State Primary Schools Research Articles

Socio-pedagogical practices towards inclusive education implemented by teachers in their classrooms

Social pedagogy is concerned theoretically with new forms of marginalisation and practically with efforts that aim towards integration and inclusion. This article therefore based on the concepts of inclusion and social pedagogy. Supported by the literature available, it explores how often the teachers in an urban state primary school (with Roma and non-Roma students) located in central Greece use socio-pedagogical strategies to implement class inclusion processes. This article examines three types of relationship – classroom climate; the whole-child approach to learning; and forms of inter-school collaboration – proposed by social pedagogy as key elements for inclusion. Structured classroom observations and the findings pointed out that the teachers do not make use of socio-pedagogical practices related to relationships between teachers and their students, group activities and collaboration practices, whereas they are able to control the disruptive behaviour of students successfully. The inclusion presupposes a stable and safe society that protects all human rights and all the values in fairness and equality.

Availability and Utilization of Educational Technology in Primary Schools of Ethiopia

The purpose of this study is to look into the availability and utilization of instructional technology in Ethiopian primary education, using some urban and regional schools as case representatives. 165 in-service teachers were recruited using available sampling method from Addis Ababa and Amhara regional state primary schools. A questionnaire and semi-structured interview items were created and administered to collect data. The study used a descriptive survey design with a mixed methods research approach. Major findings revealed that teachers in the case primary schools do not have accesses to properly utilize educational technologies in the teaching-learning processes. Multiple regression analysis results showed that there is no significant difference in the use of educational technology between regional and urban school teachers.

Integration of Virtual Reality (VR) Technology into Vocabulary Teaching in Primary School English Lessons

Language consists of words, so it is important to increase the level of vocabulary in any foreign language learning to a certain extent in order to be able to communicate in that language. As for VR, it is seen that this technology is a new research field in education, the use of which in language teaching is closely related to the principle of proximity to life, one of teaching principles. While learning a foreign language, learners should experience situational learning experiences, recognize real-life contexts, and be able to use the language communicatively in these environments, which is a difficult goal to be attained by 2nd-grade primary school students who have not yet reached full proficiency in their native language but started learning a foreign one. In this direction, this study, a pre-test – post-test research with the control group, examined VR’s effect on vocabulary levels and student engagement. The study was conducted in the English lessons of 2nd-grade students from six of the state primary schools in the central district of Çanakkale, Turkey. The results indicated that instruction with VR did not show any significant difference in vocabulary levels compared to current teaching method but encouraged more student engagement in the classroom. Although more extensive research into the topic is essential, it is hoped that the study will shed light on future research on the use of VR technology, which still has leeway to progress and may form the basis of future education in the coming years.

The Sociological Perspectives of Learning Support Educators in the Early Years and Primary Education in Gozo

This study explores functionalist, conflict, and interactionist sociological perspectives held by learning support educators in Gozo on the notion of inclusivity and its correlation with pedagogical strategies for students with a statement of needs in Gozitan primary state schools. Sociological perspectives are the scientific perceptions of the logic behind particular societal behaviours observed within social groups. This paper presents a review of literature related to the sociological perspectives of educators on notions such as schooling, inclusivity, and impairment. Qualitative data were collected using two one-hour focus groups, held remotely due to the COVID-19 pandemic. Following analysis of the data, the findings particularly show how inclusive education in primary state schools in Gozo has seen dramatic improvement. The way that educators function according to their habits rather than their sociological perspectives was also strongly shown. Moreover, the findings suggest that teacher and learning support educator role-merging has advantageous effects on role fulfilment and educational inclusivity. While the findings suggest a clear need for further inclusive education training for teachers, they also outline how there needs to be a stronger collaboration between Ministry stakeholders and state school educators to formulate more educator-initiated inclusive education policies and procedures. In light of such findings, this research recommends an appropriate combination of all three perspectives to work towards schools that emphasise a nurturing and collaborative atmosphere.

