scholarly journals Study regarding the use of movement games in order to improve coordination abilities in primary school pupils

2018 ◽  
Vol 48 ◽  
pp. 01013
Author(s):  
Talaghir Laurentiu-Gabriel ◽  
Cherepov Evgeny
Keyword(s):  
Primary School ◽  
The Body ◽  
Assessment System ◽  
Significant Progress ◽  
School Year ◽  
Structure Level ◽  
Primary School Pupils ◽  
Working Method ◽  
Coordination Skill

The purpose of the research, performed during the school year 2015 – 2016, was to observe the role of movement games during the PE class, carried out with primary school pupils. The aim of the present paper is to present the way in which we influenced the coordination skill manifestation indicators so that they are suited to the pupils’ age possibilities. The games were combined and we used two games during each practical PE class. In order to achieve this, we changed the working method at the structure level of the lesson. Thus, in the second part of the lesson, which includes types of walking and running in order to engage the body in the effort, we used movement games. As an assessment test, we used the trial “Throw at a vertical target”. This trial tests the coordination skill (the dexterity) within the school assessment system. The results obtained in the trials were statistically processed by means of the SPSS 23.0 program. The results indicated a significant progress for the group of girls and an insignificant progress for the groups of boys.

scholarly journals Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School

2019 ◽  
Vol 9 (12) ◽  
pp. 124 ◽  
Author(s):  
Marina Besi ◽  
Maria Sakellariou
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Family Relationship ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Year ◽  
Parents And Children ◽  
Role Of Parents ◽  
Appropriate Practices

Internationally, a great number of researchers have pointed out the significance of school–family relationship in the process of children’s transition to primary schools. However, only recently has it been a subject of research in Greece. The purpose of this particular research, which has a sample of 1602 pre-primary and primary school teachers, is to investigate teachers’ viewpoints on the role of parents in the process of their children’s transition to primary school. Data has been collected through the use of questionnaires. Statistical analysis has shown that the overwhelming majority of teachers consider cooperation with parents as necessary. They indicate that the most important factors for successful transition are parents’ level of trust in teachers, their views on schools and learning, and their support for the new situation their child experiences. As far as the most appropriate practices are concerned, almost all teachers mention updating parents at the beginning of the school year, while many suggest that parents and children visit primary schools and that common meetings of both kindergarten and primary school teachers with parents take place before school begins. It therefore seems that teachers acknowledge the role of parents in the process of transition and suggest appropriate practices for their participation.

scholarly journals Issues, Challenges and Problems with Tax Evasion: The Institutional Factors Approach

2016 ◽  
Vol 18 (2) ◽  
pp. 187
Author(s):  
Mohd Rizal Palil ◽  
Marlin Marissa Malek ◽  
Abdul Rahim Jaguli
Keyword(s):  
Tax Evasion ◽  
The Body ◽  
Assessment System ◽  
Institutional Factors ◽  
Self Assessment ◽  
Tax System ◽  
Body Of Knowledge ◽  
Hidden Economy ◽  
Tax Education

Tax evasion, particularly in developing countries is a debatable issue. Evasion is a disease and needs to be minimized so that the black economy or hidden economy can be mitigated. This paper attempts to reveal the determinants of tax evasion from the institutional perspectives. The objective of this study is to identify the determinants of tax evasion a decade after the introduction of a Self-Assessment System (SAS). Three institutional perspectives of the determinants of tax evasion were examined, namely the probability of being detected, the role of the tax authority and the complexity of the tax system. The results suggested that the complexity of the system, and the probability of being detected had a significant impact on tax evasion. The results of this study could possibly contribute to the body of knowledge in lieu of combating tax evasion, as well as being an input to tax administrators and policymakers into which ways the determinants can affect compliance. The findings also provide an indicator for tax administrators of the relative importance of the tax system in assisting with the design of tax education programs, simplifying tax systems and developing a wider understanding of taxpayers’ behavior.

