Physical Education does not always deal with Body Expression. Among the causes for this are lack of teacher training, difficult delivery of unusual content, ignorance or previous bad experiences. ...This article aims to analyze the different topics included in the subject of Artistic-Expressive Physical Activities in the Mention of Physical Education Teaching Degree in the University of Burgos. It intends to show which contents are more educational, which are more difficult to teach in Primary School and which have generated more positive experiences. A mixed methodology is used with an ad hoc questionnaire and the analysis of student diaries. After analysis of the results, it is observed that students generally value these contents as very educational, they are not excessively difficult and generate positive experiences. Some key aspects for the assessment of the content are the ability to avoid blockage and improve student confidence, gender and the need for materials.
La Expresión Corporal se caracteriza por sus carencias en la implementación en el área de Educación Física, entre las causas se encuentran: la falta de formación del profesorado, la difícil impartición de contenidos no habituales, el desconocimiento de éstos o las malas experiencias previas. El presente artículo pretende analizar los diferentes contenidos llevados a cabo en la asignatura de Actividades Físicas Artístico-Expresivas, de la Mención de Educación Física del Grado de Magisterio en la Universidad de Burgos. Se quiere conocer qué contenidos son considerados más educativos, cuáles resultan más difíciles de impartir en un aula de Primaria y cuáles han generado más experiencias positivas. Se utiliza una metodología mixta a través de la realización de un cuestionario ad hoc y el análisis de los diarios del alumnado. Tras el análisis de los resultados, se observa que los estudiantes valoran en general los contenidos como muy educativos, sin excesiva dificultad y generadores de experiencias positivas. Aspectos como la necesidad de material, el género, la capacidad de evitar bloqueos y mejorar la confianza del alumnado son claves para la valoración de los contenidos.
Previous research has demonstrated that school processes can be significantly associated with (in)equality in schools. However, it is unclear what these practices in schools look like. This study ...aims to understand support practices for students in primary schools in a highly selective education system. The findings are based on a contrastive case comparison of five primary schools in Switzerland with a large percentage of children with a migration background. Quantitative surveys with students in Grades 4, 5, and 6 (n = 372) and qualitative analyses of group discussions with teachers were conducted. The results of the qualitative study, and in part also of the quantitative study, show that schools differ systematically in providing support for students. None of the schools was found to have a support milieu that could be described as non-discriminatory. In the majority of the schools, the support milieu is oriented towards high performing students with a higher socio-cultural family background or high educational aspirations; this may lead to the reproduction of inequalities. Only two schools seem to have implemented compensatory support strategies, at least partially. Further, the schools can be differentiated regarding the teachers' perceived degree of their active participation in supporting students.
Data concerning polycyclic aromatic hydrocarbons (PAHs) in Jeddah's schools, Saudi Arabia, and their implications for health risks to children, is scarce. Classroom air conditioner filter dusts were ...collected from primary schools in urban, suburban and residential areas of Jeddah. This study aimed to assess the characteristics of classroom-dust-bound PAHs and the health risks to children of PAH exposure. Average PAH concentrations were higher in urban schools than suburban and residential schools. Benzo (b)fluoranthene (BbF), benzo(ghi)perylene (BGP), chrysene (CRY) and Dibenza,hanthracene (DBA) at urban and suburban schools and BbF, BGP, fluoranthene (FLT) and indeno (1, 2, 3, -cd)pyrene (IND) at residential schools were the dominant compounds in classroom dust. PAHs with five aromatic rings were the most abundant at all schools. The relative contribution of the individual PAH compounds to total PAH concentrations in the classroom dusts of schools indicate that the study areas do share a common source, vehicle emissions. Based on diagnostic ratios of PAHs, they are emitted from local pyrogenic sources, and traffic is the significant PAH source, with more significant contributions from gasoline-fueled than from diesel cars. Based on benzoapyrene equivalent (BaP
) calculations, total carcinogenic activity (TCA) for total PAHs represent 21.59% (urban schools), 20.99% (suburban schools), and 18.88% (residential schools) of total PAH concentrations. DBA and BaP were the most dominant compounds contributing to the TCA, suggesting the importance of BaP and DBA as surrogate compounds for PAHs in this schools. Based on incremental lifetime cancer risk (ILC
, ILCR
, ILCR
) and total lifetime cancer risk (TLCR)) calculations, the order of cancer risk was: urban schools > suburban schools > residential schools. Both ingestion and dermal contact are major contributors to cancer risk. Among PAHs, DBA, BaP, BbF, benzo(a)anthracene (BaA), benzo(k)fluoranthene (BkF), and IND have the highest ILCR values at all schools. LCR and TLCR values at all schools were lower than 10
, indicating virtual safety. DBA, BaP and BbF were the predominant contributors to cancer effects in all schools.
The present article provides an in-depth look at the strategies and practices developed by a cohort of primary school music teachers in Italy to deliver online music lessons during the COVID-19 ...lockdown. We used a qualitative methodology based on semi-structured interviews to bring out our participants’ voices and reflections in a very personal manner and examine their perspectives on issues important to their profession and daily work. We were interested in investigating which practices and strategies were used or developed to deal with the difficulties and positive aspects characterising their experiences as teachers during the lockdown period. A focus was put on lesson planning, time management, student involvement, and information and communication technology (ICT) skills. Qualitative data were analysed using an inductive method based on grounded theory, giving rise to the five following dimensions: classroom activities; the role of the school and staff members; teachers’ interactions with children and their parents; positive outcomes; unresolved challenges. Participants discussed how they used ICT and managed their classes remotely, provided vivid descriptions of their professional relationships with colleagues and students, and reflected on the advantages and disadvantages of teaching music remotely, pointing to new ways to improve current teaching methodologies.
