Search results for: Ramakrishna Mission School

Authors: Sara Zadunaisky Ehrlich, Batia Seroussi, Anat Stavans

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Text structure is a parameter of text quality. This study investigated the structure of written argumentative texts produced by elementary school age children. We set two objectives: to identify and trace the structural components of the argumentative texts and to investigate whether reading comprehension skills were correlated with text structure. 293 school children from 2nd to 5th grades were asked to write two argumentative texts about informal or everyday life controversial topics and completed two reading tasks that targeted different levels of text comprehension. The findings indicated, on the one hand, significant developmental differences between mature and more novice writers in terms of text length and mean proportion of clauses produced for a better elaboration of the different text components. On the other hand, with certain fluctuations, no meaningful differences were found in terms of presence of text structure: at all grade levels, elementary school children produced the basic and minimal structure that included the writer's argument and reasons or arguments' supports. Counter-arguments were scarce even in the upper grades. While the children captured that essentially an argument must be justified, the more the number of supports produced, the fewer the clauses the children produced. Last, weak to mild relations were found between reading comprehension and argumentative text structure. Nevertheless, children who scored higher on sophisticated questions that require inferential or world knowledge displayed more elaborated structures in terms of text length and size of supports to the writer's argument. These findings indicate how school-age children perceive the basic template of an argument with future implications regarding how to elaborate written arguments.

Keywords: argumentative text, text structure, elementary school children, written argumentations

Procedia PDF Downloads 135

Authors: Edith Esparza-Young, Ángel M. Matos, Yaritza Gonzalez, Kirthana Sugunathevan

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Introduction: This research describes the existing medical school program which supports a multicultural setting and bilingualism. The rise of Spanish speakers in the United States has led to the recruitment of bilingual medical students who can serve the evolving demographics. This paper includes anecdotal evidence, narratives and the latest research on the outcomes of supporting a multilingual academic experience in medical school and beyond. People in the United States will continue to need health care from physicians who have experience with multicultural competence. Physicians who are bilingual and possess effective communication skills will be in high demand. Methodologies: This research is descriptive. Through this descriptive research, the researcher will describe the qualities and characteristics of the existing medical school programs, curriculum, and student services. Additionally, the researcher will shed light on the existing curriculum in the medical school and also describe specific programs which help to serve as safety nets to support diverse populations. The method included observations of the existing program and the implementation of the medical school program, specifically the Accelerated Review Program, the Language Education and Professional Communication Program, student organizations and the Global Health Institute. Concluding Statement: This research identified and described characteristics of the medical school’s program. The research explained and described the current and present phenomenon of this medical program, which has focused on increasing the graduation of bilingual and minority physicians. The findings are based on observations of the curriculum, programs and student organizations which evolves and remains innovative to stay current with student enrollment.

Keywords: bilingual, English, medicine, doctor

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Authors: P. Satish Kumar, V. Ramu, K. Ramakrishna

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In this paper, an efficient multilevel wave form synthesis technique is proposed and applied to a 99-level inverter. The basic principle of the proposed scheme is that the continuous output voltage levels can be synthesized by the addition or subtraction of the instantaneous voltages generated from different voltage levels. This synthesis technique can be realized by an array of switching devices composing full-bridge inverter modules and proper mixing of each bi-directional switch modules. The most different aspect, compared to the conventional approach, in the synthesis of the multilevel output waveform is the utilization of a combination of bidirectional switches and full bridge inverter modules with reduced number of components. A 99-level inverter consists of three full-bridge modules and six bi-directional switch modules. The validity of the proposed scheme is verified by the simulation.

Keywords: cascaded connection, multilevel inverter, synthesis, total harmonic distortion

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Authors: Mohamed Abdullahi Gure, Farhia Ali Abdi

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There is almost a complete certainty among educators that parental involvement is the remedy for many of the problems facing schools. It is also widely acknowledged that school administrators and teachers have important roles in promoting parental involvement in children’s education. This work aims at examining the views of parents and teachers on school-partnership practices for promoting parental involvement in education in selected primary schools in Mogadishu-Somalia. The method, which has been employed in this study, is a mixed-method approach; data were collected from parents as well as from teachers of the selected schools using survey questionnaires and interviews. A sample size of 377 parents and 214 teachers participated in this study. This study used an instrument that has been developed by Epstein and Salinas (1993) to assess the perceptions of parents and teachers about parental involvement. Furthermore, data was collected qualitatively through interviews with parents and teachers of the selected schools. The findings of this study show that parents and teachers had similar positive perceptions towards school practices for parental involvement. This study is significant for several reasons. It contributes to the limited information on parental involvement in Somalia and therefore, filling a gap in the existing empirical literature. It offers information to educators as well as to parents, which will help them understand the issues that relate to parental involvement in education. It is hoped that information from this study will facilitate parents and teachers to understand each other’s ideas on parental involvement and develop positive working relations to support children to become successful in their education.

