Primary School Settings Research Articles

Adapting an empirical clinic‐based organizational skills training program for use in schools: Iterative development and pilot assessment

AbstractEffective organizational skills (e.g., time management, materials management, and task planning) are associated with academic success, yet some children struggle to gain these skills without intervention. While evidence‐based organizational skills interventions for pediatric clinical populations exist, none target organizationally impaired general populations in a primary school setting. In Organizational Skills Training‐School (OST‐S), school professionals teach small groups of 4th–5th grade organizationally impaired elementary school students skills associated with tracking assignments, managing materials, time management, and planning. This open pilot study of 33 students examined: a. the feasibility of adapting and implementing an established clinic‐based, individualized treatment (OST‐C) to a group format in a school setting, b. the program's acceptability among children, parents, and school partners, and c. whether participating children improved in the same functional areas that OST‐C positively influenced. Results indicated that we could adapt the intervention, school partners could implement it, and participants could accept it. Pre‐post improvements in organizational skills (as rated by parents, teachers, and children), homework problems, and academic performance demonstrated the potential effectiveness of OST‐S, suggesting the need for further efficacy work.

Fetal Alcohol Spectrum Disorder resources for educators working within primary school settings: a scoping review protocol

IntroductionMany children affected by Fetal Alcohol Spectrum Disorder (FASD) exhibit neurocognitive delays that contribute to secondary consequences, including a disrupted school experience. Educators often have limited knowledge or experience in...

Estimation of prevalence of mental health problems in 8-10 years old georgian children by using the strengths and difficulties questionnaire*

IntroductionMental health problems are frequent among children and seems to predict mental disorders in adulthood.ObjectivesThe study aimed whether the gender differences affects the Strengths and Difficulties Questionnaire (SDQ) assessments performed by parents and teachers in Republic of Georgia.MethodsIn 2019 a cross sectional survey in four main cities of Georgia was conducted; Totally 8-10 y old 16654 children from 211 public schools were included. SDQ completed by parents and school teachers was used to determine emotional and behavioral problems among Georgian children.Results16654 (74%) parents out of 22553 were agreed to participate in the study. 1565 (9.39%) children were rated screen positive in top five percentile by either parent or teacher or both of them. Cut-off scores for 99-95 percentiles (top 1-5%) was defined. Boys were more likely to be rated screen positive than girls, especially by teachers: parents rated screen positive 7.5% of females, teachers - 7.2%, while males 9.4% and 11.5% respectively. Pairwise correlation coefficients (0.53) revealed moderate correlations according to p-values (< 0.05) between scores and all correlations were statistically significant.ConclusionsThe study defined the cut-off scores of SDQ for 8-10 y old children and a gender differences in prevalence of mental health problems in Georgia. SDQ could be used in primary healthcare and school settings to identify children with special needs. This work was supported by Shota Rustaveli National Science Foundation of Georgia (SRNSFG), grant - FR-18-304.DisclosureNo significant relationships.

COVID-19 in Primary and Secondary School Settings During the First Semester of School Reopening - Florida, August-December 2020.

After detection of cases of COVID-19 in Florida in March 2020, the governor declared a state of emergency on March 9,* and all school districts in the state suspended in-person instruction by March 20. Most kindergarten through grade 12 (K-12) public and private schools in Florida reopened for in-person learning during August 2020, with varying options for remote learning offered by school districts. During August 10-December 21, 2020, a total of 63,654 COVID-19 cases were reported in school-aged children; an estimated 60% of these cases were not school-related. Fewer than 1% of registered students were identified as having school-related COVID-19 and <11% of K-12 schools reported outbreaks. District incidences among students correlated with the background disease incidence in the county; resumption of in-person education was not associated with a proportionate increase in COVID-19 among school-aged children. Higher rates among students were observed in smaller districts, districts without mandatory mask-use policies, and districts with a lower proportion of students participating in remote learning. These findings highlight the importance of implementing both community-level and school-based strategies to reduce the spread of COVID-19 and suggest that school reopening can be achieved without resulting in widespread illness among students in K-12 school settings.

