scholarly journals The Role of Empathy in Preparing Teachers to Tackle Bullying

2018 ◽  
Vol 7 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Helena R Murphy ◽  
John Tubritt ◽  
James O’Higgins Norman
Keyword(s):  
School Climate ◽  
Primary School ◽  
Primary Schools ◽  
Large Scale ◽  
Reactivity Index ◽  
Preliminary Study ◽  
Research Questions ◽  
Teacher Empathy ◽  
Large Scale Project

Much research on bullying behaviour in schools among students has been carried out since the 1970’s, when Olweus started a large-scale project in Norway which is now generally regarded as the first scientific study on bullying. Yet, there has been little research on how teachers respond to reports of bullying and tackle bullying behaviour in post-primary schools.  This paper reports on a preliminary study investigating teacher empathy levels and their preparedness for tackling bullying in a post-primary school in Ireland. There were two research questions central to this research.  The first looked at how empathic are teachers in this school? The second examined to what extent it prepares them for tackling bullying?  In answering these questions we relied on the Interpersonal Reactivity Index (IRI) to gather data on empathy levels among teachers (n=10), with findings related to existing research in the field. The results showed that teacher empathy is an important factor in creating and maintaining a positive school climate, which in turn leads to a prevention of bullying situations.  

scholarly journals Effect of school reopening on SARS-CoV-2 incidence in a low-prevalence region: Prospective SARS-CoV-2 testing in healthcare workers with primary school-attending children versus without children living at home

2021 ◽  
pp. 175717742110124
Author(s):  
Melvin Frie ◽  
Lisa M Havinga ◽  
Janneke Wiersema-Buist ◽  
Charlotte G Veldman ◽  
Marjan JT de Vries ◽  
...  
Keyword(s):  
Cohort Study ◽  
Population Density ◽  
Severe Acute Respiratory Syndrome ◽  
Primary School ◽  
Primary Schools ◽  
Healthcare Workers ◽  
Regional Strategies ◽  
Low Prevalence ◽  
At Home

Coronavirus disease 2019 (COVID-19) often presents asymptomatically or milder in children compared to adults. The role of young children in the transmission of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) remains largely unknown. In the Netherlands, the first action of loosening the partial lockdown that had been implemented to reduce SARS-CoV-2 transmission was the reopening of primary schools on 1 May 2020. We subsequently conducted a prospective cohort study among healthcare workers (HCWs) with primary school-attending children versus HCWs without children living at home. We tested each HCW three times for SARS-CoV-2 from May 20 to June 15 2020 at 1-week intervals. In total, 832 nasopharyngeal swabs were taken from 283 HCWs with primary school-attending children living at home and 864 nasopharyngeal swabs from 285 HCWs without children living at home. All nasopharyngeal swabs tested negative for SARS-CoV-2. In our region with a low population density and low SARS-CoV-2 prevalence, reopening of primary schools did not lead to an increase in infections. The results of this study may serve as an example for the implementation of regional strategies to reduce SARS-CoV-2 transmission in countries with large variations in both population density and SARS-CoV-2 prevalence.

scholarly journals School climate and adaptive characteristics of younger primary school students

2021 ◽  
Vol 20 (2) ◽  
pp. 93-108
Author(s):  
Maša Đurišić ◽  
Vesna Žunić-Pavlović
Keyword(s):  
School Climate ◽  
Primary School ◽  
Primary Schools ◽  
Adaptive Functioning ◽  
Future Research ◽  
School Students ◽  
Learning And Teaching ◽  
Outcomes Of Education ◽  
The Individual

Introduction. It has long been established that school climate can influence the course and outcomes of education, but the findings of previous research are inconsistent as to which elements of school climate are crucial for positive outcomes. This paper provides a more detailed insight into the individual contribution of the dimensions and determinants of school climate for adaptive functioning of students. Objective. The objective of the research was to consider the patterns of the relationship between the quality of school climate and its determinants (program, process and material) and adaptive characteristics of students. Methods. The research was conducted in five primary schools in Belgrade. The Charles F. Kettering, Ltd. - CFK School Climate Profile was used to assess school climate, and the TRF Adaptive Functioning Profile was used to assess adaptive characteristics of students. Both questionnaires were completed by primary school teachers. Results. Positive correlations were found between the quality of school climate, program, process and material determinants, on the one hand and, on the other hand, adaptive characteristics of students. Based on the results of regression analysis, the program determinants of school climate were singled out as the only significant predictor. Conclusion. The results of this research confirm that a good school climate, and especially school programs and practices in the domain of learning and teaching, can contribute to adaptive characteristics of students. Based on the obtained results, the paper describes the implications for future research and practice in this field.