Keywords: Mogadishu, parents, school-partnership, practices, teachers

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Authors: Bahloul Amel

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This study is an attempt to raise the awareness of the stakeholders and the authorities on the sensitivity of Algerian secondary school teachers of English as a Foreign Language about the students’ loss of English language skills learned during formal schooling with effort and at expense and the supposed measures to arrest that loss. Data was collected from secondary school teachers of EFL and analyzed quantitatively using a questionnaire containing open-ended and close-ended questions. The results advocate a consensus about the need for actions to be adopted to make assessment techniques outcome-oriented. Most of the participants were in favor of including curricular activities involving contextualized learning, problem-solving learning critical self-awareness, self and peer-assisted learning, use of computers and internet so as to make learners autonomous.

Keywords: lifelong learning, EFL, contextualized learning, Algeria

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Authors: David Lynch, Jake Madden

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There exists a body of literature that reports on the many benefits of partnerships between universities and schools, especially in terms of teaching improvement and school reform. This is because such partnerships can build significant teaching capital, by deepening and expanding the skillsets and mindsets needed to create the connections that support ongoing and embedded teacher professional development and career goals. At the same time, this literature is critical of such initiatives when the partnership outcomes are short- term or one-sided, misaligned to fundamental problems, and not expressly focused on building the desired teaching capabilities. In response to this situation, research conducted by Professor David Lynch and his TeachLab research team, has begun to shed light on the strengths and limitations of school/university partnerships, via the identification of key conceptual elements that appear to act as critical partnership success factors. These elements are theorised as an inter-play between professional knowledge acquisition, readiness, talent management and organisational structure. However, knowledge of how these elements are established, and how they manifest within the school and its teaching workforce as an overall system, remains incomplete. Therefore, research designed to more clearly delineate these elements in relation to their impact on school/university partnerships is thus required. It is within this context that this paper reports on the development and testing of a Professional Learning (PL) model for schools and their teachers that incorporates school-university research partnering within a systematic, whole-of-school PL strategy that is underpinned and structured by a micro-credentialing (MC) regime. MC involves learning a narrow-focused certificate (a micro-credential) in a specific topic area (e.g., 'How to Differentiate Instruction for English as a second language Students') and embedded in the teacher’s day-to-day teaching work. The use of MC is viewed as important to the efficacy and sustainability of teacher PL because it (1) provides an evidence-based framework for teacher learning, (2) has the ability to promote teacher social capital and (3) engender lifelong learning in keeping professional skills current in an embedded and seamless to work manner. The associated research is centred on a primary school in Australia (P-6) that acted as an arena to co-develop, test/investigate and report on outcomes for teacher PL that uses MC to support a whole-of-school partnership with a university.

Keywords: teaching improvement, teacher professional learning, talent management, education partnerships, school-university research

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Authors: Danielle Schneider, Ying Xie

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Middle school science, technology, engineering, and math (STEM) teachers experience an exceptional challenge in the expectation to incorporate curricula that builds strong spatial reasoning skills on rudimentary geometry concepts. Because spatial ability is so closely tied to STEM students’ success, researchers are tasked to determine effective instructional practices that create an authentic learning environment within the immersive virtual reality learning environment (IVRLE). This study looked to investigate the effect of the IVRLE on middle school STEM students’ spatial reasoning skills as a methodology to benefit the STEM middle school students’ spatial reasoning skills. This experimental study was comprised of thirty 7th-grade STEM students divided into a treatment group that was engaged in an immersive VR platform where they engaged in building an object in the virtual realm by applying spatial processing and visualizing its dimensions and a control group that built the identical object using a desktop computer-based, computer-aided design (CAD) program. Before and after the students participated in the respective “3D modeling” environment, their spatial reasoning abilities were assessed using the Middle Grades Mathematics Project Spatial Visualization Test (MGMP-SVT). Additionally, both groups created a physical 3D model as a secondary measure to measure the effectiveness of the IVRLE. The results of a one-way ANOVA in this study identified a negative effect on those in the IVRLE. These findings suggest that with middle school students, virtual reality (VR) proved an inadequate tool to benefit spatial relation skills as compared to desktop-based CAD.

Keywords: virtual reality, spatial reasoning, CAD, middle school STEM

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Authors: Beate Weyland

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The interdisciplinary laboratory EDEN, Educational Environments with Nature, born in 2020 at the Faculty of Education of the Free University of Bolzano, is working on a research path initiated in 2012 on the relationship between pedagogy and architecture in the design process of school buildings. Between 2016 and 2018, advisory support activity for schools was born, which combined the need to qualify the physical spaces of the school with the need to update teaching practices and develop school organization with the aim of improving pupils' and teachers' sense of well-being. The goal of accompanying the development of school communities through research-training paths concerns the process of designing together pedagogical-didactic and architectural environments in which to stage the educational relationship, involving professionals from education, educational research, architecture and design, and local administration. Between 2019 and 2024, more than 30 schools and educational communities throughout Italy have entered into research-training agreements with the university, focusing increasingly on the need to create new spaces and teaching methods capable of imagining educational spaces as places of well-being and where cultural development can be presided over. The paper will focus on the presentation of the research path and on the mixed methods used to support schools and educational communities: identification of the research question, development of the research objective, experimentation, and data collection for analysis and reflection. School and educational communities are involved in a participative and active manner. The quality of the action-research work is enriched by a special focus on the relationship with plants and nature in general. Plants are seen as mediators of processes that unhinge traditional didactics and invite teachers, students, parents, and administrators to think about the quality of learning spaces and relationships based on well-being. The contribution is characterized by a particular focus on research methodologies and tools developed together with teachers to answer the issues raised and to measure the impact of the actions undertaken.