The Official Bosnian Language at the Beginning of Public Schooling in B&H: Bosniakdom and the Bosnian Language in the Textbooks of Bosnian Franciscans Ambroža Matić and Augustin Miletić

Based on the available archival material and additional literature, this paper approaches the analysis of the textbooks of the Bosnian Franciscans Ambroža Matić and Augustin Miletić from the sociolinguistic aspect in the context of language naming and linguistic identity. The textbooks serve as examples from the corpus of our initial textbook literature referring to the early period or the very beginning of the contemporary (more modern) type of public schooling in Bosnia and Herzegovina, with the aim of looking at identitarian language issues closely related to the issue of national identity. The starting point is the curriculum of the state (Franciscan) primary school in Tolisa (Orašje) from 1823, on the basis of which we can speak of a significant jubilee that today marks two centuries of a particularly important tradition: the official Bosnian language at the beginning (in the early period) of modern public schooling in Bosnia and Herzegovina. Furthermore, the paper shall analyze textbooks from the beginning of the 19th century, at a time when the processes of nationalization and significant mutual identitarian alienation of the local population had not yet taken root.

Cross-Curricular Teaching Within the Learning Outcomes Framework: The Experiences of Primary Teachers in Two State Schools in Malta

This study looks at the potential use, as well as the benefits and challenges, of a cross-curricular teaching approach embedded within the Learning Outcomes Framework in Malta. Since the inception of the National Curriculum Framework and its advocacy for student-centred approaches, the authors believe that teachers in Malta have been given more flexibility to tailor-make lessons around their students’ needs. Then it follows that the use of the Learning Outcomes Framework should also facilitate the implementation of a cross-curricular approach and aid teachers in moving away from segregated teaching (and learning). Despite such claims, teaching in primary state schools in Malta is predominantly segregated by subject, with rare occasions of cross-curricular teaching. This qualitative study explores the experiences of six teachers who teach in Year 3 or Year 4 in two state primary schools. The aim is to understand what teachers perceive as barriers and enablers to the use of cross-curricular teaching as a connection-making device that integrates much needed skills anticipated for the 21st century alongside content. Findings reveal that there is a pronounced need for more guidelines and policies that are clear and practical to implement a cross-curricular approach. Teachers also remarked that there is too much prescribed material, including textbooks and timetables, which compromises their autonomy and flexibility.

The effect of peer-mediated skill generalisation activities on the social acceptance of individuals with special needs in Turkey

ABSTRACT The acceptance of students with special needs by their peers with typical development is of critical prominence for students with special needs. This study, which uses the mixed method as the research design, aims to find out the effectiveness of the same-age tutoring method in order to determine the effect of peer-mediated skill generalisation techniques on the social acceptance of students with special needs in Konya, Turkey. The study utilised a mixed-method quasi-experimental research design. The study group consists of 16 students with typical development (11 years old) and 4 students with special needs (10–13 years old). Both student groups are attending a state primary school in Konya, Turkey. The social acceptance scale and Peer-Mediated Skill Generalisation Activities have been used as data collection tools. The quantitative data was analysed using the statistical analysis method, whereas the qualitative data was analysed using descriptive analysis. Following the study, it has been concluded that there are meaningful differences between the pre-test and post-test scores of the social acceptance of students with special needs by their peers with typical development who conducted the skill generalisation activities.

Remedial Treatment of Text Comprehension: The Pilot Study in the 3rd– 4th-Grade Students with Specific Learning Disorder

Children with specific learning disability who study in accordance with curriculum, struggle with text comprehension caused by limited cognitive and language skills. This evidence prompts for developing remedial treatment which would help the given clinical group to overcome difficulties in text comprehension. The current paper deals with an innovative methodology of remedial treatment developed and piloted with a small group of children. At the first stage of the study, 10 children (3rd grade students attending state primary school) with specific learning disability were selected for the research. Their skills in written narrative comprehension, oral narrative comprehension, as well as metalinguistic abilities, were scored. The main flaws, such as an inability to extract implicit information, to detect logical (temporal and causal) relations between the events, etc., were considered as the targets of the remedial treatment. At the second stage of the study, a half of the children were included into remedial treatment. Within the framework of the remedial treatment developed and provided by the author of the given paper, the children were taught to apply various reading strategies. After this, at the third stage of the study, all the children were tested again for the written narrative comprehension, oral narrative comprehension, and metalinguistic abilities. Results of the comparative analysis between the scores of the 1st and the 2nd test confirmed the remedial treatment was effective in improving comprehension of both oral and written narratives, as well as metalinguistic abilities.

