixty one 7–8 years first-graders, including 31 boys (50.8%) and 30 girls (49.2%). The children were taught in different classes: two classes with a separate form of education (only boys 
 (19 students) and only girls (20 students)) and one class of joint education (together boys and girls — 22 students). Anxiety was assessed according to the method of “Scale of socio-situational anxiety” by O. Kondash (1973) adapted by V.V. Katunova (2020). The assessment of functional readiness for school was carried out using the Kern–Irasek orientation test of the school maturity. 
 Results. When analyzing school and self-assessment anxiety, a significant predominance of excessive calmness was noted among 62.3% and 65.6% of children, respectively (95% CI 50.1–74.5% and 53.7–77.5%). When assessing school anxiety, a significant prevalence of normal anxiety for girls studying in a separate form of education — 55% (95% CI 33,2–76.8) was revealed in comparison with children studying in a joint form of education — 13.6% (95% CI –0.7–8.0). When considering aggressiveness, a significant prevalence of a low level of aggressiveness among girls — 35% (95% CI 14.1–55.9), and a high level among boys — 68.4% (95% CI 47.5–89.3) in comparison with children studying in the joint form of education (4.5%; 95% CI –4.2–13.2 and 27.3%; 95% CI 8.7–45.9, respectively). Reliable risks of high interpersonal anxiety and a high level of aggressiveness for boys studying in a separate form of education have been identified, which, however, requires further research. 
 Conclusion. The data obtained make it possible to identify a risk group among children for the formation of school maladaptation and inadequate response to the academic load.

‘Teachers are the guinea pigs’: teacher perspectives on a sudden reopening of schools during the COVID-19 pandemic

Primary and secondary education systems experienced substantial disruption during the COVID-19 pandemic. However, little is known about how public health policy has affected Australian teachers during the pandemic. This study examines teacher perspectives on a sudden change of policy, whereby schools were abruptly opened to students at the beginning of the pandemic. At the same time, strict social distancing rules applied to the remainder of the population. Qualitative data from 372 Western Australian schoolteachers were analysed using thematic analysis. Results highlight substantial impacts on teachers’ workloads and adverse effects on wellbeing. Perceptions that they were acting as guinea pigs and subjected to different social distancing rules than other citizens were particular stressors. Findings highlight substantial consequences of public health policies on the roles and wellbeing of teachers.

ISSUES OF IMPROVING THE PEDAGOGICAL OPPORTUNITIES OF VOCATIONAL TRAINING OF STUDENTS IN GENERAL EDUCATION SCHOOLS

On August 7, 2020, the decision of the Republic of Uzbekistan No. 446 "On the approval of normative legal documents regulating the system of continuous primary, secondary and secondary special professional education in the Republic of Uzbekistan" was adopted by our state on vocational training of young people and their proper orientation. In accordance with it, the tasks of organizing career guidance activities in general education schools in cooperation with the regional departments of the Ministry of Public Education of the Republic of Uzbekistan, improving the system and content of vocational training based on the needs of society based on the achievements of science, culture and modern innovative technology have been defined. Therefore, conducting vocational training of students in general education schools, researching its scientific and pedagogical foundations are among the urgent pedagogical problems.

Care Ethics and Fake News

Nel Noddings identifies four core problems with the primary education system in the United States. First, there is no established caring relationship between educational authorities and students. Second, there is no continuity in student-teacher relationships. Third, Common Core neglects deep existential questions in its educational approach. Fourth, Common Core does not emphasize connections between the disciplines to each other or to real-life problems. The four problems with the primary education system identified by Noddings contribute to the fake news problem in the following way: The first two problems sow the seeds for future distrust of expertise; The third problem deadens students’ critical thinking skills and curiosity for knowledge; and the fourth problem plays into the structure of how fake news is designed and consumed. I will argue that Noddings’ education reform proposal is the ideal solution for addressing these problems.

Educational issues in the system of primary public education (by the materials of the Congress of District Inspectors of Parochial Schools of Tambov Diocese in 1916)

Educational issues in the system of primary public education (by the materials of the Congress of District Inspectors of Parochial Schools of Tambov Diocese in 1916)

Research on the Construction of Primary School Physical Education and Health Curriculum System under the Guidance of Core Literacy

Research on the Construction of Primary School Physical Education and Health Curriculum System under the Guidance of Core Literacy

Особливості функціонування системи початкової освіти в Галичині (міжвоєнна доба)

The article is devoted to the theoretical study of the functioning of primary school institutions in Galicia during the interwar period. Based on the study of the historical and pedagogical sources, four components of the formation of the national system of primary education are distinguished. These components have been identified to highlight the peculiar features of the functioning of primary schooling in Galicia at that time. The authors of the article characterize the activities of the leading pedagogical societies and conclude that the development of private schools was the main idea of the awakening national consciousness in Galicia of the interwar period. The study highlights important aspects of the functioning of primary education in Galicia in the historical context. Among those the establishment of a network of private educational institutions as a result of the cooperation between the Polish government and the Ukrainian public is mentioned. The authors substantiate the reasons why the Ukrainian public organizations were forced to create their own schools and defend their autonomy and identity. The influence of the political and economic factors on the functioning of primary education is analyzed. It is stated that the educational policy of Polish government was aimed at the cultivation of Polish culture in Galicia; therefore education in public schools was characterized by many difficulties that complicated the process of formation of the national education system. The authors emphasize the importance of training candidates for teaching as an integral factor in the process of advocating the idea of developing national culture. The significance of the development of primary education for the formation and implementation of the pedagogy of national education in general is indicated. It is stated that the pedagogy of national education and the possibility of studying in the Ukrainian language are the influential factors in the formation and functioning of primary schools. The development of Ukrainian educational values in difficult historical periods is emphasized and the effects of the socio-political dynamics of the states (Austria-Hungary and the Polish-Lithuanian Commonwealth) on the functioning of primary education in Galicia are characterized. On the basis of historical and pedagogical research, the scholars reveal the essence of national schooling as the most significant component of Ukrainian statehood. They specify the development and functioning of the primary education system in Galicia during the interwar period. Keywords: national education system, pedagogy of national education, primary education of Galicia, teacher profile, Ukrainian schooling.