Keywords: school development, learning space, wellbeing, plants and nature

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Authors: Muntanavadee Maytapattana

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This research aims to study the effects of the Parent Training Program for Obesity Reduction (PTPOR) on child waist circumference and health behaviors of pre-school children at the Samut-Songkhram kindergarten school, Samut-Songkhram province, Thailand. The objective of this research is to evaluate the effectiveness of the PTPOR on child waist circumference and health behaviors of the pre-school children. The conceptual framework of this study is developed on the basis of the Ecological Systems Theory (EST), not only do the individual factors such as child characteristics and child risk factors contribute to the child’s weight status, but also other factors such as parenting style and family characteristics, as well as community and demographic factors. This research is a quasi-experimental study. Participants were pre-school overweight and obese children and their parents. Forty-one parent-child dyads were recruited into the program. Parents participated in two sessions including an educational session and a group discussion session. Research methodology uses Paired-Samples t-test to determine the difference between groups in the mean scores of the outcome variables of the children and parents. The research results show that there was significant difference between child waist circumferences mean score at the baseline and finishing the program at the 0.01 level (p = 0.001), mean score of the child waist circumference was decrease after finishing the program. And there was no significant difference between child exercise health behaviors mean score at the baseline and finishing the program at the 0.05 level; however, mean score of the child exercise behavior was increase after finishing the program. Meanwhile, there was significant difference between child dietary health behavior mean score at the baseline and finishing the program at the 0.01 level (p = 0.001), mean score of the child dietary was increase after finishing the program.

Keywords: PTPOR, child waist circumference, child health behaviors, pre-school children

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Authors: Athena Johnson

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Special education is an important field but often under-researched, particularly for the cause of learning deficiencies. Often times special education looks at the symptoms rather than the cause, and this can lead to many misdiagnoses. Student trauma, as measured by the Adverse Childhood Experiences (ACE) test, is extremely common, often resulting in Post Traumatic Stress Disorder (PTSD). PTSD affects the brain's ability to learn properly, making students have a much more difficult time with auditory learning and memory due to always being in flight or fight mode, and due to this, students with PTSD are often misdiagnosed with Attention Deficit and Hyperactivity Disorder (ADHD). This can lead to them getting the wrong support, with PTSD students needing more counseling than anything else. Through these research papers' methodologies, a literature review on article research from the perspectives of students who were misdiagnosed, and imperial research, the major findings of this study were the importance of trauma-informed care in schools. Trauma-informed care in the school system is crucial for helping the many students who experience traumatic life events and struggle in school due to it. It is important to support students with PTSD so that they are able to integrate and learn better in society and school with trauma-informed school care.

Keywords: ACE test, ADHD, misdiagnoses, special education, trauma, trauma-informed care, PTSD

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Authors: Raliatu Mohammed Kashim

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The study investigated primary school teachers conceptual and procedural knowledge of rational numbers to determine how it effects on pupil’s achievement on rational number. Specifically, primary school teachers’ level of conceptual and procedural knowledge about rational number and its effects on their pupils understanding of rational number in primary school was explored. The study was carried out in Bauchi state of Nigeria, Using a multistage design. The first stage was a descriptive design. The second stage involves a pre-test post-test only quasi experiment design. The population of the study comprises of six mathematics teachers holding the Nigerian Certificate in Education (NCE) teaching primary six and their two hundred and ten pupils in intact class. Two instrument namely Conceptual and Procedural knowledge Test (CPKT) and Rational number Achievement Test (RAT) were used for data collection. Data collected was analyzed using ANCOVA and Scheffe’s Test. The result revealed a significant differences between pupils taught by teachers with high conceptual and procedural knowledge and those target by teachers with low conceptual and procedural knowledge.

Keywords: conceptual knowledge, procedural knowledge, rational numbers, multistage design

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Authors: Jillian Correia, Ali Sakkal

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Lunchtime can play a pivotal role in shaping student eating habits. Studies have previously indicated that eating a healthy meal during the school day can improve students’ well-being and academic performance, and potentially prevent childhood obesity. This study investigated the school lunch program in the United Kingdom in order to gain an understanding of the attitudes and beliefs surrounding school meals and the realities of student food patterns. Using a qualitative research methodology, this study was conducted in three primary and secondary school systems in London, United Kingdom. In depth interviews consisting of 14 headteachers, teachers, staff, and chefs and fieldwork observations of approximately 830 primary and secondary school students in the three schools’ cafeterias provided the data. The results of interview responses and fieldwork observation yielded the following set of themes: (a) school meals are publicly portrayed as healthful and nutritious, yet students’ eating habits do not align with this advertising, (b) the level of importance placed on school lunch varies widely among participants and generates inconsistent views concerning who is responsible (government, families, caterers, or schools) for students’ eating habits, (c) role models (i.e. teachers and chefs) present varying levels of interaction with students and conflicting approaches when monitoring students’ eating habits. The latter finding expanded upon Osowski, Göranzon, and Fjellström’s (2013) concept of teacher roles to formulate three education philosophies – the Removed Authority Role Model, the Accommodating Role Model, and the Social Educational Role Model – concluding that the Social Educational Role Model was the most effective at fostering an environment that encouraged healthy eating habits and positive behavior. For schools looking to cultivate strong relationships between students and teachers and facilitate healthier eating habits, these findings were used to construct three key recommendations: (1) elevate the lunch environment by encouraging proper dining etiquette, (2) get teachers eating at the table with students, and (3) shift the focus from monitoring behavior to a teacher-student dialogue centered on food awareness.