Model-based projections for COVID-19 outbreak size and student-days lost to closure in Ontario childcare centres and primary schools

There is a pressing need for evidence-based scrutiny of plans to re-open childcare centres during the COVID-19 pandemic. Here we developed an agent-based model of SARS-CoV-2 transmission within a childcare centre and households. Scenarios varied the student-to-educator ratio (15:2, 8:2, 7:3), family clustering (siblings together versus random assignment) and time spent in class. We also evaluated a primary school setting (with student-educator ratios 30:1, 15:1 and 8:1), including cohorts that alternate weekly. In the childcare centre setting, grouping siblings significantly reduced outbreak size and student-days lost. We identify an intensification cascade specific to classroom outbreaks of respiratory viruses with presymptomatic infection. In both childcare and primary school settings, each doubling of class size from 8 to 15 to 30 more than doubled the outbreak size and student-days lost (increases by factors of 2–5, depending on the scenario. Proposals for childcare and primary school reopening could be enhanced for safety by switching to smaller class sizes and grouping siblings.

“They don’t need to know that.’ focus groups as a model for teacher-led research and curriculum consultation

ABSTRACT This paper describes a focus group approach to curriculum consultation and gathering data for the purposes of research within a primary school setting. The aim of the research was to explore teachers’ and parents’ attitudes towards Relationships and Sex Education for Key Stage 1 children and to examine how these align with the way children of this age (5–7 years old) construct, experience and perceive their sexuality and gender. At the same time, the focus groups served as a consultation process for the development of a KS1 RSE curriculum within the school. This approach allowed adults to discuss, develop and change their perspectives and consider their own attitudes and behaviours. It also ensured that children’s prior knowledge, understanding and lived experiences were the starting point of the development of the new curriculum.

Teaching and Learning Writing in English as a Foreign Language (EFL) School Education Contexts: A Thematic Review

ABSTRACT While abundant research has investigated the teaching and learning of English as a foreign language (EFL) writing in college contexts, there has been little examination of writing in primary and secondary school settings. It is important to understand the writing literacy development of young EFL learners and to explore instruction that supports their growth as writers. For research and pedagogical purposes, we conducted a review of 136 studies of EFL writing in primary and secondary school contexts from 2012 to 2019 concerning three themes: (1) contexts and participants, (2) research foci and theoretical orientations, and (3) research methodology and data sources. The findings offer a broad picture of the scholarship on EFL writing in school contexts over the last eight years and suggest future directions for researching and teaching EFL writing in primary and secondary school contexts.

The Kick-Smart Program: A Randomised Feasibility Trial Evaluating the Feasibility and Efficacy of a Primary-School Based Martial Arts Program Integrating Mathematics, Physical Fitness and Well-Being

The objective of this study was to evaluate the feasibility and efficacy of the ‘Kick-Smart’ martial arts programme using a randomised controlled-trial conducted in one Australian primary school. Kick-Smart involved children 9-11yrs (n= 46) randomised into treatment or wait-list control conditions. Kick-Smart consisted of 2x60min curriculum sessions/week for 6-weeks during school hours. Positive feedback was received from students and teachers regarding program enjoyment, perceived benefits and future plans. Significant treatment effects favouring the Kick-Smart group for muscular fitness and mathematics achievement demonstrates preliminary efficacy. Findings indicate Kick-Smart is feasible for delivery in a primary school setting and effective for improving selected fitness and academic outcomes. Further evidence for the effectiveness of Kick-Smart via a larger randomised control trial is recommended.

PLANNING AND IMPLEMENTING TOTAL QUALITY MANAGEMENT IN EDUCATION: THE CASE OF CYPRUS

The transition of TQM from the business field in education started in 1994 to strengthen the humanistic nature of education and improve quality service with the full participation of all involved. Cyprus recognized as a country with highly developed education services and qualitative characteristics that are easily identifiable. However, no studies are published yet concerning the implementation of TQM in Cyprus. The purpose is to examine the design and implementation of TQM at primary and secondary school settings in Cyprus and create a reference point of collecting all partial findings of TQM implementation in Cypriot education. A systematic recording of research included the design and implementation of TQM in education settings using ten electronic databases and keywords including education, TQM and the six factors determining the quality of TQM services. The research included peer-reviewed articles, doctoral theses, and conference abstracts during the last 20 years, leading to future TQM implementation conclusions. Cyprus nowadays focuses on the overall evaluation and implementation of TQM through innovation and quality improvement in education, differentiated and virtual teaching, adapted learning and inclusion of students with disabilities, and hiring new teaching staff that will implement a holistic approach of promoting TQM within school settings.

