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Search Results: 1 - 10 of 12934 matches for " Primary School "
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The Study on First-Aid Education of Disaster for Primary School Student in China  [PDF]
Min Zhang, Li Li Guo, Min Xu
Engineering (ENG) , 2013, DOI: 10.4236/eng.2013.510B029

Objective:To investigate current status of school disaster education of primary school students and analyze potential causes and discuss how to establish a corresponding education mode. Methods:The questionnaires of disaster knowledge for Primary and middle school students were used in this study and a random sampling method was adopted for the research. Results:The primary school students maintained the high rate of disaster attention. 73% primary school students had pay attention to the occurrence of disasters; more than 75% primary school students were lack of knowledge on disaster prevention and mitigation and 58.5% students were not satisfied with school disaster education work. Conclusions:There was dislocation between the way and mode of school disaster education.It might improve the quality of the disaster education and expand the disaster education to promote the development of disaster education.

The Provision of Active After-School Clubs for Children in English Primary Schools: Implications for Increasing Children’s Physical Activity  [PDF]
Ben R. Davies, Lesley Wood, Kate Banfield, Mark J. Edwards, Russell Jago
Open Journal of Preventive Medicine (OJPM) , 2014, DOI: 10.4236/ojpm.2014.47069

Introduction: The transition from primary to secondary school is a period when physical activity (PA) declines. Interventions delivered during curriculum time have had limited impact on PA. The after-school period may offer a valuable opportunity to increase children’s PA. In order to identify how best to implement after-school PA interventions for older primary school children, more information regarding the provision of after-school clubs is required. This paper examined the current after-school club provision of English primary schools. Methods: All state-funded primary schools in England (n = 15,307) were sent an online questionnaire in two phases during 2013. Schools were asked about the active and non-active after-school clubs on offer to year 5 and year 6 pupils and the days on which they run, the number of children attending each after-school club, who funds the club and who leads the club. Results: Responding schools (501) were reasonably representative of the national profile. Of the 2413 clubs reported, more non-active than active clubs (5.3 vs. 4.8 per school) were described. Football was the most frequently reported activity (offered by 79.5% of schools), with netball and dance being offered by 45.3% and 44.1% of schools, respectively. A high proportion of clubs was funded by schools or parents (88.6%) and more than 40% were led by external parties. Conclusions: A number of PA programmes are provided after-school but current provision is dominated by team sports and thus, there is a need for non-sport specific PA clubs. Furthermore, there is a need to find cost-effective methods of delivering after-school PA programmes.

Elementary Students’ Views and Experiences on Sport Education in Cyprus  [PDF]
Niki Tsangaridou, Chrysostomos Lefteratos
Advances in Physical Education (APE) , 2013, DOI: 10.4236/ape.2013.31005
Abstract: Sport education is a curriculum and instructional model designed to offer authentic, educationally rich sport experiences for girls and boys in the context of school physical education (Siedentop, 1994; Siedentop, Hastie, & Van der Mars, 2004). The literature on sport education suggests that most of the studies examining its effectiveness are within middle or secondary schools and there are fewer studies on the perceptions or representations of the model by students in primary settings (Hastie, Ojeba, & Luquin, 2011; Kinchin, 2006; Wallhead & O’Sullivan, 2005). This study presents findings related to primary students’ representations and practices of sport education. More specifically, the purpose of this study was to explore and describe Greek-Cypriot students perceptions and experiences of a basketball season that followed a sport education format. Twenty-two (22) year—6 students (11- to 12-year-old), 12 boys and 10 girls, from a public primary school in Cyprus, participated in the sport education unit which lasted thirteen (13) lessons. Data were collected through interviews, questionnaires, observations, and documents (unit and lesson plans) and were later analysed inductively (Patton, 2001). Results suggested that students in this study were successfully affiliated within their teams and appropriate opportunities were created for autonomous and meaningful learning. In addition, findings revealed that during the lessons there was a joyful and positive atmosphere which enabled all members to work hard as a whole in order to achieve their goals. Based on our results we have drawn the following two conclusions: first, the model of sport education enhanced the level of participation and motivation of students towards physical education; se-
Impact of Gender and Working Environment on the Level of State Anxiety among Primary and Middle school Teachers in China  [PDF]
Lijuan Wang, Dajun Zhang
Journal of Behavioral and Brain Science (JBBS) , 2012, DOI: 10.4236/jbbs.2012.21012
Abstract: State anxiety has become serious among primary and middle school teachers in China. By using stratified random sampling, we selected 2790 primary and middle school teachers as participants. They were from seven regions of China, among them 2278 were valid subjects. Constructed on the basis of anxiety content, the Teachers’ State Anxiety Questionnaire (TSAQ) was used in the investigation. The result of the survey shows that primary and middle school teachers are generally affected by state anxiety; further analysis indicates that the prevalence of state anxiety is relatively higher among male teachers, teachers from key middle schools, teachers working more than 10 hours a day, and teachers loaded with additional task as head teachers. This is directly connected with China’s national situation, teaching envi-ronment, discrepancies in teachers themselves, and their own ability of self-regulation.