scholarly journals The role of the leader in the institutional communication process in TRNC primary schools

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Mert Baştaş ◽  
Hüseyin Aktunç
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
General Purpose ◽  
Communication Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Leading Role ◽  
Institutional Communication

The general purpose of this research is the examination of the role of the leader in the institutional communication process in TRNC primary schools. While conducting the research, principals and deputy principals, who are administrators in primary schools, were accepted as leaders in schools. At this point, it has been tried to determine how teachers perceive corporate communication in TRNC primary schools and whether their administrators show a leading role in terms of communication skills. Among the most important results of the research; Primary school teachers with a bachelor's degree had a more positive attitude towards the communication skills of their administrators than primary school teachers with a master's degree. Most of the teachers (69.4%) participating in our study stated that the most important feature that a leader should have is "effective communication skills".

Roles of School Management Teams in Curriculum Delivery and Assessment in Primary Schools

2021 ◽  
pp. 33-51
Author(s):  
Philda Mandisa Mbane ◽  
France Machaba
Keyword(s):  
Primary Schools ◽  
School Management ◽  
Management Teams ◽  
Gauteng Province ◽  
Curriculum Assessment ◽  
Qualitative Research Methodology ◽  
Research Questions ◽  
Curriculum Delivery ◽  
Assessment Strategies

This chapter investigates the school management teams' views on managing curriculum delivery and assessment in primary schools at Germiston, Ekurhuleni South District in Gauteng Province, South Africa. The following research questions premise the study: What are SMTs' views on managing curriculum delivery and assessment strategies at primary schools? The study applies a qualitative research methodology, which is explorative and descriptive. Five primary school SMTs based on their managing teaching experiences in the Germiston area, at Ekurhuleni District are purposefully selected for interviews. The study's findings summarized as strategies that contribute to the effective management of curriculum assessment, the role of the school assessment teams in managing curriculum assessment, and teacher competencies and attitudes to the effective managing of curriculum assessment in classrooms.

scholarly journals Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School

2019 ◽  
Vol 9 (12) ◽  
pp. 124 ◽  
Author(s):  
Marina Besi ◽  
Maria Sakellariou
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Family Relationship ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Year ◽  
Parents And Children ◽  
Role Of Parents ◽  
Appropriate Practices

Internationally, a great number of researchers have pointed out the significance of school–family relationship in the process of children’s transition to primary schools. However, only recently has it been a subject of research in Greece. The purpose of this particular research, which has a sample of 1602 pre-primary and primary school teachers, is to investigate teachers’ viewpoints on the role of parents in the process of their children’s transition to primary school. Data has been collected through the use of questionnaires. Statistical analysis has shown that the overwhelming majority of teachers consider cooperation with parents as necessary. They indicate that the most important factors for successful transition are parents’ level of trust in teachers, their views on schools and learning, and their support for the new situation their child experiences. As far as the most appropriate practices are concerned, almost all teachers mention updating parents at the beginning of the school year, while many suggest that parents and children visit primary schools and that common meetings of both kindergarten and primary school teachers with parents take place before school begins. It therefore seems that teachers acknowledge the role of parents in the process of transition and suggest appropriate practices for their participation.

scholarly journals THE ROLE OF THE TEACHER IN THE DISTANCE LEARNING PROCESS IN LIGHT OF THE CORONA PANDEMIC AND ITS RELATIONSHIP TO TAKING INTO ACCOUNT INDIVIDUAL DIFFERENCES AMONG STUDENTS IN ARAB PRIMARY SCHOOLS