The role of gender, setting and experience in teacher beliefs and intentions in social and emotional learning and respectful relationships education

In this paper, we examine teacher beliefs and advocacy intentions in relation to provision of social and emotional learning (SEL) and gender and respectful relationships (G&RR) education. Using multivariate binary logistic regression analysis, we examine the impacts of gender, teaching experience and school setting on (1) teachers’ beliefs about the significance of teaching for SEL and G&RR, and (2) their intentions to advocate for program implementation in their schools. Data were collected from a survey of 293 Australian teachers (137 primary and 156 secondary teachers) at exit from 13 two-day professional learning workshops aimed to foster readiness to teach a SEL and G&RR education program. The findings show significant differences remain post-training in beliefs and advocacy intentions on the basis of teacher gender, experience and location in a primary or secondary school setting. Females, teachers with 10 or more years of experience, and those teaching in primary schools demonstrate stronger beliefs in and greater intention to advocate for the implementation of SEL and G&RR education. We discuss the implications of these findings in relation to developing a deeper understanding of the ways in which gender and institutional norms might work to constrain or enable provision of SEL and G&RR education.

\u201cit\u2019s a medical condition \u2026 you need to support as much as possible\u201d: a qualitative analysis of teachers\u2019 experiences of chronic fatigue syndrome / myalgic encephalomyelitis (CFS/ME)

BackgroundAn increasing number of children with complex health needs are being educated in mainstream classes. CFS/ME is a complex and disabling condition, and there is little guidance on how primary school teachers can support younger children with this condition. To improve care, it is important to understand what these children need in the school setting, and the barriers and facilitators to teachers providing this support. The aims for this qualitative study were to explore teachers’ views about CFS/ME, their experiences of supporting a pupil with CFS/ME and their perspectives on the barriers and facilitators to providing support.MethodsWe recruited families from an NHS specialist paediatric CFS/ME service and families were eligible if the child was aged between 5 and 11 years and had a diagnosis of CFS/ME. We gained written consent/assent from families to invite the child’s teacher to participate in a qualitative interview. We contacted these teachers, gained written consent and then carried out semi-structured qualitative interviews. Interviews were audio-recorded, transcribed, anonymised and analysed thematically. Interviews took place between July 2018 and December 2018.ResultsWe interviewed 11 teachers; their pupil’s age ranged from 5 to 11 years and school attendance ranged from 0 to 80%. Theme 1: Most teachers provided rich descriptions of their pupil’s CFS/ME; they consistently described cognitive dysfunction and significant fatigue, but beyond this the symptoms varied from one account to the next (from mobility problems, to aches and pains, digestive problems, headaches, nausea and hypersensitivity). These teachers noted the ripple effects on their pupil’s social, emotional and academic functioning. Two of the eleven teachers said that they did not observe symptoms of CFS/ME, expressing a degree of scepticism about the diagnosis. Theme 2: Teachers described a close relationship with their pupil. They said they understood the individual needs of the child and portrayed positive and proactive attitudes towards providing support. The type of support provided included facilitating rest breaks and limiting strenuous activities; using practical strategies to address cognitive, physical, social and emotional difficulties; maintaining a connection with the child during their absences from school; and encouraging the child to talk about their health and wellbeing. Teachers noted that receiving formal confirmation of the child’s diagnosis enabled them to put this support in place. Theme 3: The adaptations they described were often intuitive, rather than being based on a knowledge of CFS/ME. Teachers wanted more resources to increase their understanding of the condition and its management.ConclusionsPrimary school teachers want to provide effective support for children with CFS/ME. Clinical services should consider working in collaboration with teachers to equip them with evidence-based strategies for CFS/ME management in the primary school setting.

An Investigation of scaffolding strategies to support structured inquiry language teaching to novice learners in a Primary school setting

It is believed that Inquiry-Based Learning (IBL) affords relevant and meaningful L2 instruction given its contextualised and experiential approach. IBL, which only recently gained popularity in the L2 classroom, strongly differs from that of traditionally didactic methodologies and can present challenges for L2 educators. Research shows that many struggle to adopt a well-rounded inquiry approach and instead tend to over-rely on strategies aiming to make meaning comprehensible to learners, thus neglecting a focus on language form, language use and inquiry skills. This literature review examines current trends in L2 teaching and learning when implementing a structured inquiry approach in the primary school setting and attempts to uncover and evaluate various scaffolding strategies that can be employed to support a more holistic approach to IBL. The language scaffolding practices described in this paper are categorised into four areas of focus: focus on meaning, focus on form, focus on language use, and inquiry skills.

