The relation between school entrance age and school achievement during primary schooling: Evidence from Croatian primary schools

2012 ◽  
Vol 83 (4) ◽  
pp. 651-663 ◽  
Author(s):  
Marija Sakic ◽  
Josip Burusic ◽  
Toni Babarovic
Keyword(s):  
Primary Schools ◽  
School Achievement ◽  
Primary Schooling ◽  
School Entrance ◽  
Entrance Age

scholarly journals NUTRITION EDUCATION MODULE AND WORKBOOK DEVELOPMENT FOR PRIMARY SCHOOL CHILDREN

ICCD ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 141-147
Author(s):  
Khoirul Anwar ◽  
Hardinsyah Hardinsyah ◽  
Muhammad Aries ◽  
Hana Navratilova
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
School Children ◽  
Primary Schools ◽  
School Achievement ◽  
Primary School Children ◽  
Food Label ◽  
Primary School Students ◽  
School Students ◽  
Protein Food

Primary school students are in a period of continued growth and development after the pre-school age period. However several studies have shown that children at this age are vulnerable to under- and over-nutrition, which can interfere in their learning process and school achievement. The objective of this activity was to develop a nutrition education module for primary school students aged 8-12 years. This activity was held on January – August 2018 into Primary Schools of Bogor. The steps of this activity included: 1) to establish of technical working group (TWG); 2) to review existing nutrition education for primary school students; and 3) to develop student module and workbook (SMW) for nutrition education. The TWG which were formed, consists of school principles, nutrition professional society (Food and Nutrition Society of Indonesia), university staffs (Bogor Agricultural University and SAHID University Jakarta), and local government (Bogor Education Office). This activity was done collaboration with SEA-PHN. Currently, there is no activity on nutrition education at these schools, neither teacher guide for nutrition education for primary school students. The TWG developed nine topics of SMW were developed, namely balance diet and my plate, active and healthy life, cereals, fruit and vegetable, protein food, limit sugar salt and fat, choosing safe and nutritious food, food label, and summary. The SMW was designed colorfully and interestingly. Prior to final version of SMW, it was assessed to be used by school children. In conclusion, the SMW could be used to educate primary school students on nutrition. 

scholarly journals Posiciones docentes y construcciones en torno de lo común frente a la desigualdad en Argentina

2017 ◽  
pp. 121
Author(s):  
Alejandro Vassiliades
Keyword(s):  
Social Inequality ◽  
Primary Schools ◽  
Buenos Aires ◽  
Educational Inequality ◽  
Pedagogical Discourse ◽  
Primary Schooling ◽  
Teaching Position ◽  
The Common ◽  
Educación Primaria ◽  
The Relationship

RESUMENEste artículo se propone dar cuenta de los sentidos en torno de lo común que tienen lugar en las posiciones docentes que maestras de tres escuelas primarias públicas de la provincia de Buenos Aires, Argentina, construyen frente a situaciones de desigualdad social y educativa, indagando acerca de los significados que atribuyen a su trabajo, y los problemas y desafíos que se formulan en torno de él. Estas escuelas trabajan con estudiantes que viven en condiciones de pobreza, en territorios surcados por diversas formas de desigualdad. La idea de lo común en la escolarización no tiene un contenido fijo e inmutable, sino que está compuesto de significaciones provisorias por las que se libran disputas, en las que intervienen –entre otros– el discurso pedagógico oficial y las diversas apropiaciones que los sujetos docentes realizan de él. En la construcción cotidiana de respuestas frente a situaciones que identifican como del orden de la desigualdad, los docentes desarrollan reflexiones, definiciones y producciones de sentido que integran la construcción siempre abierta de lo común en la educación escolar, la cual se enmarca de forma más amplia en discusiones respecto de las relaciones entre escuela y desigualdad social.Palabras clave: educación primaria; desigualdad social; trabajo docente; posición docente ABSTRACTIn this article I will try to account for the senses around the common occurring in teaching positions that teachers of three public primary schools in the province of Buenos Aires, Argentina, build in situations of social and educational inequality, inquiring about meanings they attribute to their work, and the problems and challenges that they formulate around it. These schools work with students living in poverty, in territories crossed by various forms of inequality. The idea of the common in schooling has a fixed and unchanging content, but is made up of temporary significances why disputes, which involved, among others, the official pedagogical discourse and the various appropriations by teachers. In the daily construction of responses to inequality, teachers develop reflections, definitions and productions of meaning that participate in the construction of the common in schooling processes, which are framed in discussions regarding the relationship between school and social inequality.Keywords: primary schooling; social inequality; teaching work; teaching position.