Keywords: food culture, eating habits, school meals, student behavior, education, food patterns, lunchtime

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Authors: Chui Ka Shing

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This case study research attempts to examine the use of the Bar Model Method approach in learning and teaching mathematics in a primary school in Hong Kong. The objectives of the study are to find out to what extent (a) the Bar Model Method approach enhances the construction of students’ mathematics concepts, and (b) the school-based mathematics curriculum development with adopting the Bar Model Method approach. This case study illuminates the effectiveness of using the Bar Model Method to solve mathematics problems from Primary 1 to Primary 6. Some effective pedagogies and assessments were developed to strengthen the use of the Bar Model Method across year levels. Suggestions including school-based curriculum development for using Bar Model Method and further study were discussed.

Keywords: bar model method, curriculum development, mathematics education, problem solving

Procedia PDF Downloads 194

Authors: P. Pérez-Martín, G. Pedrós, P. Martínez-Jiménez, M. Varo-Martínez

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In recent decades, family habits related to children’s displacements to school have changed, increasing motorized travels against active modes. This entails a major negative impact on the urban environment, road safety in cities and the physical and psychological development of children. One of the more common actions used to reverse this trend is Walking School Bus (WSB), which consists of a predefined adult-scorted pedestrian route to school with several stops along the path where schoolchildren are collected. At Tirso de Molina School in Cordoba (Spain), a new ICT-based methodology to deploy WSB has been tested. A mobile app that allows the geoposition of the group, the notification of the arrival and real-time communication between the WSB participants have been presented to the families in order to organize and register the daily participation. After an initial survey to know the travel mode and the spatial distribution of the interested families, three WSB routes have been established and the families have been trained in the app usage. During nine weeks, 33 children have joined the WSB and their parents have accompanied the groups in turns. A high recurrence in the attendance has been registered. Through a final survey, participants have valued highly the tool and the methodology designed, emphasizing as most useful features of the mobile app: notifications system, chat and real-time monitoring. It has also been found that the tool has had a major impact on the degree of confidence of parents regarding the autonomous on foot displacement of their children to school. Moreover, 37,9% of the participant families have reported a total or partial modal shift from car to walking, and the benefits more reported are an increment of the parents available time and less problems in the travel to school daily organization. As a consequence, It has been proved the effectiveness of this user-centric innovative ICT-based methodology to reduce the levels of private car drop offs, minimize barriers of time constraints, volunteer recruitment, and parents’ safety concerns, while, at the same time, increase convenience and time savings for families. This pilot study can offer guidance for community coordinated actions and local authority interventions to support sustainable school travel outcomes.

Keywords: active travel, mobile app, sustainable mobility, urban transportation planning, walking school bus

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Authors: Karima Afif, Jacinthe Clouthier, Marie-Ève Gaboury-Bonhomme, Véronique Provencher, Morgane Leclercq

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This paper investigates how food banks have secured and improved their supply chain resilience to pursue their mission during COVID-19. More specifically, the implications of the COVID-19 outbreak on the food aid needs, donations, operations, and mission of food banks are explored. To develop an in-depth understanding of the reactions and actions that they have been taken, a qualitative approach has been adopted using a multiple case study design. Data from two focus groups, 12 semi-structured interviews with key informants covering all supply chain levels, and field notes from 7 workplace observations in donation points, food bank facilities, and community-based organizations in Québec (Canada) are triangulated. The results highlight that the pandemic has significantly and unpredictably increased the number of food aid demands, causing significant operational challenges for the food banks supply chain, as well as an unprecedented shortage of donations to food banks. Besides, the sanitary measures have required several adaptative strategies. These implications have caused food banks to enhance their operational flexibility, optimize their logistics operations, enhance their human resources management, and expand collaboration within their supply chain.

Keywords: supply chain resilience, food banks, food donations, food aid, COVID-19

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Authors: L. B. Ni, N. S. Bt Rohadi, H. Bt Alfana, A. S. Bin Ali Hassan, J. Bin Karim, C. Bt Rasin

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This paper discusses the shared effort of teaching history in K-12 schools, community colleges, four-year colleges and universities to develop students' understanding of the history and habits of thought history. This study presents and discusses the problems of K-12 schools in colleges and universities, and the establishment of secondary school principals. This study also shows that the changing nature of practice can define new trends and affect the history professional in the classroom. There are many problems that historians and teachers of college faculty share in the history of high school teachers. History teachers can and should do better to get students in the classroom. History provides valuable insights into the information and embedded solid-state analysis models that are conflicting on the planet and are quickly changing exceptionally valuable. The survey results can reflect the history teaching in Malaysia.

