Primary School Sector Research Articles

Are Welsh primary schools Sunproofed? Results of a national survey Part 2: sun protection practices in primary schools in Wales

Abstract Background Skin cancer rates are on the rise globally. School sun safety programmes are recommended by the World Health Organisation to reduce the risk of future skin cancer at population level; however, these are encouraged but not mandated in Wales. Objectives To explore current sun protection practices and sun safety education in primary schools in Wales and whether these are linked to the existence of a formal sun safety policy. Methods An online survey to all 1241 Welsh primary schools asking about sun safety practices, education and formal policies. Results 471 (38.0%) schools responded with the profile of responding schools generally matching the profile of schools in Wales. A minority (22,4.7%) of responding schools reported they had sufficient shade for most activities. In the spring and summer terms almost two thirds of schools encourage hat wearing (304, 64.8%) and sunscreen (296, 63.2%). While nearly all schools reported that parents were encouraged to apply sunscreen to students before school (449, 95.7%), there was wide variation in other sunscreen application practices. Less than one third of schools (129, 29.0%) reported that they include sun protection education in the curriculum in every year group, with 11.7% (52) including this in certain years only. Schools with a formal policy were more likely to report more comprehensive sun protection practices including having sufficient shade [OR 1.51, 95% CI 1.04-2.19; p = 0.032], having spare hats for pupils to wear [OR 1.59, 95% CI 1.07-2.37; p = 0.023], providing guidance for staff [OR 5.87, 95% CI 3.05-11.28; p < 0.001], encouraging them to model sun safe behaviours [OR 1.82, 95% CI 1.18-2.80; p = 0.007] and teaching sun protection education as part of the curriculum in every year group [OR 2.56, 95% CI 1.76-3.71; p < 0.001]. With respect to sunscreen, the existence of a formal policy did not seem to affect a school’s practice. Conclusions While in most cases, the existence of a formal policy suggests more comprehensive sun protection practices and education in schools, sun protection measures and education need improvement across the primary school sector in Wales to reverse rising skin cancer rates.

Attitudes Toward Inclusion and Utilitarian-Progressive Philosophical Orientations: A Survey Study of Maltese State Primary School Educators

This article conceptualises Maltese educational philosophy according to a utilitarian-progressive dualism, with critical theory as the source of antagonism between the two positions. In this sense, education for work and economic development serves as a utilitarian or technocratic justification for the prevailing socioeconomic status quo. In contrast, education for personal and social development serves more progressive or humanistic goals of personal empowerment and sociopolitical emancipation. Given that inclusion is a relatively explicit feature of Maltese educational policy and practice, we asked how attitudes towards inclusion currently interact with the broader foregoing philosophical orientations among Maltese primary school educators. A survey of 62 educators in a large state primary school was carried out, consisting of an existing scale for measuring attitudes toward inclusion, as well as a locally contextualised bespoke scale designed to measure philosophical orientations. Factors such as role and experience, as well as initial and ongoing training were included as explanatory factors. The results suggest overall positive attitudes toward inclusion, combined with a juxtaposition of utilitarian and progressive views about education. Based on the findings, we argue that initial training is a particularly important opportunity for educators to engage more fully with philosophy of education and critical pedagogy since they are less likely to do so later in their careers in the Maltese primary state school sector.

Impact of Michigan Leadership Behaviors on Organizational Citizenship Behaviors in Vietnamese Primary Schools: The Mediating Effect of Organizational Justice and Person-Organization Fit

The influence of Michigan leadership behaviors in organizational variables has been conducted in the Western context. However, limited studies have been conducted in the Vietnam context, particularly in the primary school sector. This study aims to examine the impact of Michigan leadership behaviors on organizational citizenship behaviors (OCBs) in Vietnamese primary schools. In addition, this research aims to challenge the mediating role of organizational justice (OJ) and person–organization fit (POF) in the relationship between Michigan leadership behaviors and OCBs. A total of 282 responses were collected from various primary schools in Vietnam. Exploratory factor analysis, confirmatory factor analysis, and linear regression analysis were used to answer the research question. Findings partially supported our hypotheses as two Michigan leadership dimensions significantly influence OCBs, and OJ mediates the relationship between relationship-oriented leadership behavior (ROL) and OCBs. This study opens the main gaps in the current leadership studies, including the influence of Michigan leadership behaviors on OCB, its role in promoting OJ, and the underlying mechanism through which Michigan leadership behaviors contribute to OCB with the mediation of OJ.