LEVEL OF MOTOR SKILLS IN YOUNGER PRIMARY-SCHOOL CHILDREN AND THEIR SELECTED CONDITIONS

2016 ◽  
Vol 26 (76) ◽  
pp. 51-60
Author(s):  
Eligiusz Madejski ◽  
Grażyna Kosiba ◽  
Magdalena Majer
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Primary Schools ◽  
School Achievement ◽  
Primary School Children ◽  
Physical Culture ◽  
Achievement Testing ◽  
Study Results

Aim. To assess the motor skill level of younger primary school children (grade 1-3) and the relationship between the motor skills of the participants and their knowledge on physical culture and physical activity. Basic procedures. The study was conducted among randomly selected children enrolled in grades 1-3 of primary schools in Krakow. 334 students aged 7-8, 365 aged 8-9 and 317 aged 9-10 took part in the study. The basic method was a diagnostic survey, and the technique was a questionnaire and school achievement testing. The SPSS 21 (IBM Corp., 2012) programme was used for statistical analysis of the study results. Statistically significant correlations were assumed at p < 0.01 and were marked by two asterisks. Results. The highest percentage of subjects regarding the level of motor skills was in the middle and high ranges. The analysis of the results also showed an average level of physical activity and knowledge about physical culture in the majority of participants. Research also showed a statistically significant positive correlation between motor skills and the level of physical activity of children and the level of knowledge about physical culture. Conclusions. Younger school-girls and school-boys are generally above average in terms of selected motor skills. The age of the examined children clearly differentiated their level of motor skills. There was a statistically significant correlation between the motor skills and physical activity of children in their free time and their knowledge on physical culture.

School entrance age and adjustment

1968 ◽  
Vol 7 (3) ◽  
pp. 20-28 ◽  
Author(s):  
Laura Weinstein
Keyword(s):  
School Entrance ◽  
Entrance Age

ERIC/EECE Report: School Entrance Age

1998 ◽  
Vol 74 (3) ◽  
pp. 184-186
Author(s):  
Bernard Cesarone
Keyword(s):  
School Entrance ◽  
Entrance Age

Developments in bilingual Frisian-Dutch education in Friesland

AILA Review ◽  
2008 ◽  
Vol 21 ◽  
pp. 87-103 ◽  
Author(s):  
Durk Gorter ◽  
Cor van der Meer
Keyword(s):  
Language Proficiency ◽  
Primary Schools ◽  
School Achievement ◽  
Bilingual Programs ◽  
School Directors ◽  
The Public ◽  
Trilingual Education ◽  
New Challenges ◽  
The Government ◽  
Point Of Departure

This paper focuses on the position and development of the Frisian language in the educational system in Friesland. It discusses the achievements and the research results of special projects in bilingual and trilingual schools. It gives an overview of the language proficiency, attitudes and the new challenges of the education system. The Frisian language has obtained a presence on all levels of education, although marginal in most cases. Language policy by the government has emphasised the teaching of Frisian in primary schools. The developments over the last decades have not been as remarkable as in other regions. The overall attitudes seem moderately positive, more among the public at large and parents than among teachers and school directors. Research has shown repeatedly that school achievement in Dutch is not affected by bilingual programs and the outcomes for Frisian are more positive. The experiment with trilingual education was received positively, although the outcomes for Frisian and English were not as persuasive as expected. It is concluded that the position of Frisian is rather weak compared to the other cases in this volume, although the point of departure is relatively favourable in terms of the proportion of speakers in society.

Sign in / Sign up

Export Citation Format

Share Document