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school principal</title> <meta name="description" content="Search results for: primary school principal"> <meta name="keywords" content="primary school principal"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="primary school principal"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1524</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: primary school principal</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1524</span> Primary School Principals in Turkey: Their Working Conditions and Professional Profiles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ali%20I.%20Gumuseli">Ali I. Gumuseli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In order to achieve effective management, the professional and individual characteristics and qualifications of school principals and their system-oriented perception is very important. Therefore, it is necessary to conduct regular comprehensive studies into the profiles of school principals. The purpose of this study is to determine the perceptions of primary school principals about their working conditions and to present their professional profiles. The questionnaire was distributed to 1475 respondents and 1428 valid questionnaires were evaluated. The results of the research were discussed and compared to other similar studies.Keywordseducation, education management, primary school principal, principals profiles</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/search?q=education%20management" title=" education management"> education management</a>, <a href="https://publications.waset.org/search?q=primary%20school%20principal" title=" primary school principal"> primary school principal</a>, <a href="https://publications.waset.org/search?q=principals%20profiles" title=" principals profiles"> principals profiles</a> </p> <a href="https://publications.waset.org/14470/primary-school-principals-in-turkey-their-working-conditions-and-professional-profiles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14470/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14470/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14470/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14470/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14470/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14470/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14470/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14470/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14470/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14470/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14470.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1558</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1523</span> New Curriculum and New Challenges: What do School Administrators Really Do?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zuhal%20Zeybekoglu%20Cal%C4%B1skan">Zuhal Zeybekoglu Calıskan</a>, <a href="https://publications.waset.org/search?q=Erkan%20Tabancali"> Erkan Tabancali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this qualitative case study is to examine how school principals perform their new roles and responsibilities defined in accordance with the new curriculum. Of ten primary schools that the new curriculum was piloted in Istanbul in school year of 2004-2005, one school was randomly selected as the sample of the study. The participants of the study were comprised of randomly-selected 26 teachers working in the case school. To collect data, an interview schedule was developed based on the new role definitions for school principals by the National Ministry of Education. Participants were interviewed on one-to-one basis in February and March 2007. Overall results showed that the school principal was perceived to be successful in terms of the application of the new curriculum in school. According to the majority of teachers, the principal has done his best to establish the infrastructure that is necessary for successful application of the new program. In addition to these, the principal was reported to adopt a collegial and participatory leadership style by creating a positive school atmosphere that enables the school community (teachers, parents and students) to involve school more than before. Keywordscase study, curriculum implementation, school principals and curriculum</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Case%20study" title="Case study">Case study</a>, <a href="https://publications.waset.org/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/search?q=school%20principals%20and%20curriculum." title=" school principals and curriculum."> school principals and curriculum.</a> </p> <a href="https://publications.waset.org/9315/new-curriculum-and-new-challenges-what-do-school-administrators-really-do" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9315/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9315/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9315/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9315/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9315/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9315/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9315/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9315/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9315/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9315/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1478</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1522</span> Principal Role and School Structure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Behnaz%20Mohajeran">Behnaz Mohajeran</a>, <a href="https://publications.waset.org/search?q=Alireza%20Ghaleei"> Alireza Ghaleei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This main purpose of the study reported here was to investigate the extent to which the form of school governance (particularly decision-making) had an impact upon the effectiveness of the school with reference to parental involvement, planning and budgeting, professional development of teachers, school facilities and resources, and student outcomes. Particular attention was given to decision-making within the governance arrangements. The study was based on four case studies of high schools in New South Wales, Australia including one government school, one independent Christian community school, one independent Catholic school, and one Catholic systemic school. The focus of the research was principals, teachers, parents, and students of four schools with varying governance structures. To gain a greater insight into the issues, the researchers collected information by questionnaire, semi-structured interview, and review of school key documents. This study found that it was not so much structure but the centrality of the school Principal and the way that the Principal perceived his/her roles in relation to others that impacted most on school governance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=governance%20structure" title="governance structure">governance structure</a>, <a href="https://publications.waset.org/search?q=principal%20role" title=" principal role"> principal role</a>, <a href="https://publications.waset.org/search?q=schooleffectiveness" title=" schooleffectiveness"> schooleffectiveness</a>, <a href="https://publications.waset.org/search?q=stakeholder%20involvement" title=" stakeholder involvement"> stakeholder involvement</a> </p> <a href="https://publications.waset.org/14640/principal-role-and-school-structure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14640/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14640/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14640/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14640/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14640/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14640/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14640/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14640/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14640/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14640/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14640.