Beyond ethnocentric perspectives in Spanish schools: Rethinking inclusion, the curriculum, and subjectivity

AbstractIn this paper, we examine how schools in Catalonia (Spain) are responding to the needs of migrant students by challenging the limitations of the curriculum. The paper presents some of the findings of an ongoing project titled Migrant Children and Communities in a Transforming Europe (MiCREATE). It is based on 31 semi‐structured interviews and 6 focus groups conducted with 78 participants (teachers, school representatives, and community members such as child psychologists, social workers, and other collaborators) from six state primary and secondary schools in Catalonia (Spain). Analysis of the interviews showed that Spain still has a monolithic conception of the curriculum, with Eurocentrism and ethnocentrism at its core. Nonetheless, school staff are producing pedagogical practices that challenge this position in order to respond to the needs of migrant students. We argue that it is necessary to consider other frames of reference such as critical interculturality, decolonial perspectives, and critical cosmopolitanisms in order to create collective and multiple experiences of belonging that go beyond the dominant cultural identity.

The Effect of Self-Efficacy Beliefs of School Administrators on Sustainable Leadership Characterictics

In today's world, where material and spiritual resources are consumed much faster, different leadership roles of school administrators come to the fore in the success and effectiveness of schools. One of these leadership roles is sustainable leadership characteristics. In this research, the effect of school administrators' self-efficacy beliefs on sustainable leadership characteristics was examined. 615 school administrators (238, 38.7% principal, 377 61.3% vice principal) and 883 teachers who work in state primary, secondary and high schools in Turkey participated in the research voluntarily. In the research, a self-efficacy scale was applied to school administrators so that it could be possible to determine the self-efficacy beliefs of school administrators. The sustainable leadership characteristics of the school administrators were tried to be determined by asking the teachers working in the same school about the sustainable leadership characteristics of the school administrators. According to the research findings, it was determined that there is a statistically significant relationship between school administrators' self-efficacy beliefs and sustainable leadership characteristics. This significant relationship has led to the conclusion that the self-efficacy belief of school administrators can be considered as a predictive variable (20%) of sustainable leadership characteristics. Suggestions were made to strengthen the sustainable leadership characteristics of school administrators and to work with different variables.

Social Networks and Conflict Management in Organizations: A Case Study in State Primary Schools

İlköğretim okullarının temel paydaşları olan öğretmenler, idareciler, veliler ve öğrenciler arasında iletişim, uzaktan ve yüz yüze eğitimi desteklemek gibi amaçlarla sosyal medyayı da kapsayan web 2.0 araçları yaygın olarak kullanılmaktadır. Covid 19 pandemisi öncesinde daha çok öğretmenlerin dijital okur yazarlık becerilerine bağlı olarak, tercihe göre kullanılan web 2.0 araçları salgın önlemleri doğrultusunda yüz yüze eğitime ara verilip uzaktan eğitime geçildiği dönemde zorunlu hale gelmiştir. Bu gelişmeyle birlikte yüz yüze iletişimde yaşanan çatışma ve anlaşmazlıkların sanal ortama taşınma ihtimali ortaya çıkmıştır. Araştırmanın amacı, kullanım alanı gittikçe genişleyen sosyal ağların, örgütsel çatışma yönetimine etkisini incelemektir. Kesitsel tarama araştırması olarak tasarlanan çalışmada veriler anket tekniği ile toplanmıştır. Çalışmanın örneklemini Sakarya il merkezinde bulunan devlet ilkokulları oluşturmaktadır. Araştırmaya göre anketi cevaplayan öğretmenler sosyal ağları ve uygulamaları iletişim ve eğitim süreçlerinde yaygın olarak kullanmakta, sosyal ağların kullanımında çatışma ve anlaşmazlıklar yaşayabilmekte ve söz konusu çatışma ve anlaşmazlıkların aşılmasında etik ilke ve kodların geliştirilmesi fikrini desteklemektedirler.