scholarly journals MULTIMEDIA TECHNOLOGIES IN PRIMARY SCHOOL

1970 ◽  
Vol 16 (2) ◽  
Author(s):  
Vira M. Andriievska ◽  
Nadiia V. Olefirenko
Keyword(s):  
Primary School ◽  
Cognitive Activity ◽  
Educational Process ◽  
School Practice ◽  
Multimedia Technologies ◽  
Primary School Pupils

In the article it has been analysed a role of multimedia technologies in primary school. On the basis of conducted analysis of different approaches to interpretation of “multimedia technologies” concept the context of this term is summarized. It is grounded an expedience of the use of multimedia in primary school practice as well as the types of multimedia technologies are selected. The factors which must be taken into account during organization the work of primary school pupils with programmatic facilities such as features of psychophysiologic development of primary school pupils and their educational-cognitive activity; didactics potential of multimedia technologies; features of the use of multimedia in studies; requirements to introduction of multimedia in the educational process of primary school are considered.

scholarly journals Extensive reading in primary school EFL

2018 ◽  
Vol 12 (2) ◽  
pp. 9 ◽  
Author(s):  
Anna Birketveit ◽  
Hege Emma Rimmereide ◽  
Monika Bader ◽  
Linda Fisher
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
Extensive Reading ◽  
Writing Project ◽  
Reading Material ◽  
Significant Difference ◽  
Reading Culture ◽  
The Right ◽  
Primary School Pupils

AbstractReading in the English subject in both primary and secondary school often involves studying course book texts in detail. Therefore, pupils are rarely exposed to longer texts which require reading for meaning, a skill needed in higher education and working life. With the right reading material, extensive reading (ER) should start already in primary school. This article reports on a study of primary school pupils from three different schools and their perceptions of an extensive reading and writing project, as well as their responses to the reading material offered. The study was designed to address the following research questions:1. Which types of reading material appeal to the pupils in the study?2. What is the role of gender in the pupils’ evaluation of the reading material?3. Are there differences between the pupils’ evaluation of the reading material offered, depending on their previous academic achievement?4. What are the pupils’ attitudes towards (extensive) reading?Two sets of questionnaire data were collected in the course of the project. First, during the reading, the learners were asked to answer a questionnaire about each book they had read or attempted to read. At the end of the project, the learners were asked to complete a questionnaire about their overall perception of the project. The study shows that there was a significant difference between the schools in the evaluation of the reading material, and there was also a significant difference between boys and girls in the perception of the reading material. More¬over, the study shows that the learners valued the chance to select the reading material themselves highly. When carrying out ER with pupils, it is essential to be aware of gender differences in reading preferences and ensure that there are enough books to cater for both boys’ and girls’ particular interests. Moreover, fostering a reading culture in both the Norwegian and English subjects is important.Keywords: extensive reading, gender differences, choice of books, the impor-tance of self-selection of books, motivation for readingEkstensiv lesing i engelsk som fremmedspråk i barneskolenSammendragLesing i skolefaget engelsk i både barne- og ungdomsskolen betyr ofte at elevene må gjøre rede for lærebokteksten på detaljnivå. Derfor møter elevene sjelden lengre tekster som krever forståelse av meningen med teksten, en ferdighet det forventes at de behersker i høyere utdannelse og i arbeidslivet. Med det rette utvalget av tekster burde elevene øve seg på ekstensiv lesing allerede i barneskolen. Denne artikkelen legger frem resultater fra en studie av elever fra tre forskjellige barneskoler og deres oppfatninger av et ekstensivt lese- og skrive-prosjekt i tillegg til deres respons på utvalget av tekster. Forskningsspørsmålene i studien er som følger:1. Hvilke typer lesestoff appellerer til elevene i studien?2. Hvilken betydning har kjønn i elevenes evaluering av lesestoffet?3. Har elevenes tidligere akademiske resultater betydning for deres evaluering av lesestoffet?4. Hvilke holdninger har elevene til ekstensiv lesing?To typer spørreskjema-data ble samlet inn i løpet av prosjektet. Først, i løpet av leseperiodene, ble elevene bedt om å svare på et spørreskjema om hver bok de hadde lest eller prøvd å lese. Når prosjektet var avsluttet, ble elevene bedt om å fylle ut et spørreskjema om deres totale opplevelse av prosjektet. Studien viser at det var en signifikant forskjell mellom skolene i elevenes vurdering av tekstene som ble tilbudt som lesestoff, og det var også en signifikant forskjell mellom gutter og jenter. Dessuten viser studien at elevene satte stor pris på muligheten til å velge lesestoff selv. Når man gjennomfører ekstensiv lesing med elever, er det viktig å være klar over kjønnsforskjeller i elevenes lesepreferanser og forsikre seg om at utvalget av bøker er stort nok til å ivareta både gutters og jenters spesielle interesser. Dessuten er det viktig å utvikle en kultur for lesing i både norskfaget og engelskfaget.Nøkkelord: ekstensiv lesing i engelsk, kjønnsforskjeller, elevers valg av bøker, betydningen av å velge bøker selv, motivasjon for lesing

