Raising Self-Esteem in Primary Schools: A Whole School Training Programme

2009 ◽  
Keyword(s):  
Primary Schools ◽  
Training Programme ◽  
Self Esteem ◽  
Whole School ◽  
School Training

scholarly journals Fostering the Teaching of English Language in Nigeria Primary Schools: the Need for Teachers’ Continuous Professional Development and Training

2020 ◽  
Vol 3 (12) ◽  
pp. 149-154
Author(s):  
Obateru, Oluwatoyin Tolu
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Primary Schools ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
Training Programme ◽  
Reliability Coefficient ◽  
Ex Post ◽  
And Training

This article highlights how English language teachers professional development and training programmes fosters teachers’ professional competences in the teaching of the subject. English Language is vital in developing communication and social skills in learners as it does empower learners to compete favorably with their peers around the world. The ex-post factor approach of the survey design was adopted in the study. A random sampling technique was used to select twenty primary schools in Oyo state, Nigeria, with 168 English teachers who were currently undergoing the SUBEB/UBEC teacher professional development programme (2018). Two instruments: Teacher Teaching Competence Scale (TTCS) with Cronbach’s Alpha reliability coefficient of 0.68 and the Teachers Checklist Observation Scale (TCOS) with Scott Pi reliability coefficient of 0.71 were used for data collection. The data collection lasted for a period of fourteen weeks. Data collected were analysed using descriptive statistics and correlation at 0.05 level of significance. Results revealed that teacher’ attendance and exposure to a professional development and training programme; does enhance their professional teaching competences. It is therefore expedient that stakeholders in the education sector; especially governmental agencies, sponsor and encourage practicing primary teachers in attending and participating in professional development programmes; incentives should also be given to these teachers. This will go a long way at ensuring that these teachers look forward to attending such programmes at any time in the future

scholarly journals Ten Years of ‘Flying the Flag’: An Overview and Retrospective Consideration of the Active School Flag Physical Activity Initiative for Children—Design, Development & Evaluation

Children ◽  
2020 ◽  
Vol 7 (12) ◽  
pp. 300
Author(s):  
Sarahjane Belton ◽  
Úna Britton ◽  
Elaine Murtagh ◽  
Sarah Meegan ◽  
Christina Duff ◽  
...  
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Teacher Perceptions ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Implementation Fidelity ◽  
Design Development ◽  
Whole School ◽  
Mixed Methods Case Study ◽  
Promotion Programme

Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels—(1) administration, (2) application, (3) outcomes—using a mixed-methods case study design. Existing data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools, n = 126 students, age range 8–12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students’ in-school moderate–vigorous PA increased in all pilot-study schools from pre-programme to retention (η2 = 0.68–0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes.

The Relationship of Self-Esteem and Attributional Styles with Self-Handicapping in Primary Schools

2017 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Yahya Kazemi ◽  
Zahra Nikmanesh ◽  
Masome Khosravi ◽  
Zahra Hassanzadeh
Keyword(s):  
Primary Schools ◽  
Self Esteem ◽  
Attributional Styles ◽  
Relationship Of ◽  
The Relationship

Individual Parent Training Implemented by Nursery Nurses: Evaluation of a Programme for Mothers of Pre-School Children

1992 ◽  
Vol 20 (3) ◽  
pp. 239-256 ◽  
Author(s):  
Ginny Lawes
Keyword(s):  
Parent Training ◽  
School Children ◽  
Training Programme ◽  
Self Esteem ◽  
Control Group ◽  
Group Setting ◽  
Reading Material ◽  
Post Test ◽  
The Individual ◽  
Individual Parent

The study set out to evaluate an individual parent training programme implemented by nursery staff. The experimental group was made up of eight mothers and their pre-school children. A matched group of nine mothers underwent group parent training, and a control group (N = 11) were given simple reading material on child development and took part in a discussion group. Pre- and post-test measures on maternal self-esteem (SES), parental attitude towards children (PAS), and knowledge of behavioural principles (KBP) were completed by mothers in all groups. A pre-school behaviour checklist (PSBC) was administered by staff on all children at the nursery whose mothers took part in the project. Results indicated a significant improvement pre- to post-test: (1) in PAS and KBP for the mothers who had undergone individual parent training; and (2) in PAS, SES and children's scores on the PSBC for those who took part in the group training. Whether or not mothers were living on their own was found to be a confounding variable on two of the measures. The implications of improved maternal self-esteem in the group, but not the individual setting, and an increase in knowledge in the individual, but not the group setting, are also discussed.

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