Keywords: history issue, history teaching, school-university collaboration, history profession

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Authors: Neslihan Sahin Celik, Ali Eraslan

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As a result of PISA (Program for International Student Assessments) survey that tests how well students can apply the knowledge and skills they have learned at school to real-life challenges, the new and redesigned mathematics education programs in many countries emphasize the necessity for the students to face complex and multifaceted problem situations and gain experience in this sense allowing them to develop new skills and mathematical thinking to prepare them for their future life after school. At this point, mathematical models and modeling approaches can be utilized in the analysis of complex problems which represent real-life situations in which students can actively participate. In particular, model eliciting activities that bring about situations which allow the students to create solutions to problems and which involve mathematical modeling must be used right from primary school years, allowing them to face such complex, real-life situations from early childhood period. A qualitative study was conducted in a university foundation primary school in the city center of a big province in 2013-2014 academic years. The participants were 4th grade students in a primary school. After a four-week preliminary study applied to a fourth-grade classroom, three students included in the focus group were selected using criterion sampling technique. A focus group of three students was videotaped as they worked on the Crime Problem. The conversation of the group was transcribed, examined with students’ written work and then analyzed through the lens of Blum and Ferri’s modeling processing cycle. The results showed that primary fourth-grade students can successfully work with model eliciting problem while they encounter some difficulties in the modeling processes. In particular, they developed new ideas based on different assumptions, identified the patterns among variables and established a variety of models. On the other hand, they had trouble focusing on problems and occasionally had breaks in the process.

Keywords: primary school, modeling, mathematical modeling, crime problem

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Authors: Wang Xingjuan, Qian Dongming

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As a common thinking ability, spatial thinking ability plays an increasingly important role in the information age. The key to cultivating students' spatial thinking ability is to cultivate students' ability to process and transform graphics. The 3D printing course enables students to constantly touch the rotation and movement of objects during the modeling process and to understand spatial graphics from different views. To this end, this article combines the classic PSVT: R test to explore the impact of 3D printing courses on the spatial thinking ability of middle school students. The results of the study found that: (1) Through the study of the 3D printing course, the students' spatial ability test scores have been significantly improved, which indirectly reflects the improvement of the spatial thinking ability level. (2) The student's spatial thinking ability test results are influenced by the parent's occupation.

Keywords: 3D printing, middle school students, spatial thinking ability, influence

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Authors: Ratnawati Mohd Asraf, Hazlina Abdullah

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Numerous studies on boys’ performance relative to girls’ have been conducted around the globe. However, little has been done in relation to the literacy of primary school boys in the Malaysian context. This paper discusses the results of a study that sought to determine the literacy performance of Grades 1, 2, and 3 primary school students in the state of Selangor, Malaysia. Data on approximately 85,000 students from each grade level were obtained from the Ministry of Education Malaysia, which conducts national screening on literacy and numeracy, or LINUS, in all government primary schools. Teachers’ views were also sought through focus group interviews and journal entries. The results show that although there is an overall improvement in literacy performance in the Malay language among the students as they go into Grades 2 and 3, girls are found to outperform boys in every screening for all grade levels.

Keywords: boys’ underperformance, literacy, literacy performance, reading

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Authors: Jummai Sekinat Seriki-Mosadolorun, Oyebamiji John Okesoto

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School-aged children in Eti-Osa Local Government Area, Lagos State, were surveyed to determine their food habits, environmental exposures and nutritional status. The method used in this study was a descriptive survey. A systematic questionnaire and anthropometric measurement scales were utilized to compile the data. Information about the children's environment, diets, and demographics were collected using a questionnaire. The children's Body Mass Index (BMI) was calculated using anthropometric measuring scales. The sample size of 400 people was determined by a multi-stage sampling procedure. Chi-square test mean, and Analysis of Variance were used to examine the data. The study's findings suggested that the quality of the children’s natural environments was fairly satisfactory. The youngsters had an unhealthy diet consisting mostly of high-calorie items, including fufu/yam/Eba/pounded yam, biscuits, bread, vegetables, soups, meat, and sweetened drinks. The incidence of malnutrition among school-aged children varied dramatically. The children's environmental quality, eating pattern, and nutritional status were also significantly related to one another (p <0.005). The research came to the conclusion that historic structures should be updated with current technology to promote healthy growth in children, and it suggests that this be done as a matter of strategy.

Keywords: environmental quality, dietary pattern, nutritional status, school-aged children., dietary pattern, school-aged children, nutritional status

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Authors: Astrid de Leeuw, Pierre Valois

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Environmental education is the key to enhancing or changing students’ ways of thinking and acting in order to create an environmentally robust future for all. The present study investigates the beliefs of 812 primary school students, which merit consideration when developing educational interventions. Results of multiple regression analyses reveal that educational interventions should focus on promoting students’ feelings of control over pro-environmental behaviors (PEB). For example, schools could provide recycling bins on the premises. Furthermore, it is critical to develop positive attitudes in students by stressing the various benefits of PEB for keeping our planet clean and protecting wildlife. Unfortunately, our results indicate that students believe that PEB is boring and annoying. Suggestions are offered for making PEB more interesting and relevant. Further research is needed to test the effectiveness of interventions based on the present results.

