scholarly journals Spanish and british teacher trainees on exchange in primary schools abroad: an intercultural experience in educational settings

2011 ◽  
Author(s):  
Ramiro Durán Martínez
Keyword(s):  
Primary Schools ◽  
Educational Settings ◽  
Intercultural Experience ◽  
Teacher Trainees ◽  
British Teacher

scholarly journals Experience with open schools and preschools in periods of high community transmission of COVID-19 in Norway during the academic year of 2020/2021.

2021 ◽  
Author(s):  
Sara Stebbings ◽  
Torill Alise Rotevatn ◽  
Vilde Bergstad Larsen ◽  
Pål Surén ◽  
Petter Elstrøm ◽  
...  
Keyword(s):  
Secondary School ◽  
Emergency Preparedness ◽  
Primary Schools ◽  
Control Measures ◽  
Mitigation Measures ◽  
Educational Setting ◽  
Educational Settings ◽  
Community Transmission ◽  
Total Burden ◽  
Academic Year

Background: Schools and preschools have largely remained open in Norway throughout the pandemic, with flexible mitigation measures in place. This contrasts with many other high-income countries that closed schools for long periods of time. Here we describe cases and outbreaks of COVID-19 in schools and preschools during the academic year 2020/2021, to evaluate the strategy of keeping these open with infection prevention control measures in place. Methods: In this descriptive study, the Norwegian Institute of Public Health initiated systematic surveillance for COVID-19 cases and outbreaks in schools and preschools in October 2020. Data was compiled from the national outbreak alert system VESUV, municipality websites, and media scanning combined with the national emergency preparedness register Beredt C-19. An outbreak was defined as ≥2 cases among pupils or staff within 14 days at the same educational setting. Settings were categorized as preschool (1-5-years), primary school (6-12-years), lower secondary school (13-15-years) and upper secondary school (16-18- years). We reported the incidence rate among preschool and school-aged pupils and gave a descriptive overview of outbreaks and included cases per educational setting. Results: During the whole academic year, a total of 1203 outbreaks in preschools and school settings were identified, out of a total of 8311 preschools and schools nationwide. The incidence of COVID-19 in preschool- and school-aged children and the rates of outbreaks in these settings largely followed the community trend. Most of the outbreaks occurred in primary schools (40%) and preschools (25%). Outbreaks across all settings were mostly small (median 3 cases, range 2 to 72), however, 40 outbreaks (3% of total) included 20 or more cases. The larger outbreaks were predominantly seen in primary schools (43%). Conclusions: We observed few large outbreaks in open schools and preschools in Norway during the academic year of 2020/2021, also when the Alpha variant was predominant. This illustrates that it is possible to keep schools and preschools open even during periods of high community transmission of COVID-19. Adherence to targeted IPC measures adaptable to the local situation has been essential to keep educational settings open, and thus reduce the total burden on children and adolescents. Keywords: SARS-Cov 2, COVID-19, Schools, Preschools, Children, Pupils, Outbreaks, Educational settings, Prevention, Adolescents

scholarly journals What is the evidence for giving chemoprophylaxis to children or students attending the same preschool, school or college as a case of meningococcal disease?

2011 ◽  
Vol 139 (11) ◽  
pp. 1645-1655 ◽  
Author(s):  
W. HELLENBRAND ◽  
G. HANQUET ◽  
S. HEUBERGER ◽  
S. NIELSEN ◽  
P. STEFANOFF ◽  
...  
Keyword(s):  
Literature Review ◽  
Confidence Interval ◽  
Systematic Literature Review ◽  
Meningococcal Disease ◽  
Primary Schools ◽  
Risk Difference ◽  
Educational Settings ◽  
Household Contacts ◽  
General Recommendation ◽  
Sporadic Cases

SUMMARYWe performed a systematic literature review to assess the effectiveness of chemoprophylaxis for contacts of sporadic cases of invasive meningococcal disease (IMD) in educational settings. No studies directly compared IMD risk in contacts with/without chemoprophylaxis. However, compared to the background incidence, an elevated IMD risk was identified in settings without a general recommendation for chemoprophylaxis in pre-schools [pooled risk difference (RD) 58·2/105, 95% confidence interval (CI) 27·3–89·0] and primary schools (pooled RD 4·9/105, 95% CI 2·9–6·9) in the ~30 days after contact with a sporadic IMD case, but not in other educational settings. Thus, limited but consistent evidence suggests the risk of IMD in pre-school contacts of sporadic IMD cases is significantly increased above the background risk, but lower than in household contacts (pooled RD for household contacts with no chemoprophylaxis vs. background incidence: 480·1/105, 95% CI 321·5–639·9). We recommend chemoprophylaxis for pre-school contacts depending on an assessment of duration and closeness of contact.

scholarly journals Reflecting on Malaysian Teacher Trainees’ Journals

2014 ◽  
Author(s):  
Aizan Yaacob ◽  
Lynne Masel Walters ◽  
Ruzlan Md Ali ◽  
Sarimah Shaik Abdullah ◽  
Timothy E. Walters
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Practice ◽  
The United States ◽  
Action Research Project ◽  
Pedagogical Tools ◽  
Teacher Trainees

Purpose – In this study, 37 English Language Teaching (ELT) teacher trainees from a Malaysian university conducted an action-research project to determine whether journals kept during their fi eldwork in primary schools located in an area close to the university allowed them to reflect on their beliefs and behaviors in the classroom.   Methodology – Themes were revealed using emergent coding in their journals. Van Manen’s (1977) three-stage model (practical, technical and critical) was used to determine the issues raised and the level of critical reflection reached in the journal entries   Findings – The findings indicated that the teacher trainees demonstrated practical and technical level thinking, but rarely rose to the critical level of reflection. Nonetheless, they also demonstrated changes in their beliefs and behaviours, essential for professional development.   Significance – Reflective thinking is critical to teaching and is important in the United States and in countries striving to replicate its pedagogical tools and techniques. However, many Western practices associated with the nurturing of critical thinking are not familiar to Malaysian teacher trainees. We conclude that prospective teachers here do use their journals to reflect on their educational practice, but not at the deepest levels of insight. Critical thinking must be taught to Malaysian teacher trainees and filtered through the local culture if it is to improve teaching and learning in the nation’s classrooms.  

Audiology in Iowa Educational Settings

1992 ◽  
Vol 1 (4) ◽  
pp. 19-23
Author(s):  
Ron L. Huddleston ◽  
Mary L. Mills
Keyword(s):  
Educational Settings

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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