Challenges of integration of immigrant students into Slovenian primary schools—Perspectives of teachers and other professionals

The primary school sector, where educational and socialization activities occur, is the first and most important sector for integrating migrant students into a new environment. Nevertheless, the 2019 Migrant Integration Policy Index (MIPEX) for Slovenia concludes that while Slovenian integration policies provide equality on a legal or theoretical level, they do not fully integrate immigrants into society. Therefore, this research has answered the main research question with a methodologically empirical analysis based on semi-structured interviews with teachers or other professionals in selected primary schools. The study examines the integration of immigrant students into Slovenian primary education, specifically within the pedagogical framework. It explores the challenges encountered by pedagogical and professional staff in this context, as well as the experiences of immigrant students and the overall classroom community throughout the educational process, as reported by the interviewees.

The Impact of a Nonlinear Pedagogical Approach to Primary School Physical Education Upon Children’s Movement Skill Competence

Purpose: To investigate the effects of a nonlinear pedagogical approach to primary school physical education (PE) upon children’s movement skill competence. Methods: Forty-six (male = 25 and female = 21) children aged 6–9 years participated in either a nonlinear pedagogy (NP) or linear pedagogy approach to PE for 9 weeks. Children’s movement skill competence was assessed utilizing measures representative of children’s play at pretest, posttest, and 13-week retention test time points. Results: Repeated-measures analysis of variance showed significant improvements for general motor coordination (p < .05, d = 0.234) and time-to-contact judgment performance (p < .05) for the NP group only. Significant between-group differences existed for general motor coordination at the retention test time point (p < .05, d = 0.119) in favor of the NP group. Conclusion: Our results reveal that NP approaches to primary school PE can be efficacious in enhancing children’s movement skill competence. Thus, it seems appropriate that NP approaches to PE are utilized more readily within the primary school sector.

Continuous Assessment in Malawian Primary Schools: An Effective Policy on Paper

Education reform is a catchword in academia particularly now that the world is becoming more complex. The Ministry of Education in Malawi revised its primary school curriculum in the early 2000 to address educational challenges. Two key aspects of the reform were a paradigm shift from teacher to learner-centered teaching approaches and the integration of continuous assessment in the teaching and learning process. The obvious anticipation of the primary curriculum and assessment reform (PCAR) was that the education challenges facing the primary school sector would be addressed. This paper argues that the emphasis on the use of CA to address the learning challenges in primary education remains a far-fetched dream if there is no radical reform in the system and operating context.

Ready or Not to Adopt a Pedagogy of Play for Children Starting School in Scottish Primary Schools-Is this a Major Transition for Teachers?

By drawing on empirical data, this article will question how ready Scottish primary teachers are to adopt a pedagogy of play as opposed to more traditional didactic teaching approaches when planning and delivering an early years curriculum for children starting school. Children transitioning to school have traditionally been expected to be ‘school ready’; preparing them for a culture where play has yet to be consistently and universally embraced as pedagogy. The author draws on the results of a small-scale qualitative study which explored the multiple realities of ensuring curriculum continuity and progression in children’s learning between the early learning and childcare sector and primary school sector in Scotland. The study demonstrated that realising a play-based curriculum while consistent with pedagogical practice in the two early learning and childcare settings was not yet common practice in the three Primary 1 classes. Furthermore, children experienced two early years curriculum <em>traditions</em>: the <em>nursery curriculum tradition</em> and the <em>Primary 1 curriculum tradition</em>. Each tradition is rooted in the different sociocultural norms and structures which exist in the early learning and childcare sector and in the early stages of primary schools in Scotland. Children starting school needed to adjust <em>how</em> they learned in readiness for the Primary 1 <em>curriculum tradition</em>. The implications for policy makers and others include empowering teachers to embrace playful pedagogy through cross sectoral collaboration so that children starting school can benefit from a continuous play-based curriculum experience. Future research could explore contested understandings of school readiness that persist, influencing curriculum content and pedagogical approaches nationally and internationally.