Keywords: pro-environmental behavior, primary school students, theory of planned behavior, beliefs, educational interventions

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Authors: Giedre Sirvinskiene, Kastytis Smigelskas

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Quality of family relations is an important factor of child development, however, the role of joint family activities on adolescent happiness still needs investigation. The aim of this study is to analyze associations between happiness of school-aged children and parental involvement. The analysis involves Lithuanian data from the cross-sectional Health Behaviour in School Aged Children (HBSC) study. The sample comprised 5730 children aged 11–15 years. Results: The odds of happiness was 2.38 times higher if children were living together with mother (95% CI: 1.81–3.13) and 1.81 times – with father (95% CI: 1.53–2.15). However, the likelihood of happiness was 7.21 times lower if adolescent had difficulties to talk with mother (95% CI: 5.42–9.61) and 6.40 times – with father (95% CI: 4.80–8.56). The joint daily adolescents-parents activities also predict the odds for happiness: joint TV watching by 5.96 times (95% CI: 4.21–8.43), having meals together by 7.02 times (95% CI: 4.77–10.32), going for a walk together 4.30 times (95% CI: 2.96–6.26), visiting places by 6.85 times (95% CI: 4.74–9.90), visiting friends and relatives by 7.13 times (95% CI: 4.87–10.43), sporting by 2.76 (95% CI: 1.83–4.18) as well as discussing various things by 7.35 times (95% CI: 5.50–9.82). Conclusions: Joint parents-adolescents activities and communication are related with greater happiness of adolescent. Though adolescence is a period when the relationships with peers get more importance, the communication and joint activities with parents remain a significant factor of adolescent happiness.

Keywords: adolescent, family, happiness, school-age

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Authors: Sajed Yaghoubnezhad, Sedygheh Rezai

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Background and Aim: Since currently in Iran, students with learning disabilities are identified after entering school, and with the approach to the gap between IQ and academic achievement, the purpose of this study is to design and calculate the content validity of the pre-school screening checklist (5-7) exposed to learning difficulties. Methods: This research is a fundamental study, and in terms of data collection method, it is quantitative research with a descriptive approach. In order to design this checklist, after reviewing the research background and theoretical foundations, cognitive abilities (visual processing, auditory processing, phonological awareness, executive functions, spatial visual working memory and fine motor skills) are considered the basic variables of school learning. The basic items and worksheets of the screening checklist of pre-school students 5 to 7 years old with learning difficulties were compiled based on the mentioned abilities and were provided to the specialists in order to calculate the content validity ratio index. Results: Based on the results of the table, the validity of the CVR index of the background information checklist is equal to 0.9, and the CVR index of the performance checklist of preschool children (5 to7 years) is equal to 0.78. In general, the CVR index of this checklist is reported to be 0.84. The results of this study provide good evidence for the validity of the pre-school sieve screening checklist (5-7) exposed to learning difficulties.

Keywords: checklist, screening, preschoolers, learning difficulties

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Authors: Abdul Razak Bin Ahmad, Mohd Mahzan Awang

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Appreciation of patriotism value is important for every student to be able to become a quality citizen and good for the country. Realizing this situation, Malaysia has introduced history education for primary school students since 2014. One of the aims is to provide basic knowledge on patriotism as well as to promote patriotic behaviour among school pupils. In order to examine the relationship between the students’ knowledge and their behaviour, a survey study was carried out. A set of questionnaire was designed and developed based prior studies on history education and patriotism. The sample of this survey was 153 primary school students aged 12 years old (Standard Six). Data collected and analysed using SPSS (Statistical Package for The Social Science 20.0). The results showed that the level of knowledge and patriotism practise at the moderate levels. Inferential statistic results revealed that there is no significant difference between genders with regards to patriotism knowledge and patriotism practice through history education subject. Results also demonstrated that there is a significant relationship between knowledge and the practice of patriotism values among the students. This means that knowledge on patriotism is important for promoting patriotic behaviour and practice in primary schools. This study implies that teaching students to understand and comprehend the concept of patriotism is vital to promote patriotic behaviour among students. Therefore, teachers should master pedagogical skills and good content knowledge on patriotism as mechanisms to promote effective learning in history education subjects. creativity in teaching history education subjects is also needed.

Keywords: history education, knowledge, primary school, patriotism values, teachers

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Authors: Adam Pitluk

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In a time period populated by legacy newspaper readers who throw around the term “fake news” as though it has long been a part of the lexicon, journalism schools must convince would-be students that their degree is still viable and that they are not teaching a curriculum of deception. As such, journalism schools’ academic administrators tasked with creating and maintaining conversant curricula must stay ahead of legacy newspaper industry trends – both in the print and online products – and ensure that what is being taught in the classroom is both fresh and appropriate to the demands of the evolving legacy newspaper industry. This study examines the information obtained from the result of interviews of journalism academic administrators in order to identify institutional pedagogy for recent journalism school graduates interested in pursuing careers at legacy newspapers. This research also explores the existing relationship between journalism school academic administrators and legacy newspaper editors. The results indicate the value administrators put on various academy teachings, and they also highlight a perceived disconnect between journalism academic administrators and legacy newspaper hiring editors.