Dysgraphic Handwriting Development and Inclusive Education: The Role of Interdisciplinary Counseling  [PDF]
Ida M. Bosga-Stork, Jurjen Bosga, Ruud G. J. Meulenbroek
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.38003
Abstract: With “inclusive education” in the Dutch school system in mind, a new interdisciplinary counseling was conceptualized. Failing handwriting development in Grade 1 was scrutinized to explore the possibilities of interdisciplinary counseling. The development of two children with dysgraphic handwriting was followed in Grade 1, 2 and 3, and contrasted with the general results of their classmates. Teachers, pediatric physical therapists and psychologist used a combination of hand-writing, literacy and kinematic measures for assessment and interdisciplinary counseling for diagnosis and decisions on treatment for the two children with dysgraphic handwriting development. For handwriting speed and quality, standardized test scores were used, for spelling and reading, measures from the school following system were extracted. A motoric loop-writing task was used to explore non-linguistic motor development. For the two dysgraphic boys, a combination of handwriting assessment, kinematic assessment, and reading and writing capacities seems to be a sound foundation for interdisciplinary counseling. Dyslectic development proved to be easier to differentiate than visual motor learning disorders. The handwriting test we used (BHK), can distinguish dysgraphia in general by low scores on quality, whereas the handwriting speed might be informative for developmental dyslexia. Speed and spelling combinations are distinctive for developmental dyslexia, but not so for visuo-spatial learning disorders (VSLD). Spatial accuracy in a non-linguistic task is also distinctive for dyslexia, especially in first and second grade, while VSLD cannot be distinguished by spatial accuracy in a non-linguistic task. Our conclusion is that, if obvious measures for remediation of dysgraphic development are insufficient, psychological assessment is imperative for defining underlying disorders. Tacit knowledge and practical experience in teachers as well as theoretical and practical knowledge of the pediatric physical therapist, together with solid diagnosis to define constraints for treatment procedures, are needed to start the process of inclusive education in elementary schools.
Do Children with Dyslexia Have Difficulty in Reading the Quranic Verses Too?  [PDF]
Shalinawati Ramli, Khairani Omar, Mohamad Ahsanullah El Baki, Shahlan Surat
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.77106
Abstract: Dyslexia, a type of learning disability, is a neurodevelopmental disorder that affects reading, writing and spelling in children. It is one of the commonest learning disorders among school-going children. The causes of dyslexia are multifactorial and are hereditary. The objective of this study was to determine if children with dyslexia have difficulty in reading the Quranic verses too. This was a cross-sectional study conducted at a government primary school in Kuala Lumpur. All standard one pupils, a total of 200 pupils, were screened for reading, writing and numerical difficulties by the school teachers in March, 2014 using LINUS screening tool, a standardized literacy screening tool adopted by all Malaysian schools. Students who failed the first LINUS screening were given intervention by the school teachers. Six months later, the research team reassessed the pupils who failed the Linus screening. Approximately 18% (37 pupils) of the standard one pupils had dyslexia. Of these, 33 of them were Muslims and were assessed if they had difficulty reading the Quranic verses by using Iqra’, which is the basic reading material for Quranic verses. About 79% of them had difficulty reading the Quran. The majority of the children with dyslexia also had difficulty reading the Quranic verses. Thus remedial intervention for Muslim dyslexic children should also include learning to read the Quran.