Policies that Affect Art and Craft PTE Performance of PTTCs of Rift Valley Region of Kenya

Even though the government of Kenya has not only expanded enrolment of teacher trainees, but also introduced new teacher training colleges to cater for the teacher learner ratio in primary school sector as a result of free primary education, there was still dismal performance of Art and Craft of PTTCs at Primary Teacher Examination. Thus, the purpose of the study was to investigate the influence of art and craft learning on primary teacher examination art and craft performance of public teacher training colleges of rift valley region in Kenya. The objective of the study was to establish which policies affect Art and Craft PTE performance of PTTCs of Rift Valley Region of Kenya. The study used a descriptive research design. A stratified sampling of colleges to determine the location of the research was extended to arts and crafts teachers and students, college administrators, and officials from the Ministry of Education. Research data was collected using questionnaires, interview schedules, and document analysis and observation checklists. The study used construction verification techniques, in which two verification tools were provided to observers. Then determine the reliability of the equipment through a pilot study; use the Cronbach α coefficient. Quantitative data is analyzed using descriptive, frequency tables, graphs, and inference statistics, and presented in calculated frequency tables, while qualitative data is analyzed across disciplines, in descriptive forms, percentages, and social sciences. Spearman rank correlation uses K statistical package (SPSS). Version 6. The consistency of the confidence level is accepted within the error range of 0.05. The research results show that curriculum policy, learner policy, teaching policy and practice policy have an impact on the performance of arts and crafts. The results of the research are useful for TTC managers who adopt results-based implementation methods, teachers who do better in results-oriented implementation, and teachers who perform better in PTE arts and crafts exams due to student-friendly implementation strategies. This research can also form the basis for further research.

Supporting Teachers to Successfully Implement a Play-based Learning Approach

This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review of the literature on PBL explored the pedagogy of play and the importance of the teacher within this learning environment. Through an anonymous online questionnaire, teachers of students in Years 0 to 2 who are currently implementing PBL, shared their experiences of the barriers and enablers towards the successful implementation of PBL. The research results highlighted that there is a need for sustained professional development on the implementation of PBL and the establishment of a mentoring partnership to further develop the competence and confidence of teachers working within a PBL environment.

Re-Imagining Academic and Professional Irish Language Programmes in Initial Teacher Education: Implications of a New Third Level Irish Language Syllabus

In 2008, a national working group was established in Ireland with the objective of producing a new third level Irish-language syllabus based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001). The need for such a syllabus was widely acknowledged by third level teachers of Irish, in particular by those working in Irish Departments in the Colleges of Education. This article documents the progress of the Syllabus Project initiated by the national working group, and addresses in particular the question of linguisticdiversity among student teachers preparing for a career in the primary school sector. The author considers language teaching in the debate about initial teacher education models, the policy background to the Syllabus Project, pedagogy and practice in piloting the new syllabus, and future perspectives on third level Irish-language course provision.

Influence of School Feeding Program on Enrolment Rate in Public Preschools in Langata Subcounty, Nairobi, Kenya

The study focused in examining the impact of school feeding program on enrolment in public preschools in Langata sub-county. School feeding programs usually help children to remain in school through enrolment enhancement and reducing absenteeism; and once the children are in school, the programs contribute to their learning, through avoiding hunger and enhancing their cognitive development. The specific objectives of the study were; to examine the influence of take home rations on the enrolment rate in public preschool in Langata sub-county, to determine the influence of onsite meals on the enrolment rate in public preschools in Langata sub-county and; to examine the influence of daily recommended allowances on the enrolment rate in public preschools in Langata sub-county. The study used descriptive research design to acquire information. The population for the research was the head teachers and two public preschool teachers within public schools in Langata Sub-County. The total sample respondents were 42 drawn from the 14 public primary schools within Langata sub-county. Random sampling was utilized in selecting the ECDE teachers in schools with more than two teachers. The acquired data was analyzed using descriptive statistics which included the mean, frequencies and percentage. This was done using Statistical Package for Social Sciences (SPSS version 23.0). The study concluded that the implementation of the school feeding program has been one of the main strategic tools that have been utilized across institutions to foster enrolment rates. The study findings showed that different aspects of the programs such as the take home rations have fostered the retention rates among students. Similarly, the adoption of recommended daily allowances has been associated with better performance among pupils as it enhances the mental growth and acuity among children. The study further concluded that onsite meals are a key factor motivating attendance and retention rates within schools as children are sure of availability of meals in school. Further availability of onsite meals has been associated positively with enrolment rates within schools. There is a general increase in the enrolment rates within the public primary school sector. The study recommended that the government should enhance their resource allocation towards the support of the school feeding programme across the country.