A SCHOOL NURSING HEALTH SCREENING PROGRAM IN TURKEY: A PILOT STUDY

Aim: With the school health nursing screening program, which was carried out as a pilot study, it was aimed to examine the health status of school children and the affecting factors.
 Method: This study was conducted with 115 third- and fourth-grade students in a state primary school in Istanbul. Within the scope of the health screening program, the students underwent a three-stage evaluation including growth assessment, blood pressure measurement, and physical examination. Examination findings were recorded in a standard form and analyzed using chi-square test and logistic regression analysis. 
 Results: It was determined that 18.3% of the students in the study were overweight and 17.3% were obese. Evaluation revealed dental caries in 53.9% of the students, vision problems in 35.7%, dirt in the outer ear/ear canal in 33.3%, runny nose in 27%, swollen lymph nodes in 14.8%, cough in 13%, nail biting in 11.3%, itchy skin in 9.6%, poor posture in 7%, and head lice or nits in 6.1%. Student age was associated with the prevalence of dental caries, nasal discharge, and dirt in the outer ear/ear canal (p ≤ 0.05). 
 Conclusion and Suggestions: The study results indicate that regular health screening is important in identifying student health problems, with dental caries, runny nose, and dirt in the outer ear/ear canal being the most important health problems detected during screening. In addition, it is noteworthy that the rates of overweight and obesity are high in children.

The Effect of a Social Skills-Based Psychoeducation Programme on Primary School Students’ Social Skill Levels

In this study, the effect of a social skills-based psychoeducation programme, consisting of eight sessions, on primary school students’ social skill levels was investigated. The study group of the research consisted of a total of 24 third and fourth grade students attending a state primary school. In the research, a quasi-experimental model with a control group and pretest, posttest and follow-up test was used. A Social Skills Knowledge Test, Sociometric Technique and Personal Information Form were used for data collection. After the pretest measurement, the Social Skills-Based Psychoeducation Programme was implemented by the researcher for the students in the experimental group between May and June 2019, for two days per week (4 weeks, 8 days) and approximately 45 minutes per day. No group sessions or activities were conducted with the control group, and only the pretest and posttest were administered to those students.The posttest measurements were taken one week after the end of the sessions, and the follow-up measurements were made six months later. The Wilcoxon signed-ranktest and Mann-Whitney U test were used for the analysis of the obtained data. As a result of the study, it was observed that the social skill scores of the students in the experimental group increased significantly compared to those of the students in the control group. At the same time, the follow-up test was applied to the students in the experimental group six months later, and it was observed that the difference between the posttest and follow-up test mean scores was not significant and that the effect of the social skills-based psychoeducation programme was still continuing. The findings obtained reveal that the social skills-based psychoeducation programme was effective in improving students’ social skills.

Development of The Thematic Module Based on Local Wisdom of Jombang Regency on The Uniqueness of The Sub-theme of The Area I Live in