Ergen Sağlığında Kaçırılmış Fırsatlar: Türkiye’den Genel Bir Bakış

Introduction: Serious health problems and poor health habits persist among adolescents despite access to health information and medical care. The study aimed to determine the status of access to health services, the need for health information, and the preferred source of information among adolescents in Turkey. Method: In this descriptive study, a questionnaire developed by the researchers was applied online to individuals aged 18-25 between September - December 2017. Descriptive statistics were shown with numbers (n) and percentages (%) or mean (m) and standard deviation (± SD). Pearson chi-square and Kruskal Wallis tests were used for data analysis. Results: The mean age of the total 1807 participants was 20.28 (±1.89) and 57% were female. The rate of adolescents whose number of visits to the family physician was accurate to national guidelines was higher among those who had attended public schools and who lived in a nuclear family. This rate was lower among those who continued high school in the lower developed part of Turkey. Only 12% of the adolescents had undergone a full physical examination and few were questioned about psychosocial aspects. The demand for counseling on health topics about risky behaviors differed according to gender. While school was the main ‘past’ source for information, the family physician was the most ‘preferred’ one. Conclusion: Missed opportunities exist in adolescent health. Adolescent health services should be maintained in a multidisciplinary manner. Especially primary care services and school settings should be strengthened to provide accurate health information to young people.

Inclusive Practices and Their Effects on Learners’ Academic Performance in Public Primary Schools within Buea Municipality

Persons with disabilities face diverse challenges in educational institutions which greatly affect their access and full participation in academic programmes. The purpose of this study therefore is to find out the Effects of Inclusive Practices on the Academic Performance of Learners with disabilities in public primary schools within Buea municipality. This study was guided by three objectives. To investigate the extent to which teachers’ acceptance of persons with disabilities has been implemented in public primary schools; To find out how far curriculum adaptation for persons with disabilities has affected learners’ academic performance; and To assess the effects of environmental adaptation on the academic performance of learners’ with disabilities in public primary schools within Buea municipality. A survey research design was used to gather data from two public primary schools. The sampled population of the study included 20 teachers. Purposive sampling was used to select the two public primary schools that admit persons with various special educational needs. The research instrument used for collecting data was the questionnaire. This questionnaire was structured under a yes/no format. Collected data was analyzed using mean standard deviation and findings obtained indicated that teachers’ acceptance, curriculum and environmental adaptations have greatly affected the academic performance of learners with disabilities. Thus, this study recommends, there should be action plans to guide and direct the implementation of inclusive educational practices to the entire primary school settings and/or systems. Primary institutions should be constructed with ramps, large classroom space, wash rooms and toilets to ease movements and maneuvering of persons with disabilities. This finding also will help policy makers and educational authorities make better decisions as concerns primary educational pedagogy. With all these archived, it further will enable learners with disabilities to be confident in themselves, learn freely like their peers and many persons with disabilities will be enrolled in public primary schools.

Lifetime cost-effectiveness and equity impacts of the Healthy Primary School of the Future initiative

BackgroundThis study estimated the lifetime cost-effectiveness and equity impacts associated with two lifestyle interventions in the Dutch primary school setting (targeting 4–12 year olds).MethodsThe Healthy Primary School of the Future (HPSF; a healthy school lunch and structured physical activity) and the Physical Activity School (PAS; structured physical activity) were compared to the regular Dutch curriculum (N = 1676). An adolescence model, calculating weight development, and the RIVM Chronic Disease Model, calculating overweight-related chronic diseases, were linked to estimate the lifetime impact on chronic diseases, quality adjusted life years (QALYs), healthcare, and productivity costs. Cost-effectiveness was expressed as the additional costs/QALY gained and we used €20,000 as threshold. Scenario analyses accounted for alternative effect maintenance scenarios and equity analyses examined cost-effectiveness in different socioeconomic status (SES) groups.ResultsHPSF resulted in a lifetime costs of €773 (societal perspective) and a lifetime QALY gain of 0.039 per child versus control schools. HPSF led to lower costs and more QALYs as compared to PAS. From a societal perspective, HPSF had a cost/QALY gained of €19,734 versus control schools, 50% probability of being cost-effective, and beneficial equity impact (0.02 QALYs gained/child for low versus high SES). The cost-effectiveness threshold was surpassed when intervention effects decayed over time.ConclusionsHPSF may be a cost-effective and equitable strategy for combatting the lifetime burden of unhealthy lifestyles. The win-win situation will, however, only be realised if the intervention effect is sustained into adulthood for all SES groups.Trial registrationClinicaltrials.gov (NCT02800616). Registered 15 June 2016 – Retrospectively registered.

