Background. The study examined the relationship between parents’ involvement and pupils’ academic performance in Lira City. Methodology A cross-sectional design was used and both the qualitative and ...quantitative techniques of collecting and analyzing data were exploited. Qualitative techniques were applied to the data collected using documentary review while quantitative techniques were applied to data collected using questionnaires. The study had a target population of 332 participants from which 178 respondents were selected using Kreijcie & Morgan's (1970) table of determining sample size. Results The correlation between parents volunteering and the academic performance of pupils in the Lira West division was 0.321 with a sig value of 0.071. This indicated an insignificant relationship between parents volunteering and the academic performance of pupils in Lira City. The correlation between home environment and academic performance of pupils in primary schools was 0.563 with a sig value of 0.001. This indicated a significant positive relationship between the home environment and the academic performance of pupils in the Lira West division, Lira City. Therefore, the home environment for primary pupils influences their academic performance in Lira City. The correlation between parents’ care and the academic performance of pupils in primary schools was 0.741 with a sig value of 0.000. This indicated a significant positive relationship between parents’ care and the academic performance of pupils in the Lira West division, Lira district. Conclusion: In conclusion, parents’ care by providing fees and scholastic materials to primary pupils influences their academic performance Lira West division. Recommendation: There should be sensitization of parents on their role in the academic performance of their children in primary schools within the Lira West division, Lira City.
Airborne Culturable Fungi in Primary Schools Fouladi-Fard, Reza; Vaezi, Najmeh; Mahvi, Amir Hossein ...
Journal of School Administration Research and Development,
10/2023, Volume:
8, Issue:
2
Journal Article
Peer reviewed
The aim of this current research was to investigate airborne fungi in indoor environments at primary schools. The study also examined the correlation between these fungi and building characteristics, ...as well as some geographical and meteorological parameters. To achieve this aim, a passive sampling method was used. In this study, 148 samples were collected from the indoor environments of 24 schools located in Qom, Iran. To collect the samples, passive sampling was performed using Petri plates containing Sabouraud dextrose agar (SDA). The characteristics of school buildings were evaluated by checklist. The mean ± SD fungal load of indoor air in selected schools was found to be 10.1 ± 14.0 colonies (CFU/dm2/ h). According to the IMA standard, the majority of the classes (71.7%) were in very good condition. The dominant species were as follows: Aspergillus niger, Aspergillus candidus, and Aspergillus flavus. Furthermore, the fungal load of girls’ schools was significantly higher than that of the boys' schools (p < .05). The correlation analysis using the Pearson test showed that there was a direct correlation between the mean fungal load of classrooms and the number of students (p < .01). The highest concentration of fungi was found on the ground floor and in poor ventilation conditions (p < .05). During the study, it was found that schools located in the western part of Qom, Iran, had a higher concentration of fungi. This can be attributed to their exposure to the prevailing winds and the penetration of outdoor dusty air into indoor environments. The large number of students in each class and the inappropriate ventilation, which are the causes of airborne culturable fungi of these classes, call for the need for proper operation of school buildings.
The book offers an overview of international examples, studies, and guidelines on how to create successful partnerships in education. PPPs can facilitate service delivery and lead to additional ...financing for the education sector as well as expanding equitable access and improving learning outcomes.
The context of the implementation of the renovation of the 2018 General Education Program has been posing a requirement to improve the roles and responsibilities of educational institution management ...staff, including primary school administrators, following the trend of decentralization of management, strengthening the autonomy and accountability of schools in implementing educational plans. However, the current situation of the quality of management staff is still inconsistent with the program requirements. Stemming from the actual context, the article proposes measures to improve the roles and responsibilities of primary school administrators to meet the requirements of the 2018 General Education Program.
Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined ...change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2-4 years after the disaster (n = 24,642; 9-12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential. Author abstract
Background The purpose of the study was to examine the relationship between parent involvement and academic achievements of primary pupils in Kole North County, Kole District. Methodology The study ...was a descriptive, correlational, and cross-sectional survey research design. Further, it was both quantitative and qualitative. The study used 32 head teachers of primary schools in Kole North County, Kole District as the respondents of this study. Results The findings revealed that 87% of the respondents were males and 13% of the respondents were females. Also, 59.4% of the respondents were aged 41-50 years, 28.1% of the respondents were aged 51-60 years and 12.5% of the respondents were aged 31- 40 years. The correlation between parents’ discussions with pupils and their academic performance in a secondary school within Kole North County was 0.843 with a sig value of 0.001. The correlation between parents’ attendance of school programs and completion of primary education by primary pupils was 0.411 with a sig. value of 0.018. This indicates a positive significant relationship between parents’ attendance of school programs and completion of primary education by primary pupils in North Kole County. Conclusions The education level of parents and parents’ involvement in providing scholastic materials and attending school programs contributes to the academic achievements of their children in Kole North County. Recommendations Parents should strive hard to provide school requirements in time to avoid sending students home as well as lack of scholastic materials. Parents should also do extra coaching of the children using a private tutor to help their children excel with better grades.