The direction of the showing modelals involved by instructors in grade IV at the State Primary School Title II Bareng, Jombang Regime is an administration distributed book comprising of topical pack book, the learning of which has not zeroed in on the attributes, needs and living climate of understudies, particularly understudies. who lives in Jombang Rule. This innovative work expects to create a topical module for grade IV Primary School in sub-subject 2 of the uniqueness of the area where I reside in light of neighborhood intelligence of Jombang Rule which is substantial and possible to utilize. This innovative work utilizes the ADDIE model. Wellsprings of information from the module advancement process are acquired from portrayals of exercises and consequences of exercises beginning from the investigation stage to the assessment stage. The wellspring of information from the nature of the module is acquired from the evaluation of modelal specialists and media specialists, clients (instructors), and understudy reactions. This innovative work is completed in the levels semester of the 2020/2021 scholastic year. This innovative work was brought out through 5 phases, specifically the investigation stage, the plan stage, the advancement stage, the execution stage, and the assessment stage. The aftereffects of this innovative work were gotten (1) The consequences of the approval of the achievability of the module from the modelal master acquired a rate score of 95% the rules were exceptionally substantial and appropriate for use. Approval of media specialists got a rate score of 93.3% exceptionally legitimate standards and practical to utilize. (2) The aftereffects of the execution of the topical module in view of neighborhood shrewdness in Jombang Rule were done utilizing an educator and understudy reaction poll. The instructor's reaction survey acquired a worth of 93.3% awesome models and doable to utilize. The understudy reaction survey got a score of 90% with awesome rules and should be utilized. The normal evaluation of modelal specialists, media specialists and clients (reaction of instructors and understudies) is 93%. Alluding to the score understanding standards, the Topical Module for Grade IV Primary School in Sub-subject 2 "The Uniqueness of the Area I Live" In light of Neighborhood Astuteness in Jombang Rule has met the models of being exceptionally legitimate and reasonable for use.

Developing A Module of Guidance’s School Accreditation For School’s Stakeholders

Some primary schools in Palembang got problems related to the implementation of the school’s accreditation. This research aimed at producing a module of guidance’s school accreditation for school’s stakeholders which valid, practical and effective. This research used Research and Development (R&D). The model development in this study used 4-D (Define, Design, Develop, and Disseminate). The objects of this research were the State Primary school 21, 22 and 29 in Palembang. The results concluded that the module was declared valid, practical and effective. This paper contribute to all educational stakeholders in primary, secondary and high education as an alternative module which can help to prepare accreditation.

Young Learners' Attitudes and Motivation towards Learning English in terms of Dörnyei’s Theory of Motivation

This study tries to explore young learners' attitudes and motivation towards learning English via Dörnyei’s motivational self-system. Designed as a qualitative study, the study employs interview schedules and an observation checklist that were adopted from Dörnyei and Csizer (2006) and a questionnaire designed by Ryan (2005). The data collection tools were, then, developed by the advisor and the researcher of the study upon expert opinion. The study was carried out with 57 primary school second-grade students from a state primary school in both face-to-face and online settings. The data were analyzed by thematic content analysis and coding via the Nvivo program. According to the results of the study, a positive learning environment and activities are significant factors that have an impact on young learners' attitudes and motivation to learn English. Regardless of the teaching environment, students' attitudes were mainly positive towards learning English and they were intrinsically motivated. This is especially important in countries where English proficiency is not as high as expected.

PENGARUH METODE ROLE PLAYING TERHADAP HASIL BELAJAR PENDIDIKAN KEWARGANEGARAAN KELAS III SEKOLAH DASAR

AbstractThis study aims to analyze the effect of the use of the Role Playing method on student learning outcomes in learning Citizenship Education in class III 66 State Primary School Pontianak City. The method used is an experimental method. In this study, researchers used a Quasi Experimental design in the form of Nonequivalent Control Group Design. The population in this study were all students of class III 66 Pontianak Elementary School, while the sample was drawn through the whole class III. Based on the results of the draw, the research sample was obtained, namely class III A (control class) and III B (experimental class) totaling 54 students. Data collection techniques used are direct observation techniques and measurement techniques and data collection tools used in the form of observation sheets and test deeds. Based on the analysis of the data obtained the average results of the experimental class post-test of 79.23 and post-test of the control class of 74.93, obtained t-count of 2.993 and t-table (α = 5% and dk = 26 + 28 - 2 = 52) equal to 1.676, because t_count> t_table, then Ha is accepted. So, it can be concluded that there is an influence of the use of the Role Playing method on student learning outcomes in learning Citizenship Education in grade III 66 Pontianak Elementary School. Based on the results of the calculation of the effect size (ES) obtained ES = 0.57, which includes the criteria of being moderate, ie 0.2> ES 0.8. Thus, it can be said that the Role Playing learning model gives a good influence on the narrative essay writing skills of students in class III Pontianak Elementary School Negeri PontianakKeywords: Role Playing Learning Model