Flexible Learning Environments (FLEs) arose as enablers for implementation of student-centric pedagogical approaches. Interior design is the key to the success of FLEs, providing the physical ...infrastructure needed for students to engage on several learning activities, from individual to group work, which take place in a variety of zones ranging from low to high energy. Therefore, a harmonious synergy between the interior design and subsequent Indoor Environmental Quality (IEQ) performance of FLEs’ physical configuration and learning activities is needed. The objective of this paper is to systematically review (in accordance with the PRISMA method) existing literature related to FLEs within primary school settings, typically catering to children aged 5–12 years old, to understand the body of work investigating the design and performance of FLEs over the last decade (2010–2020). Key findings suggest that the proximity and acoustic and visual permeability of zones found in FLEs may give rise to inadequate IEQ conditions delivered to students. In addition, it could be inferred from the results of the literature review that interior design and IEQ have not been sufficiently investigated in an integrated manner.
This study focuses on the factor structure of a multidimensional loneliness measure, that is, the Loneliness and Aloneness Scale for Children and Adolescents (LACA). Confirmatory factor analyses were ...conducted on a large sample of children and adolescents (
N
= 9,676) in Belgium. Results indicated that the supposed four-factor structure of the instrument showed a superior fit when compared to alternative, more parsimonious models. Measurement invariance was established across gender and across all age groups in the intended age range (i.e., elementary school to freshman year in college). Age comparisons indicated that parent-related loneliness and positive attitudes to aloneness increased throughout adolescence. In sum, the present study offers strong support based on strict tests for the factor structure of a particular multidimensional loneliness measure (LACA). Future research should extend such analyses to other multidimensional measures of loneliness.
In the group of school-aged children nutritional education (NE) enables an early development of healthy eating habits, which can be transferred to the adult life.
The aim of the study was to assess ...the long-term effect of a one-time nutritional education, including also culinary workshops, on the level of nutritional knowledge (NK) of early school-aged children as well as to analyse the nutritional content of the children's books.
The study was conducted among second- and third-grade pupils from a primary school in Warsaw (n=76). The level of NK was determined using the same, self-administrated questionnaire at each of the three stages of the study.
The level of NK was assumed as very good in 47% of respondents before the education, in 91% immediately after the education, and in 74% six months after it. Out of all 23.0 points (max.) on average 18.1 points were obtained at the first stage, 21.1 points at the second stage and 19.7 points at the third stage (p<0.001). Immediately after the NE and six months after it the level of NK increased significantly (comparing to the first stage) especially on these topics: the daily water requirements and the recommendations on physical activity (p<0.001 for both questions).
The results of the study confirmed the effectiveness of a one-time nutritional education on the level of nutritional knowledge. Moreover, results show that in the research group nutritional knowledge about importance of physical activity, adequate nutrition, eating varicoloured vegetables and fruits, screen time limits and distinguishing between healthy and unhealthy products was satisfactory, even at the baseline, but in the main source of fats in a diet, the role of milk products, the effect of having too little water in a diet and the sugar content in food children's knowledge was not enough.
This paper presents part of the results of a research project on the impact of the implementation and evolution of the professional profile of social educators at schools in Andalusia. The ...methodology used rests on an evaluative perspective. In this process, the documentary analysis, the questionnaires and the case studies have been combined by a mixed methodology. In this point, the results linked to the profile, functions and impact of the social educator are revealed, taking into account their professional development at different levels (legislative, educational and administrative) and in relation to the assessment that make other educational agents. These results are articulated around four sub-sections related to the categories defined in this study: the work of the educator, perceptions about and from the social educators, functions and professional performance and conditioning factors of their work and participation. Finally, some conclusions are shown in a proactive key that show ways to continue strengthening this necessary figure in the education system, betting on strengthening the functions that are perceived and manifested most necessary in the centers and identifying the main difficulties with which found his work.
El artículo presenta parte de los resultados de un proyecto de investigación sobre el impacto de la implementación y la evolución del perfil profesional de los educadores y educadoras sociales en las escuelas de Andalucía. La metodología utilizada descansa en una perspectiva de corte evaluativo. En la misma, mediante una metodología mixta, se ha conjugado el análisis documental, los cuestionarios y los estudios de caso. A partir de ahí se desvelan los resultados vinculados el perfil, las funciones y el impacto que ha tenido mencionada figura en los centros educativos, teniendo en cuenta su desarrollo profesional en distintos niveles (legislativo, educativo y administrativo) y en relación a la valoración que hacen otros agentes educativos. Dichos resultados se articulan en torno a cuatro sub-apartados relacionados con las categorías definidas en este estudio: labor del educador-a, percepciones sobre y desde los educadores-as sociales, funciones y desempeño profesional y condicionantes de su labor y participación. Finalmente, se muestran algunas conclusiones en clave propositiva que muestran vías por las que seguir fortaleciendo esta necesaria figura en el sistema educativo, apostando por fortalecer las funciones que se perciben y manifiestan más necesarias en los centros e identificando las principales dificultades con las que se ha encontrado su labor.
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