scholarly journals Evaluation of the Impact of School Canteen Programs on Internal Efficiency of Schools, Cognitive Acquisitions and Learning Capacities of Students in Rural Primary Schools in Senegal

2014 ◽  
Author(s):  
Abdoulaye Diagne ◽  
Mouhamadou Moustapha LO ◽  
Ousmane Sokhna ◽  
Fatoumata L. Diallo
Keyword(s):  
Primary Schools ◽  
School Canteen ◽  
Internal Efficiency ◽  
The Impact

Agricultural education and Italian primary school teachers: the Romagna in the late nineteenth century

Modern Italy ◽  
2020 ◽  
pp. 1-16
Author(s):  
Omar Mazzotti ◽  
Massimo Fornasari
Keyword(s):  
Nineteenth Century ◽  
Agricultural Education ◽  
Primary Schools ◽  
Educational Process ◽  
Late Nineteenth Century ◽  
Ruling Class ◽  
Primary School Teachers ◽  
Agricultural Revolution ◽  
Agricultural Knowledge ◽  
The Impact

This article examines the dissemination of agricultural education in primary schools in the Romagna, an important rural area in post-unification Italy. The topic is explored within a wider perspective, analysing the impact of institutional changes – at both the national and local levels – on the transmission of agricultural knowledge in primary education during the final quarter of the nineteenth century. Two particular elements of the process are examined: students, as the intended beneficiaries of the educational process; and teachers, who as well as having a key role in reducing the extent of illiteracy were sometimes also involved in disseminating agricultural knowledge. The transfer of that knowledge appears to have been a very challenging task, not least because of the scant interest that Italy's ruling class showed towards this issue. However, increasing importance seems to have been given to agricultural education in primary schools during the economic crisis of the 1880s, when the expansion of this provision was thought to be among the factors that might help to prepare the ground for the hoped-for ‘agricultural revolution’.

scholarly journals Effects of Climatic Conditions, Season and Environmental Factors on CO2 Concentrations in Naturally Ventilated Primary Schools in Chile

2021 ◽  
Vol 13 (8) ◽  
pp. 4139
Author(s):  
Muriel Diaz ◽  
Mario Cools ◽  
Maureen Trebilcock ◽  
Beatriz Piderit-Moreno ◽  
Shady Attia
Keyword(s):  
Air Quality ◽  
Indoor Air Quality ◽  
Indoor Air ◽  
Primary Schools ◽  
Co2 Concentration ◽  
Building Design ◽  
Climatic Conditions ◽  
Indoor Environmental Quality ◽  
Co2 Concentrations ◽  
The Impact

Between the ages of 6 and 18, children spend between 30 and 42 h a week at school, mostly indoors, where indoor environmental quality is usually deficient and does not favor learning. The difficulty of delivering indoor air quality (IAQ) in learning facilities is related to high occupancy rates and low interaction levels with windows. In non-industrialized countries, as in the cases presented, most classrooms have no mechanical ventilation, due to energy poverty and lack of normative requirements. This fact heavily impacts the indoor air quality and students’ learning outcomes. The aim of the paper is to identify the factors that determine acceptable CO2 concentrations. Therefore, it studies air quality in free-running and naturally ventilated primary schools in Chile, aiming to identify the impact of contextual, occupant, and building design factors, using CO2 concentration as a proxy for IAQ. The monitoring of CO2, temperature, and humidity revealed that indoor air CO2 concentration is above 1400 ppm most of the time, with peaks of 5000 ppm during the day, especially in winter. The statistical analysis indicates that CO2 is dependent on climate, seasonality, and indoor temperature, while it is independent of outside temperature in heated classrooms. The odds of having acceptable concentrations of CO2 are bigger when indoor temperatures are high, and there is a need to ventilate for cooling.

SOCIAL STRUCTURE AND EDUCATIONAL LEVEL OF TEACHERS OF THE UZBEKISTAN SSR

2021 ◽  
Vol 4 (7) ◽  
pp. 34-43
Author(s):  
Muysin Dusaliev ◽  
Keyword(s):  
Public Education ◽  
Education System ◽  
Educational Level ◽  
Primary Schools ◽  
Current Problem ◽  
Educational Institutions ◽  
Religious Schools ◽  
Soviet Government ◽  
Public Education System ◽  
The Impact

The article highlights the problems and needs of the population for education as a result of the concentration of the Soviet government on the formation of a public education system in the spirit of its socialist ideas by creating new Soviet schools and increasing their number.In November 1918,the Soviet government of Turkestan decided to separate church from state and school from church. Although the existing private old religious schools were not completely banned by this decision, the creation of new Soviet schools and the increase in their number became more and more important. It is clear that this is a sign that the system is completely politicized. The schools were divided into two levels: the first level educational institutions included the first three classes, and the second level consisted of four classes. There was also a high school with three classes. Under the conditions of that time, more primary schools were opened in the country.This article discusses the current problem in the Soviet-era public education system under the Soviet government from 1994 to 1991, as well as the impact of this problem on today's education system

scholarly journals The impact of fathers’ military deployment on child adjustment. The support needs of primary school children and their families separated during active military service: A pilot study