scholarly journals Pupils’ Experience of Social Participation in Finnish Primary Schools

2020 ◽  
Vol 40 (4) ◽  
pp. 323-342
Author(s):  
Heli Ketovuori ◽  
Sanna Hirvensalo ◽  
Päivi Pihlaja ◽  
Eero Laakkonen
Keyword(s):  
Primary School ◽  
Social Participation ◽  
Primary Schools ◽  
Age Groups ◽  
Active Role ◽  
School Community ◽  
School Life ◽  
Personal Experiences ◽  
Primary School Pupils

Social participation means taking a full and active role in school life, being a valued and integral member of the school community. The purpose of this study was to examine pupils’ experiences of social participation and their active roles in Finnish primary schools. The intention was to find out in what ways primary school pupils’ (n = 3,760) personal experiences of pupil–pupil (PP) and pupil–teacher (PT) interaction vary between genders and across age groups in small and large schools. Pupils’ experiences were examined with questions concerning the active participation of the child and the participatory role of the teacher. The results show that pupils’ experiences vary, and there are differences between schools in terms of pupils’ social participation.

The role of logical issues in teaching mathematics to primary school pupils

2021 ◽  
Vol 11 (5) ◽  
pp. 465-467
Author(s):  
Xursanova Zilola Mirzaxolmatovna ◽  
Jakhongir Ibrohimjono'g'li Fozilov
Keyword(s):  
Primary School ◽  
Teaching Mathematics ◽  
Primary School Pupils

scholarly journals ROLE OF TEACHERS IN APPLYING READING CULTURE AMONG PRIMARY SCHOOL PUPILS

2020 ◽  
Vol 5 (35) ◽  
pp. 178-187
Author(s):  
Adam Zulkarnain Saleng ◽  
Amir Hasan Dawi
Keyword(s):  
Primary School ◽  
Primary School Children ◽  
Resource Center ◽  
Reading Culture ◽  
Role Of Teachers ◽  
Data Collection Technique ◽  
Primary School Pupils ◽  
Reading Activities ◽  
School Resource

This study aimed to identify the role of teachers in the development of reading culture in primary school children. Four teachers were selected as study informants in a primary school. The informants who are directly involved in the school's reading incentive program which is the School Resource Center Teacher and NILAM teacher. Qualitative methods are conducted using case studies. The interview process is implemented as a data collection technique. As a teacher, responsible for fostering a culture of reading is very important and should be considered as one of the tasks in the learning process. The informants agreed that the role of teachers in fostering a reading culture is important to educate primary school pupils to read more, implemented a variety of reading activities, the role of school resource center teachers to attract more students, and the collaboration between teachers in fostering a reading culture. All informants stated that the culture of reading exists among the students. However, the culture of reading primary school pupils is modest. This is due to the student's own unwillingness to read, limited time spent reading books in school, and access to resources centre is limited because the non-strategic location causes the pupils not to go and read.

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