ФОРМУВАННЯ НАЦІОНАЛЬНОМОВНОЇ ОСОБИСТОСТІ МОЛОДШОГО ШКОЛЯРА НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ У СВІТЛІ ІДЕЙ ІВАНА ОГІЄНКА

In the conditions of modern Ukrainian society, the primary school teacher faces the problem of acquiring the spiritual heritage of his nation and using it in the process of formation of junior pupils’ national-language personality. In this regard, the question of learning the scientifi c heritage of Ukrainian scientists of the past and present is of great importance, especially in the process of New Ukrainian school development. Among the important and bright outstanding fi gures in Ukrainian culture and pedagogy, Ivan Ohiienko, known as a prominent fi gure in science and education, takes a special place. His scientifi c works contain a number of recommenda-tions and advice on the content, forms, methods and means of education, the use of which will contribute to the improvement of the primary education system. According to Ivan Ohiienko’s ideas, the tasks of primary education are realized fi rst of all through learning and understanding of the native language, history and national traditions.I. Ohiienko believed that only a competent teacher, aimed at self-improve-ment, can properly ensure the intellectual and spiritual development of the young generation. The teacher occupies a central place in the pedagogical process in the case of the pupil’s positive attitude to him, and aff ects the child’s consciousness, subconscious and feelings. Modern teacher has to rethink his own position in the educational process, update his professional thinking, focus on self-education and systematic analysis of his own teaching activities, tracking the eff ectiveness of their work through a monitoring system. The new teacher should teach children activity, teamwork skills, when they can complement each other, stimulate their self-development and self-improvement.

Digital Literacy and Primary Educational System in Benin City, Edo State, Nigeria

Despite the enormous potential of ICTs and digital literacy in the educational setup, most primary schools in Benin City are yet to fully implement and take advantage of its numerous benefits to the teaching and learning process. This study therefore examined the possibility of incorporating digital literacy at the primary school level, as well as ascertains the extent to which electronic gadgets are available and accessible and the challenges militating against the implementation of digital literacy in private primary schools in Benin City. The research design adopted for this study is descriptive survey. Using the stratified random sampling technique, a total of 448 primary school teachers responded to the Digital Literacy Questionnaire in Primary School (DLPQS) that was developed by the researcher and used for data collection. The data analysis was done using simple tables of frequency counts and percentages. Findings from the study revealed that whilst 90.2 % of the teachers possessed Personal Computers (PC) and other electronic gadgets and were relatively proficient with the use of said devices, computers and digital gadgets were not readily available and accessible as 52.7 % of the teachers taught in schools that did not currently have a computer lab with 60.7 % not having access to the lab. Where available, 69.4 % of the teachers indicated that most of the computers where outdated and not functional and 79.5 % reported that the number of computers were insufficient. Findings also showed that – lack of/insufficient number of computers, poor internet connectivity and epileptic power supply were the major drawbacks in the use of digital literacy in the primary schools.

The relationship between quality of instructional materials and girl-child education at primary school level in Oyam district, Lango sub-region, Uganda

Purpose: The main aim of this research was to determine the relationship between the quality of instructional materials and girl-child’ education in Oyam district. This thrust is significance of quality of instructional materials to girl-child’ education remains central because they have tremendous influence in the quality of teaching and learning of pupils as well as the extent of attention, they pay attention to lessons while in classrooms. This suggests that schools that fail to provide quality of instructional materials may hardly achieve the best in their pupils especially in the area of academic performance. This scenario continues to be among the reasons for wider disparities in the performance of girl-child and boys in a number of districts.
 Methodology: The study was guided by the cross-sectional survey using a mixed methods approach. Structured questionnaires administered to 139 respondents. Data were analysed using both descriptive and inferential statistics.
 Results: The results reveal that quality of instructional materials (p<0.01,) significantly predict girl-child’ education. Also, the quality of instructional materials appears have a significant effect on girl-child’ education in Oyam district. It is therefore proposed that the Ministry of Education considers providing instructional materials as a matter of priority if academic performance of both boys and girl-child is to be improved. Further, the school authorities should devise means of ensuring that they have in place some instructional materials. This should be through a number of initiatives such as getting photocopies of some of the key resource books or providing teachers with instructional materials such that they could develop their own instructional materials where applicable.
 Unique contribution to theory, policy and practice: The outcomes of this study supportive to both theory and policy on primary school education system especially concerning girl-child education because of its significance in sustainable development.

Why do employees (not) share innovative knowledge, and how does this sharing influence career interest?

ABSTRACT This study explored the factors that influence employee sharing of innovative knowledge, as well as how this sharing affects career interest. To explore these areas, this study focused on the setting of primary schools, where teachers need to constantly innovate and share knowledge to achieve work and career goals. This study adopted a qualitative research design and collected data through semi-structured interviews from school teachers working in the Chinese public primary education system. The results identified a series of personal and contextual characteristics that motivate or demotivate employees to share innovative knowledge. The findings also suggested three pathways or mechanisms that explain the influence of innovative knowledge sharing on career interest: gaining psychological capital, gaining social resources, and losing social resources. These findings offer valuable practical insights that can guide managers to encourage innovative knowledge sharing, as well as to leverage this sharing behaviour to help employees strengthen career or professional interest.