Developing STEM literacy with young learners: An example of 21st century constructionist pedagogy from an Irish primary classroom

This paper presents a vignette, accompanied by reflections, which describe the author’s recent experience using a constructionist pedagogy, Bridge 21, as part of an exploratory 21st century STEM learning experience with a group of young learners in an Irish primary school setting. The aim of the learning experience was to develop pupil participants’ STEM Literacy, as well as enabling pupils to develop the 21st century skills of critical thinking, creativity and communication. Combining the Bridge 21 Model with playful pedagogy, pupils were facilitated to explore the concept of gravity through engaging in play-based activities, with pupils capturing their learning using Seesaw, an e-portfolio tool. Implications are derived for educators who may be interested in using a 21st century constructionist approach as part of their STEM practice

Reflections on conducting qualitative school-based research with children: A research note

This research note offers a critical reflection of the process of conducting qualitative research in the Irish primary school setting. The research discussed took place during the school year 2016–2017. It explored primary school children’s understandings of citizenship and, the kinds of collective social actions they participated in as citizens and peers at school. I reflect upon this in terms of my experiences of gaining and maintaining access in Irish primary schools. I also draw attention to social and cultural contexts within the research setting and the influence this has over data collection. I aim to offer some useful insights into the process of conducting qualitative research within formal education settings and, to encourage conversation between researchers and educators to find solutions to issues associated with conducting research in schools.

Quality Improvement in Teaching and Learning Science in Primary School Settings: Using a Metaphor to Approach the Concept of Light

The present study focuses on the approach of the concept of light by primary school students. The study explores how a teaching procedure founded on using the metaphor that light travels as a wave reflects on the concept of light as a distinct natural entity. The experimental method was used for the research. One hundred and fifty-two children aged between 7 to 8 years old (average age 7.59) from 9 different primary school classes in Colorado, USA, participated in the research. An experimental and control group was delineated. Following a socio-cognitive perspective, the experimental group took part in a teaching procedure based on using the metaphor that light travels as a wave. Following an empiricist perspective, the control group took part in a teaching procedure based on a description of the phenomenon without using a metaphor. Data had been collected through pre and post-test, which results were analyzed using the Mann-Whitney test. The quantitative analysis showed an essential difference between the two groups. The experimental group pupils achieve higher learning outcomes as they better understand light as a distinct entity. It is argued that using a metaphor allows children to make connections with their everyday life, wonder about, and conceptualize light in a more efficient and meaningful way. The study informs everyday educational practice by providing a quality improvement element for learning and teaching about the primary classroom light

Perspectives about Friendships and the School Learning Environment from Australian Adolescent Boys with AD/HD

ABSTRACT This paper focused on six adolescent Australian schoolboys with ADHD, their perspectives about managing and maintaining friendships at school and why the classroom environment was challenging for them. Utilising qualitative phenomenographical methodology, data were collected using semi-structured individual and focus group interviews. Findings suggested that these Australian adolescent boys experienced some difficulty making and managing friends in primary school but were able to maintain a small friendship group in secondary school. For them, the classroom was a challenging environment both in the primary and secondary school setting, but specific teacher/teaching strategies assisted each boy to better concentrate and focus on the learning process.

HealthLit4Kids: Dilemmas associated with student health literacy development in the primary school setting

Objective:To ascertain teachers’ articulation and experiences of navigating dilemmas that inhibit and/or enable the fostering of health literacy in primary school settings.Design:Qualitative analysis of teachers’ written reflections on introducing health literacy into their school and classroom.Setting:Tasmania, Australia.Method:Eighty-four teachers in five primary schools participated in the HealthLit4Kids programme. Teacher reflections were collected at the conclusion of the first year of the programme and assessed using Windschitl’s Dilemmas to identify recurrent themes raised by the conceptual, pedagogic, cultural and political dilemmas teachers faced.Results:Key dilemmas faced by teachers concerned the development of a whole-of-school approach, student engagement and professional development.Conclusion:Internationally few health literacy programmes for primary schools exist. The theory developed from the themes identified in this study will inform future health literacy programme design and implementation strategies. Purposeful consideration of each theme will guide their success, scalability and sustainability. Future research on the role of constructivist teaching styles in health literacy development in the school setting is urgently required.