Gender representation in EFL textbooks used in state schools in Northern Iraq and teachers’ perceptions of gender role stereotypes

ABSTRACT This study investigates the extent of the gender representation and stereotyping in Sunrise textbook series (1–12) taught in state schools, primary and high school in Northern Iraq and teachers’ perceptions about gender role stereotypes. The research aims to ascertain how gender is represented and what kinds of stereotypes expressions are used in the Sunrise series by focusing on four areas; Adult Social Role Beliefs, Domestic Role Beliefs, Educational Role Beliefs, and Professional Role Beliefs concerning school type variables. To this end, a quantitative content analysis approach was used. Besides, a questionnaire was administered to 390 teachers to find out their perceptions of gender role stereotypes. The results of the textbooks analysis revealed that although some aspects depicted a gender-neutral representation, males were dominantly used in the majority of text examples and illustrations due to cultural issues. Females were portrayed as having passive and domestic roles in line with the fact that traditional gender ideology exists in high schools as there are separate facilities for boys and girls. The findings of the study have pedagogical implications for the development of gender-neutral textbooks and also provide education authorities and language policymakers with recommendations for the establishment of a gender-free society.

Norwegian Teachers’ Experiences with Distance Teaching and Online Schooling During the COVID-19 Pandemic

ABSTRACT In Mach 2020, the Norwegian schools were closed in response to Covid19. The current study concerns teachers’ experiences of distance teaching in April 2020 during the online schooling period in one Norwegian municipality. A survey was sent via e-mail to all teachers in primary and secondary state schools in the explored municipality. Thematic analysis of the data provided the following three themes: (1) Adjustment of teaching context (2) Involving and supportive management. (3) A culture of collaboration and sharing. Distance teaching is time-consuming for teachers, increases inequality in learning and increases the needs for adaptive education. Teachers’ experience of interaction and collaboration with other professions is generally challenged and reduced due to online schooling.

Prevalence of tinea capitis among school age children in eastern Sudan

Background: Tinea capitis is a widespread fungal disease affecting the scalp, hair follicles, and skin underlying them. Ring worm infection is most common in children, particularly in late childhood and adolescence, as well as in immunocompromised individuals. There are no reports on the prevalence of Tinea capitis in children in Port Sudan. Objective: The aim of this study is to explore out how prevalent Tinea capitis is in school-aged children, to identify associated risk factors, to help raise public awareness about the importance of hygiene and treatment, and to mitigate infection spread. Methods: This study included a retrospective descriptive review of dermatology clinic patient reports from May 2016 to March 2018, as well as a direct interview with primary school students in Port Sudan, Red Sea State. To recognize the most susceptible age groups, genders, risk factors, and clinical manifestations. Data was collected based on clinical diagnosis by dermatologists, and children were interviewed based on laboratory diagnosis by authors using KOH of unstained scraping preparations after overnight incubation, and Tinea capitis was confirmed microscopically. Data from documents and questionnaires were manually interred and analyzed, and frequencies were measured and displayed in tables. Results: An overall prevalence of Tinea capitis was (17%) 235/1350 among the entire study population. The study showed that the disease is more in male than female with male: female ratio (4:1), and the most vulnerable age group was (4–8 years), 116/235 (49.4%), the incidence was increased by crowding [46/50,92%] the most affected neighborhoods was El Qadisiyah[62/235 (26.4%)].The commonest clinical feature was the weakness of the hair[40/50,80%]. Conclusion: There has never been a report on Tinea capitis in Port Sudan, and there are no screening services to assess the incidence. According to the findings of present study, Tinea capitis was common (17%) among children attending government-owned state primary schools in Portsudan-Red Sea State. Male gender and residing in Sudan's Red Sea climatic region were reported to be independent risk factors.