Keywords: academic administration, education, journalism, journalism school graduates, media management, newspapers, grounded theory

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Authors: Anette Forssten Seiser, Ulf Blossing, Mats Ekholm

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The expectation on principals to manage, lead and develop their schools and teachers are high. However, principals are not left alone without guidelines. Policy texts, curricula and syllabuses guide the orientation of their leadership. Moreover, principals’ traits and experience as well as professional norms, are decisive. However, in this study we argue for the importance to deepen the knowledge of how the practice of leadership is shaped in the daily social working life with the teachers at the school. Teachers’ experiences and expectations of leadership influence the principal’s actions, sometimes perhaps contrary to what is emphasized in official texts like the central guidelines. The expectations of teachers make up the norms of the school and thus constitute the local school culture. The aim of this study is to deepen the knowledge of teachers’ expectations on their principals to manage, lead and develop their schools. Two questions are used to guide the study: 1) How do teachers’ and principals’ expectations differ in realistic situations? 2) How do teachers’ experience-based expectations differ from more ideal expectations? To investigate teachers’ expectations of their principals, we use a social psychological perspective framed within an organisational development perspective. A social role is defined by the fact that, within the framework of the role, different people who fulfil the same role exhibit greater similarities than differences in their actions. The way a social role is exercised depends on the expectations placed on the role’s position but also on the expectations of the function of the role. The way in which the social role is embodied in practice also depends on how the person fulfilling the role perceives and understands those expectations. Based on interviews with school principals a questionnaire was constructed. Nine possible real-life and critical incidents were described that are important when it comes to role shaping in the dynamics between teachers and principals. Teachers were asked to make a choice between three, four, or five possible and realistic courses of action for the principal. The teachers were also asked to make two choices between these different options in real-life situations, one ideal as if they were working as a principal themselves, and one experience based – how they estimated that their own principal would act in such a situation. The sample consist of two elementary schools in Sweden. School A consists of two principals and 38 teachers and school B of two principals and 22 teachers. The response rate among the teachers is 95 percent in school A and 86 percent in school B. All four principals answered our questions. The results show that the expectations of teachers and principals can be understood as variations of being harmonic or disharmonic. The harmonic expectations can be interpreted to lead to an attuned leadership, while the disharmonic expectations lead to a more tensed leadership. Harmonious expectations and an attuned leadership are prominent. The results are compared to earlier research on leadership. Attuned and more tensed leadership are discussed in relation to school development and future research.

Keywords: critical incidents, principal leadership, school culture, school development, teachers' expectations

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Authors: Beruk Berhanu Desalegn, Tona Diddana, Alemneh Daba

Abstract:

Objective: The aim of this study was to assess the magnitude and determinants of overnutrition among school going adolescents from Dale District of Ethiopia. Methods: An institution-based cross-sectional study was done between November and December 2020. A total of 333 school going adolescents aged 10-19 years were participated. Socio-demographic, lifestyle, physical activity level, an estimated individual dietary energy intake; and height and weight data were collected. Body Mass Index for age (BAZ) was computed. Results: The magnitude of over-nutrition was 7.2% (10.8% in urban vs. 3.6% in rural). Lack of adequate playing area (AOR=2.53, 95% CI:1.02, 6.26), being an urban resident (AOR=3.05, 95% CI:1.12, 8.29), having more energy intake than expenditure (AOR=9.47, 95% CI:1.58, 56.80), ever consumed fast foods a month before the survey (AOR=2.60, 95% CI:1.93, 6.83), having moderate physical activity (PA) (AOR =9.28, 95% CI: 6.70, 71.63), low PA (AOR=7.95, 95% CI:1.12, 56.72), and having snack between meals (AOR=3.32, 95% CI:1.15, 9.58) were positively associated with over-nutrition. Conclusion: The magnitude of over-nutrition among school going adolescents was lower compared to previous reports in Ethiopia. Sedentary lifestyles, excess calorie intake, not having adequate playing areas in the schools, and having snacks between meals were statistically predicted determinants for over-nutrition in the study area.

Keywords: adolescent, over-nutrition, school, Ethiopia

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Authors: Denisa Denglerova, Radim Sip

Abstract:

Academic sources as well as international agreements and national documents define inclusion in terms of several criteria: equal opportunities, fulfilling individual needs, development of human resources, community participation. In order for these criteria to be met, the community must be cohesive. Community cohesion, which is a relatively new concept, is not determined by homogeneity, but by the acceptance of diversity among the community members and utilisation of its positive potential. This brings us to a central category of inclusion - appreciating diversity and using it to a positive effect. However, school diversity is a real phenomenon, which schools need to tackle more and more often. This is also indicated by the number of publications focused on diversity in schools. These sources present recent analyses of using identity as a tool of coping with the demands of a diversified society. The aim of this study is to identify and describe in detail the processes taking place in selected schools, which contribute to their pro-inclusive character. The research is designed around a multiple case study of three pro-inclusive schools. Paradigmatically speaking, the research is rooted in situational epistemology. This is also related to the overall framework of interpretation, for which we are going to use innovative methods of situational analysis. In terms of specific research outcomes this will manifest itself in replacing the idea of “objective theory” by the idea of “detailed cartography of a social world”. The cartographic approach directs both the logic of data collection and the choice of methods of their analysis and interpretation. The research results include detection of the following sensitive concepts: Key persons. All participants can contribute to promoting an inclusion-friendly environment; however, some do so with greater motivation than others. These could include school management, teachers with a strong vision of equality, or school counsellors. They have a significant effect on the transformation of the school, and are themselves deeply convinced that inclusion is necessary. Accordingly, they select suitable co-workers; they also inspire some of the other co-workers to make changes, leading by example. Employees with strongly opposing views gradually leave the school, and new members of staff are introduced to the concept of inclusion and openness from the beginning. Manifestations of school openness in working with diversity on all important levels. By this we mean positive manipulation with diversity both in the relationships between “traditional” school participants (directors, teachers, pupils) and school-parent relationships, or relationships between schools and the broader community, in terms of teaching methods as well as ways how the school culture affects the school environment. Other important detected concepts significantly helping to form a pro-inclusive environment in the school are individual and parallel classes; freedom and responsibility of both pupils and teachers, manifested on the didactic level by tendencies towards an open curriculum; ways of asserting discipline in the school environment.

Keywords: inclusion, diversity, education, sensitive concept, situational analysis

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Authors: Antarjeeta Nayak, Jalandhar Pradhan, Ramakrishna Biswal

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Poverty is a complex phenomenon influenced by a large number of factors and which can be studied from many different perspectives. Most of the poverty assessments can be divided into three broad categories- construction of poverty profile (who the poor are), causes of poverty (why people are poor) and poverty alleviation strategies (what to do about poverty). In this regard, we need to know more about poverty, the factors that drive it and those that maintain it. Specifically, how people perceive and experience poverty will generate a body of knowledge that would enable government and poverty alleviation agencies to better target their interventions and understand the stigma associated with poverty. In the Indian context, the perceptions of the causes of poverty are particularly relevant because of the persistent higher percent of people below poverty line and wider economic-social inequalities despite the continuing decline of poverty in the present times. In this study we investigated the perceived attributions for poverty among youths (University students) in India. A questionnaire having 35 questions was administered to a sample of 200 University students (n=200). Findings showed that Indian youth were more inclined to attribute poverty to Structural factors; supporting system-blame hypothesis.

Keywords: poverty, perception of the causes of poverty, Indian youth, social sciences and humanities

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Authors: Prasanta Saini, Junaid Jibran Jawed, Subrata Majumdar

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Infections caused by soil-transmitted helminths (STH) are the major problem in all the nations of the world. The major focus of STH research is to study the prevalence of three major helminths, such as Ascaris, Trituris and hookworm. Here we are reporting the prevalence and intensity of the STH in the school children of the state of Uttar Pradesh, India. The aim of the study is to assess the prevalence and risk factors of STH infection among the school children, aged between 5-10 years in 27 districts randomly selected districts with covering nine agro-climatic zones of Uttar Pradesh, India. For this cross-sectional survey, we have selected the populations of government primary school going children in Uttar Pradesh. The sampling was performed in the nine different agro-climatic zones. Every individual of the study populations filled their daily information in the questioner's form and then the sample was collected and processed by kato-katz methods by following the guidelines of WHO. In this method, the sampling was performed in total of 6421 populations. A total of 6,421 children from 130 schools were surveyed. Infection with any soil-transmitted helminths was detected among 4,578 children with an overall prevalence of 75.6% (95% CI: 65.3-83.6). Among the 6421 population, the prevalence of Ascaris is 69.6% (95% CL 57.97-79.11), hookworm is 22.7% (95%CL 19.3-26.3) and Trichuris sp is 4.6% (95% CL 0.8-21.6), so the predicted prevalence map indicates that the STH infection was hyperendemic in this state. The findings of our survey in 130 schools covering 9 agro-climatic with one or more soil transmitted helminths. Majority of STH infections were of light intensity. STH infection was hyper-endemic in entire state, except three zones in western Uttar Pradesh. High prevalence ( > 75%) in all age groups also indicate little impact of existing deworming initiatives, including those among pre-school aged children. WHO recommends annual treatment in areas where STH prevalence is between 20% and 50%, and, a bi-annual treatment in areas with prevalence rates of over 50%. In view of high prevalence of STH infection in Uttar Pradesh, it is strongly recommended to initiate a deworming programme for school children in the state. Although our survey was among primary school children, high prevalence among children aged 4-6 years also indicates the need to strengthen the existing deworming programs for pre-school children. Extending the benefits of deworming to pre-school children through deworming in Anganwadi schools would further reduce to decrease the load of infection in community. As a long-term solution for control STH infection, it is also necessary to improve the sanitation levels in the area, as majority of the houses did not have latrines and most of the children were defecating in open fields, a factor that was found to be significantly associated with STH infection.

Keywords: prevalence, school going children, soil transmitted helminthes, Uttar Pradesh-India

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