Analytical study of technology enhanced learning in Arabic Language in primary level education in Government and Private schools of Oman

Education technology is one of the key application areas of Multimedia during these days. In the early stage, technology-based learning was limited to only those educational institutions which could afford it. But in this era of information technology, it became very important to incorporate various means of making the learning process more interesting and engaging not only in the higher education sector but also in school level. One similar application of the above context is defined in the proposed project which is the design of the educational application in Arabic for the children of age group 3-5 years in Al Ajial private school, Oman. This application is the solution or the problems and learning difficulties suffered by children in school. This educational application can influence how to learn basic skills such as reading, writing and mathematics and in a way to learn high- level skills such as organization and time planning, abstract thinking, and the development of long memory or short-term and interest in school and subject. This application will also be easy to use to the students in terms of the allocation of their subjects and materials required. I chose this project through continuous research for all schools and suggested my idea to some schools. This research paper will also critically evaluate various existing systems available for the same purpose. This paper will also provide the result of surveys and interviews conducted among the staff members of the various primary school, both in Government and Private sector. The critical evaluation includes results of various literature study along with a study of various features and their comparison result of which will draw some conclusion. As a result of this research paper, we will find a more effective solution and requirement specifications for the proposed project.

Failure of education policies in West Bengal, since 1951: An analysis

West Bengal, in 1951, was ranked second in the country, with a literacy level of 24.0 per cent, though far behind Kerala with a literacy level of 47.18 per cent. From the very beginning there was an elitist bias in educational planning, so that primary education was badly neglected, and so subsequently West Bengal began to slide in relation to states like Kerala, Maharashtra, Mizoram or Goa. Unfortunately, the elitist bias also persisted during the Left Front rule. As a result, by the time of Census 2011, the literacy level of West Bengal had slid down so far that it was barely above the national average. At the same time, the small state of Tripura, also ruled by a Left Front government, coming up from far behind had caught up with and then had overtaken West Bengal, and was only a little behind Kerala, the most literate state in India. Although this article is supposed to be an account of the state of education in West Bengal since independence it concentrates essentially on the primary school sector, because that is the foundation of all further education. It refers to the Bhabatosh Datta Commission on higher education whose recommendations still remain valid and unfortunately unimplemented.

The provision of nurse-led school based health services

Background: Internationally, nurses have been in the forefront of delivering health care services in the school environment and whilst health care delivery in secondary and high schools is evaluated, this is not the case for services delivered in primary/elementary schools. In countries such as New Zealand there is no significant inter-service collaboration between health and education; therefore, the delivery of health services remains fragmented and underdeveloped.Objectives: This discussion paper reviews the history and development of nurse-led school-based health services internationally and provides an insight into the current provision of primary school-based health services in New Zealand.Design: The initial approach to this paper was to gain an understanding of the history of school-based health services internationally and to explore the relationship between health and education in relation to this. This assisted in providing some context and comparison with the current provision of school-based health services in New Zealand.Discussion outcome: Internationally, it is acknowledged that schools provide not only a location to deliver health services to children but also the opportunity to reach entire families and communities yet surprisingly, the development of school-based health services within the primary/elementary school sector has received minimal attention in New Zealand and worldwide.Conclusions:This paper supports the need for further research concerning the feasibility, provision and effectiveness of school-based health services in primary/elementary schools. In order to be effective, this should incorporate the shared needs and values of all stakeholders. The authors argue the need to develop an inter-service, collaborative, national framework for the delivery of school nursing services within the primary school sector in New Zealand.Impact statement: A collaborative framework for health service delivery into primary schools can enable early establishment of supportive health relationships with families.

Can ‘Philosophy for Children’ Improve Primary School Attainment?

There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy for Children’ (P4C), after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C (22 schools) or act as a control for one year (26). This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading (+0.12) and maths (+0.10), and even smaller perhaps negligible improvements in CAT scores (+0.07) and writing (+0.03). The results for the most disadvantaged (free school eligible) pupils were larger for attainment (+0.29 in reading, +0.17 writing and +0.20 maths), but not for CATs (–0.02). Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment (and may well enhance it and reduce the poverty gradient in attainment), and so suggests that something like P4C is an appropriate educational approach.

‘Keeping my mind strong’: enabling children to discuss and explore issues relating to their perceptions of positive mental health through the arts

BackgroundThe ramifications of mental ill health are enduring and potentially disabling. This research study focuses on using art to explore children’s understanding and awareness of mental health issues.AimsTo explore the medium of ‘drawing’ as a method of communication by young people for expressing feelings and thoughts about what keeps their minds strong and what makes them happy as children.MethodArts-based research was used as a primary mode of inquiry to collect data and conduct analysis.SampleA total of 16 schools participated, with 10 from the primary school sector (children aged 5–11 years) and six from the post-primary sector (11 + to 18 years). A total of 358 posters were submitted.FindingsEmergent themes suggested the existence of the awareness of stigma, which accompanied mental health issues and social isolation. In addition, perceptions of what makes children happy were also apparent, for example, family and friends. Similarities existed in the relationship between genders of a similar age group, and some differentiations presented between primary and post-primary educational sectors.ImplicationsArts-based research offers children an opportunity to recognise and express their feelings. Early identification of a child’s mental health problems may enable mental health nurses to engage in early intervention strategies to promote positive health functioning.