Abstract
Background
There is limited information on the effect of age on the transmission of SARS-CoV-2 infection in different settings.
Methods
We reviewed published studies/data on detection of ...SARS-CoV-2 infection in contacts of COVID-19 cases, serological studies, and studies of infections in schools.
Results
Compared to younger/middle-aged adults, susceptibility to infection for children younger than 10 years is estimated to be significantly lower, while estimated susceptibility to infection in adults older than 60 years is higher. Serological studies suggest that younger adults (particularly those younger than 35 years) often have high cumulative incidence of SARS-CoV-2 infection in the community. There is some evidence that given limited control measures, SARS-CoV-2 may spread robustly in secondary/high schools, and to a lesser degree in primary schools, with class size possibly affecting that spread. There is also evidence of more limited spread in schools when some mitigation measures are implemented. Several potential biases that may affect these studies are discussed.
Conclusions
Mitigation measures should be implemented when opening schools, particularly secondary/high schools. Efforts should be undertaken to diminish mixing in younger adults, particularly individuals aged 18–35 years, to mitigate the spread of the epidemic in the community.
Our literature review suggests that compared to younger/middle-aged adults, susceptibility to SARS-CoV-2 infection in children aged <10 years is relatively low, while susceptibility in adults aged >60 years is higher. Mitigation measures should be implemented when opening schools, particularly secondary/high schools.
The present study was conducted to design a social accountability model for Iranian primary schools. The study was applied in terms of purpose, and in terms of data collection, it was qualitative ...with grounded theory design. The research population included professors of educational management in the state Universities of Iran, and the research sample were selected using purposeful approach, theoretical sampling and through the criterion of theoretical saturation. Data were collected using semi-structured interview, and they were analyzed using Strauss and Corbin's method in three stages of open, axial and selective coding through MAXQDA 18 software. The results showed that based on Strauss and Corbin's framework, five categories (attention to public schools and the age of technology, the existence of ethics and law, the existence of evaluation organizations in society, the educated community, and the school and its management) were identified in terms of the causal conditions. Also, seven categories of phenomenon-centric including the participation, environment, conscience, finance, culture, and community, clarification, and awareness and learning were determined. In terms of strategies, five categories including the activities of civil associations and institutions, civil society awareness of its citizenship rights and school expectations, the school management's willingness to be accountable, economic and welfare status, and school communication were identified. In terms of intervening conditions, six categories including the beliefs and norms of the community, attention to school stakeholders, school quality, effective leadership, community's demanding, and supportive management styles were determined. Also, in terms of contextual conditions, four categories were identified, i.e., the status of society, the existence of formal and virtual types of media, type of school system, and the level of awareness and democracy in society. Furthermore, in terms of consequences, eight categories, i.e., increasing the participation in the school affairs, increasing the performance and effectiveness of teachers in all areas, supporting and trusting the schools, clarification, intellectual and cultural development of society, better learning and performance of students, improving performance and effectiveness of schools, and educational justice, were identified.
Student participation in school decision-making and reform processes has taken inspiration from reconceptualisations of childhood. Advocates for student voice argue for the repositioning of children ...and young people in relation to adults in schools. This article works with data from a multi-sited case study of three primary schools and students', teachers' and school leaders' accounts of their student voice practices. We consider the relationships between students in student voice activities in primary schools, and the possibilities and ambivalences of representative students 'speaking for' other students. We integrate recent insights from moves beyond voice in childhood studies, and from the turn to listening in cultural studies, and raise questions for students, teachers and researchers who seek to encourage student voice in primary schooling. Author abstract
•Meta-analysis showing significant relations between working memory and mathematics.•The component that correlated most strongly with mathematics was verbal updating.•Type of mathematics measure was ...the most important moderator.•Other moderator variables were type of working memory measure, age and sample type.
Working memory, including central executive functions (inhibition, shifting and updating) are factors thought to play a central role in mathematical skill development. However, results reported with regard to the associations between mathematics and working memory components are inconsistent. The aim of this meta-analysis is twofold: to investigate the strength of this relation, and to establish whether the variation in the association is caused by tests, sample characteristics and study and other methodological characteristics. Results indicate that all working memory components are associated with mathematical performance, with the highest correlation between mathematics and verbal updating. Variation in the strength of the associations can consistently be explained by the type of mathematics measure used: general tests yield stronger correlations than more specific tests. Furthermore, characteristics of working memory measures, age and sample explain variance in correlations in some analyses. Interpretations of the contribution of moderator variables to various models are discussed.
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