2017 ◽  
Vol 23 (1) ◽  
pp. 110-124 ◽  
Author(s):  
Sharon Pexton ◽  
Jacqui Farrants ◽  
William Yule
Keyword(s):  
Parental Stress ◽  
Military Service ◽  
Primary Schools ◽  
Child Adjustment ◽  
Military Training ◽  
Well Being ◽  
Primary School Children ◽  
Military Deployment ◽  
Adjustment Difficulties ◽  
The Impact

Background: Although direct exposure to war-related trauma negatively impacts children’s psychological well-being, little is known about this impact within the context of parental military deployment to a combat zone and ‘indirect’ experience of the effects of armed conflict. This study investigates the impact of father’s military deployment to Afghanistan on child well-being in primary schoolchildren and compares measures of adjustment with a matched group of children with fathers deployed on military training (non-combat) deployment. Method: Data were collected within primary schools in 2011–2012 from 52 children aged 8–11 years with fathers deploying to Afghanistan ( n = 26) and fathers deploying on military training ( n = 26) via self-completion of questionnaires assessing symptoms of anxiety, depression, stress and levels of self-esteem. Data were collected in both groups, at pre-, mid- and post-parental deployment. Class teachers and parents (non-deployed) completed a measure of child behaviour and parents completed a measure of parenting stress and general health. Results: Unexpectedly child adjustment difficulties were not significantly raised in children whose parents deployed to Afghanistan. Ratings of behavioural difficulties and depression were low in both groups. However, clinically elevated levels of anxiety and stress symptoms were reported by both groups of children at each stage of deployment. No associations between parental stress, parental mental health and child adjustment were found. Conclusion: High levels of children’s anxiety and stress reported during fathers’ active military service warrant further investigation. Implications for school and health monitoring and CAMHS community liaison work are discussed.

A critical reflection on the reasoning behind, and effectiveness of, the application of the Pupil Premium Grant within primary schools

2018 ◽  
Vol 33 (2) ◽  
pp. 70-76 ◽  
Author(s):  
Joanne Copeland
Keyword(s):  
Primary Schools ◽  
Educational Interventions ◽  
Parental Engagement ◽  
Socioeconomic Background ◽  
Home Learning Environment ◽  
Educational Issue ◽  
Home Learning ◽  
Additional Funding ◽  
Attainment Gap ◽  
The Impact

The Pupil Premium Grant was introduced in 2011 with the aim to ‘close’ the attainment gap within education between children classified as disadvantaged and their peers. However, recent research has shown that this gap appears to be widening across the education sector. This article explores the reasons why the Pupil Premium Grant was introduced, giving commentary on the political rationale behind the additional funding. It asks whether the Pupil Premium Grant can ever hope to counteract the impact of a child’s socioeconomic background, especially when successive governments have continually changed political educational interventions. Parental engagement is also discussed, and the influence of a home learning environment demonstrated. The impact socioeconomic background has on cognitive development is also highlighted. Finally, successful strategies for using the Pupil Premium Grant are debated. It is suggested that currently there is no way to determine whether the Pupil Premium Grant is counteracting such a deep-rooted educational issue.

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training

2009 ◽  
Vol 45 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Frank Hardman ◽  
Jan Abd‐Kadir ◽  
Catherine Agg ◽  
James Migwi ◽  
Jacinta Ndambuku ◽  
...  
Keyword(s):  
Primary Schools ◽  
Pedagogical Practice ◽  
School Based ◽  
The Impact

scholarly journals THE IMPACT OF POSITIVE SCHOOL EXPERIENCES AND SCHOOL SES ON DEPRESSIVE SYMPTOMS IN CHINESE CHILDREN: A MULTILEVEL INVESTIGATION

2017 ◽  
Vol 8 (2) ◽  
pp. 37
Author(s):  
Yang Yue
Keyword(s):  
Depressive Symptoms ◽  
Hierarchical Linear Modeling ◽  
Teacher Support ◽  
Primary Schools ◽  
School Connectedness ◽  
School Experiences ◽  
School Level ◽  
The Impact ◽  
Youth Depressive Symptoms ◽  
School Ses

The current study investigates the effects of teacher support, school connectedness, and school socioeconomic status (SES) on youth depressive symptoms. Data were collected from a sample of 881 students in Grade 6 from 10 primary schools in Northwest China. Hierarchical linear modeling indicated that higher levels of teacher support, school connectedness, and school SES were significantly associated with fewer depressive symptoms. Further, the relationships between school-level SES and youth depressive symptoms varied by the participant’s perceived level of teacher support and perceived level of school connectedness. These findings underscore the importance of positive school experiences on child psychological outcomes. Implications for future research on Chinese youth are discussed.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

Sign in / Sign up

Export Citation Format

Share Document