‘Absent fathers’, and children’s social and emotional learning: an exploration of the perceptions of ‘positive male role models’ in the primary school sector

ABSTRACTThis paper focuses on the testimonies of three male primary school staff members who utilised social and emotional learning (SEL) in their everyday practice within their respective schools. The data, collected through individual interviews, illustrate how these three men interpreted SEL, and their role in the development of children’s social, emotional and behavioural (SEB) skills, in response to their perceptions of pupils’ home-life. In particular, the sample identified the children’s fathers’ perceived ability/inability as a main cause of pupils’ SEB deficiencies. Consequently, the three male staff members maintained that in order to advocate and encourage alternative, appropriate behaviours, they should act as ‘replacement fathers’ and become ‘role models’. The findings contribute to existing debates relating to the notion of ‘positive male role models’ in primary schools and the propensity for staff to engage in parental blame. The implications of these findings are discussed, and suggestions that call for a more democratic and cooperative exchange of knowledge between parents and teachers are made.

Academisation, school collaboration and the primary school sector in England: a story of six school leaders

ABSTRACTThis paper presents data from a study of five English primary schools. It examines some of the challenges associated with school autonomy and collaboration for state primary schools amid the uncertainty and complexity of governance in the present English education context. The paper features the voices of six leaders gathered from interviews that explored their thoughts about the academies movement. It highlights their fears that academisation, and particularly the imperative to join a large academy chain, will undermine their autonomy as individual schools. Accepting of the inevitability of academisation and the forms of network governance this reform offers, it highlights the head teachers’ moves to ensure their autonomy in terms of determining the timing and type of conversion. In relation to these moves, the paper reiterates the significance within effective collaboratives of member schools experiencing a sense of ownership, a common purpose, shared responsibility for students and their learning and relations of trust. The paper considers some of the tensions arising in this space in relation to competition, collaboration and school vulnerability.

INSIGHTS INTO THE ZIMBABWE INTEGRATED NATIONAL TEACHER EDUCATION COURSE: GRADUATES’ MUSIC TEACHING COMPETENCE

ABSTRACTThis article uncovers the views of Zimbabwe Integrated National Teacher Education Course (ZINTEC) graduate teachers regarding their music teaching competence, as gauged through their capacity and ability to deliver music lessons based on the training they received. The study solicited their views on the kind of training they received, as well as school heads’ and education officers’ perceptions and expectations of a music educator's role. These views are critical to the music teacher's construction of self-identity as well as teaching practice. The findings show a critical need to rethink music teacher education in Zimbabwe's primary school sector. The ZINTEC programme needs to be reviewed in order to produce competent music teachers. The views of a sample of ten ZINTEC graduate music teachers, ten primary school headmasters and five education officers were solicited through questionnaires. Their responses indicate that the ZINTEC programme is not equipping primary school teachers with enough skills and content to teach music competently. The music teaching role needs a specialist music teacher, which the ZINTEC programme is currently not geared to produce. The need to revamp the ZINTEC programme, to offer effective music teacher academic and professional education, is imminent. If music teacher education is to produce competent music teachers in Zimbabwe, it needs to be grounded in firm conceptual orientation as well as practical skills development. The conclusion proposes the inclusion of a music learning component in the course for teachers who wish to become music specialists.

Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers

The study aimed to explore teachers’ beliefs about student self-assessment (SSA) and the reasons for their use of it in their classrooms. A representative sample of 944 Spanish teachers (38.8% primary school sector, 54.0% secondary school sector and 7.2% university or adult education sector) were surveyed about SSA. Data were analysed using confirmatory factor analysis and structural equation modelling to determine statistically and theoretically significant predictors of teachers’ self-reported use of SSA. Results showed that 90% of the teachers indicated having used SSA in their courses and 90% reported having positive experiences. A well-fitting structural model found five statistically significant predictors for the use of SSA: (1) positive experience with self-assessment, (2) belief in student participation in assessment, (3) willingness to include self-assessment as percentage of final grade, (4) self-assessment advantages and (5) having attended assessment courses. Statistically significant mean score differences for these factors were found according to level of employment and level of educational qualifications. In conclusion, teachers’ values, attitudes and prior experiences with this type of assessment contributed a significant proportion of self-reported SSA usage.