Social Representations of Physical Education and Sports in Gabonese Primary School Teachers  [PDF]
Jean Itoua Okemba, Irène Oye Essono, Jean Georges André Moulongo, Alphonse Massamba
Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.410013
Abstract: The purpose of this study is to identify and analyze the social representations of primary school teachers in Gabon on the teaching of physical education (EPS). This qualitative study carried on 54 teachers (38 women and 16 men) focused on the school district of the Estuary. The studied variables were the professional training, knowledge of official texts, teaching materials used, the role of EPS in primary school, educational practices and evaluation of EPS of primary school in Gabon and challenges for the teaching of EPS. The results obtained indicated: 1) the scarcity of training and educational support (70% of reports); 2) ignorance of official teaching texts of the EPS in the primary division (88.9% of reports); 3) the presence of a monthly annual programming for teaching the discipline for +68.6% of teachers; 4) inadequate sports infrastructure, educational materials and documentation; 5) respect of the regulatory texts (64.8% of teachers); 6) lack of teaching method for the teaching of EPS (80% of sales); 7) non-participation in the competitions organized by FEGASS. These results show that in Gabon, the teaching of physical education and sports of primary cycle reveals many difficulties compared to other disciplines.
Didactic Games in Social Studies in Primary School  [PDF]
Polona Jan?i?, Vlasta Hus
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.812129
Abstract: This study attempts to present representation of didactic games in social studies classes in primary school. We were especially interested in origin of didactic games that teacher use. Didactic game is a game used in classes taught with game-based learning and is proven to be an effective experiential learning method in more researches by Boocock, Bognar and others. In March and April 2017,?we conducted a research among the 290 students of the 4th?and 5th?grade and 177 teachers teaching 4th?and 5th?grade about the representation of didactic games in wider aspects in the 4th?and 5th?grade of social studies classes in Slovenian primary schools. In addition, 56 social studies lessons were observed. Results revealed that there is a problem of insufficient range of ready-to-use or ready-made games designed for the subject social studies, therefore the majority of teachers had already created a didactic game by?themselves.
Slovenian Example of Bilingual Primary Education  [PDF]
Vlasta Hus, Polona Jan?i?
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.91001
Abstract: In the last 50 years, models of bilingual education with members of national minorities have been at the centre of political, social, and economic debates. Education is an important area where two languages systematically meet. This article introduces researches already made on the planning and performing classes in bilingual primary schools and presents bilingual model used in Slovene primary schools. Performing bilingual primary education in Slovenia is a challenge for teachers because they demand special organization and content to achieve their goals. Bilingual education belongs to the two-way model of preserving two languages and cultures. Bilingual classes are attended by students of two nationalities and mother tongues. Both languages are taught and have an equal status in all subjects. At the same time, both languages have an equal position as means of spoken and written communication inside and outside of the school.
Identifying the Factors Contributing to Students’ Difficulties in the English Language Learning  [PDF]
Nor Hani Misbah, Maslawati Mohamad, Melor Md Yunus, Azizah Ya’acob
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.813136
Abstract: In todays ever-changing world, the English language has been placed to be one of the important languages in communication, as well as the main medium of instruction in education. To be in line with this acknowledgement, the Ministry of Education of Malaysia has placed the importance of mastering the English language and hashighlighted the need for students to excel in the language as early as in the primary school years. To reach this aim, the Ministry of Education has introduced the GPMP (Gred Purata Mata Pelajaran/ Subject Grade Point Average) target for English to schools in every state to ensure every school performs well in the subject. However, there are still a handful of schools that are unable to pass this GPMP target for English due to the poor performance of their students in the subject. Therefore, this study aims to investigate the factors that interfere with the students performance in learning English. The participants of this study were the 116 students from the seven schools that were unable to reach the states GPMP in the English language. This study used questionnaire as the instrument to explore the factors that hindered them from performing well in the subject. Overall, the findings show that there are three major themes that contribute to the students difficulties in the English language learning; the lack of English vocabulary, the influence of the first language and the socio-economic status of the family. The findings and discussion of this study would be able to help the pertinent parties such as teachers, school administrators and parents to make decisions for the learners improvement in their English language learning.
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