2021 ◽  
Vol 03 (04) ◽  
pp. 22-38
Author(s):  
Nadia GHALIA ◽  
Sawsan KARA
Keyword(s):  
Distance Learning ◽  
Individual Differences ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Green Line ◽  
Descriptive Approach ◽  
The Relationship

The study aimed to identify the role of the teacher in the distance learning process in schools within the Green Line from the perspectives of teachers and school principals in them, as well as to reveal the level of consideration of individual differences and the statement of the relationship between them. The survey descriptive approach was used, the study sample included teachers and principals in primary schools, who numbered (330) teachers and principals. The primary school was significant, and the results showed that there were no statistically significant differences attributed to the study variables about the teacher’s role in the distance learning process in light of the Corona pandemic and its relationship to taking into account individual differences among students in Arab primary schools.

scholarly journals Research on the Effectiveness of Educational Internship——A Case Study on Primary Education Major

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Sa Li
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Practice ◽  
Control Group ◽  
Significant Difference ◽  
Teaching Ability ◽  
And Control ◽  
Experimental Group

Objective: The purpose of this study is to investigate the changes of teaching ability of pre-service teachers during their internship. Methods: The pre-service teachers were divided into experimental group and control group, and the video of each class was recorded, encoded and scored by experts from primary schools, and SPSS was used to analyze the data. Results: The teaching ability of the pre-service teachers in the primary school Chinese subject had a significant improvement in the six weeks of teaching practice. The teaching ability of the pre-service teachers in the primary school mathematics discipline had no significant improvement in the six weeks of teaching practice; there is no significant difference in the teaching ability of pre-service teachers who have experienced six classroom lectures and 18 classroom lectures. Conclusion: Educational universities should attach importance to the role of educational internship in promoting the development of pre-service teachers' teaching ability and increase the internship time. Instructors should pay attention to the cultivation of pre-service teachers' teaching reflection ability and give feedback and guidance in time.

scholarly journals About the Role of the Northern Branch Value in the Great Silk Road

2018 ◽  
Author(s):  
Muratbek Kozhobekov
Keyword(s):  
Cultural Values ◽  
Large Scale ◽  
Practical Importance ◽  
Silk Road ◽  
Cultural Relations ◽  
The West ◽  
Material Wealth ◽  
Large Scale Project ◽  
Northern Branch

The Great Silk Road for many centuries served as a connecting element between the cultures of East and West and on informative and communicative patency was a unique invention of world civilization. Not only the material wealth, but the cultural values of the East and the West, were carried along the Great Silk Road. In this regard, the study of the participation of Kyrgyz in this large-scale project of humanity, is of great scientific and practical importance. Despite the remoteness of the Kyrgyz Kaganate from the main path, the Kyrgyz actively participated not only in trade but also in cultural relations of the Eurasian subcontinent. According to the information of the eastern authors, the Kyrgyz had close trade and political ties with many countries of the East and Central Asia.

Schooling

2019 ◽  
pp. 187-194
Author(s):  
Andrew E. Clark ◽  
Sarah Flèche ◽  
Richard Layard ◽  
Nattavudh Powdthavee ◽  
George Ward
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Whole School ◽  
The Impact ◽  
Huge Variation

This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.

TEACHING AND LEARNING IRISH IN PRIMARY SCHOOL: A REVIEW OF RESEARCH AND DEVELOPMENT. John Harris and Lelia Murtagh. Dublin: Instituid Teangeolaiochta Eireann, 1999. Pp. 515. Ir £8 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 438-439
Author(s):  
Vera Regan
Keyword(s):  
Curriculum Development ◽  
Research And Development ◽  
Primary School ◽  
Language Policy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Language Planning ◽  
Research Report ◽  
Minority Languages

This volume is an extremely comprehensive research report. It speaks principally to language planning, language policy bodies, and curriculum development units in Ireland, as well as to teachers of Irish in primary schools. Although it targets a quite specific audience, it has many elements of interest to policymakers internationally, especially in relation to minority languages, and to researchers in SLA interested in areas such as bilingualism, immersion, the role of instruction, and input in the classroom.

Sign in / Sign up

Export Citation Format

Share Document