The Impact of Economic Education Courses on the Knowledge and Retention of Knowledge of Secondary and Primary School Teachers

1989 ◽  
Vol 20 (4) ◽  
pp. 346 ◽  
Author(s):  
Judith France ◽  
Rebecca Summary ◽  
Nasser Vasegh-Daneshvary
Keyword(s):  
Primary School ◽  
Economic Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Retention Of Knowledge ◽  
The Impact ◽  
Education Courses

scholarly journals Elementary Teachers' Perceptions of the Effect of Using Puppet Theater Strategy on the Development of Personal (Cognitive and Social) Aspects in Jordan: دور مسرح الدمى في تنمية الجوانب الشخصية لدى طلاب المرحلة الأساسية من وجهة نظر معلميهم في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Asma tayseer Mohammad Al-adwan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Social Aspects ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Semester ◽  
Teachers Perceptions ◽  
Puppet Theater ◽  
Study Population ◽  
The Impact

The study aimed to identify the perceptions of primary stage teachers for the effect of using the puppet theater strategy in developing personal aspects (cognitive, social) in Jordan. The study population consisted of all primary school teachers in the southern Shouna schools, and the whole community of (112) teachers was taken in the first semester 2019/2020, and the researcher used the descriptive method to suit the nature of the study and the results showed what Follows: - The perceptions of primary teachers of the impact of the use of the puppet theater strategy in the development of cognitive aspects were high and significantly. - The perceptions of primary school teachers of the impact of using the puppet theater strategy in the development of social aspects have been high and significantly. In the results, the researcher made several recommendations The most important of them are: - Carrying out many studies and researches in different academic stages. - Attention to using the puppet theater strategy in the curriculum. - Training teachers to use the puppet theater strategy.

The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

2015 ◽  
Vol 1 (1) ◽  
pp. 14-20
Author(s):  
I Adeosun ◽  
O Ogun ◽  
S Adeyemo ◽  
A Bello ◽  
O Fatiregun
Keyword(s):  
Primary School ◽  
Educational Intervention ◽  
Intervention Program ◽  
Psychological Treatment ◽  
Child And Adolescent Psychiatry ◽  
School Teachers ◽  
Post Intervention ◽  
Primary School Teachers ◽  
Children With Adhd ◽  
The Impact

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria. Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated. Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p<0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p<0.005) and psychological treatment (79.2% vs. 16.7%; p<0.005). Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

scholarly journals The dynamics of external provision in physical education

2021 ◽  
pp. 1356336X2110659
Author(s):  
Jessica Mangione ◽  
Melissa Parker ◽  
Mary O'Sullivan
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Primary School ◽  
School System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Course Of Action ◽  
The Impact ◽  
Educational Field ◽  
Selection Of

Neoliberalism is a pervasive phenomenon. A fundamental neoliberal concept allows for the selection of the best and most suitable option available for a specific course of action in any aspect of society. Not unexpectedly, the educational field, including physical education (PE), has been influenced by neoliberal ideas. A key element of neoliberalism in PE is the selection of workers external to the school system, as a suitable option to improve the educational experience. The involvement of external workers increases the diversity of stakeholders in the school system, who, with their actions and decisions, have the potential to influence the content and status of PE in schools. The purpose of this study was to understand the external provision infrastructure supporting PE in an Irish primary school. Specifically, we used network ethnography to understand the structure and the impact of external provision on school PE. Participants included two primary school teachers, the school PE coordinator and one PE external provider. Data analysis resulted in two themes. The first theme refers to the structure of the external provider system, and the second to the dynamics of the network between the main stakeholders. Taken together, a well-established external provision network in the school is revealed but the structure of the network, as designed, is not supporting PE as intended by the Irish educational system.

scholarly journals Preparation of Future Teachers for the Formation of Information-Digital Competence of Primary School Age Students Through the Prism of a Competence-based Approach

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 75-83
Author(s):  
Kseniia Sinenko ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Age ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Age ◽  
The Impact

The article is devoted to the actual problem of the professional training of future primary school teachers for the formation information-digital competence of primary school age students from the point of view of the competence-based approach. The urgency of the problem under study has been proved, taking into account the transformation processes taking place in society, in particular: digitalization, updating the content of education, the impact of the consequences of a global pandemic, etc. The essence of the concepts «competence», «competence-based approach», «information-digital competence» has been determined. The priority of the competence-based approach to the problem of professional training of future primary school teachers, including the formation of various competencies of primary school age students, is noted. The leading competencies that make up the information-digital competence of a primary school teacher have been determined (the ability to: navigate the information space, search and critically evaluate information, operate it in professional activities; effectively use existing and create (if necessary) new electronic (digital) educational resources, use digital technologies in the educational process) and a primary school age students (the ability: to understand the essence of information, analyze it, search in different sources and critically reflect on it; to use media for educational purposes; to effective communication on the Internet; to create and distribute various content on the network Internet).

scholarly journals ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ

2020 ◽  
pp. 3-11
Author(s):  
Світлана Миронова ◽  
◽  
Наталія Бахмат
Keyword(s):  
Primary School ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
First Graders ◽  
Speech Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Inclusive Schools ◽  
The Impact ◽  
Difficult Transition

One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often consists of logically unconnected parts; existing vocabulary poverty, undifferentiated understanding and use of familiar words; the construction of a coherent statement is disturbed. Underdevelopment of coherent speech affects the entire mental development of such children, the effectiveness of their learning, communication. The monologue speech of first-graders with mild intellectual disabilities was investigated, which showed their ability to perform tasks related to reliance on plot drawings or suggested words; assignments to compose one sentence than to compose stories based on a plot drawing or a series of plot drawings. Primary school teachers of inclusive schools assessed the monologue speech of their students and highlighted difficulties in their speech, not being sufficiently aware of the impact of correctional tasks in the children being taught on the development of coherent speech. Consequently, speech development of children with intellectual disabilities requires special interrelated correctional work of primary school teachers and speech therapists.

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