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2767</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1521</span> Primary School Principles- Views about In-service Training Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sad%C4%B1k%20Kartal">Sadık Kartal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study was carried out to determine the feedback from the primary school headmasters on in-service training activities. 384 primary school headmasters were asked to give feedback on the in-service training facilities organized by the Ministry of Education through an open –ended question. The study group was formed by 359 primary school headmasters who attended “Management Skills" seminars which were organized in March, April and May in the extent of 2006 In-service Training Facilities Plan by the Ministry of Education and were also volunteers to give feedback on the inservice training activities. The qualitative research method was used in the analysis of the data since the primary school headmasters gave written feedback on the in-service training activities. Having analyzed the feedback, certain categories were formed by coding it. Certain frequencies and percentages were determined according to the codes. It was made obvious that the primary school headmasters benefitted from those facilities by sharing their experiences, problems and their possible solutions mutually</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=In-service%20training" title="In-service training">In-service training</a>, <a href="https://publications.waset.org/search?q=primary%20school%20principles" title=" primary school principles"> primary school principles</a>, <a href="https://publications.waset.org/search?q=educates." title="educates.">educates.</a> </p> <a href="https://publications.waset.org/5527/primary-school-principles-views-about-in-service-training-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5527/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5527/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5527/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5527/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5527/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5527/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5527/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5527/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5527/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5527/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5527.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1249</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1520</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bracken%20school%20readiness%20assessment" title="Bracken school readiness assessment">Bracken school readiness assessment</a>, <a href="https://publications.waset.org/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/search?q=primary%20measures%20of%20music%20audiation" title=" primary measures of music audiation"> primary measures of music audiation</a>, <a href="https://publications.waset.org/search?q=school%20readiness." title=" school readiness."> school readiness.</a> </p> <a href="https://publications.waset.org/10011214/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011214/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011214/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011214/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011214/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011214/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011214/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011214/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011214/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011214/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011214/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">762</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1519</span> The Conceptual and Procedural Knowledge of Rational Numbers in Primary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20M.%20Kashim">R. M. Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study investigates the conceptual and procedural knowledge of rational number in primary school teachers, specifically, the primary school teachers level of conceptual knowledge about rational number and the primary school teachers level of procedural knowledge about rational numbers. The study was carried out in Bauchi metropolis in Bauchi state of Nigeria. A Conceptual and Procedural Knowledge Test was used as the instrument for data collection, 54 mathematics teachers in Bauchi primary schools were involved in the study. The collections were analyzed using mean and standard deviation. The findings revealed that the primary school mathematics teachers in Bauchi metropolis posses a low level of conceptual knowledge of rational number and also possess a high level of Procedural knowledge of rational number. It is therefore recommended that to be effective, teachers teaching mathematics most posses a deep understanding of both conceptual and procedural knowledge. That way the most knowledgeable teachers in mathematics deliver highly effective rational number instructions. Teachers should not ignore the mathematical concept aspect of rational number teaching. This is because only the procedural aspect of Rational number is highlighted during instructions; this often leads to rote - learning of procedures without understanding the meanings. It is necessary for teachers to learn rational numbers teaching method that focus on both conceptual knowledge and procedural knowledge teaching.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Conceptual%20knowledge" title="Conceptual knowledge">Conceptual knowledge</a>, <a href="https://publications.waset.org/search?q=primary%20school%20teachers" title=" primary school teachers"> primary school teachers</a>, <a href="https://publications.waset.org/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/search?q=rational%20numbers." title=" rational numbers."> rational numbers.</a> </p> <a href="https://publications.waset.org/10004143/the-conceptual-and-procedural-knowledge-of-rational-numbers-in-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004143/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004143/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004143/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004143/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004143/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004143/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004143/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004143/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004143/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004143/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004143.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1677</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1518</span> A Conversation about Inclusive Education: Revelations from Namibian Primary School Teachers </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20D.%20Nghiteke">M. D. Nghiteke</a>, <a href="https://publications.waset.org/search?q=A.%20Mji"> A. Mji</a>, <a href="https://publications.waset.org/search?q=G.%20T.%20Molepo"> G. T. Molepo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Inclusive education stems from a philosophy and vision, which argues that all children should learn together at school. It is not only about treating all pupils in the same way. It is also about allowing all children to attend school without any restrictions. Ten primary school teachers in a circuit in Namibia volunteered to participate in face-to-face interviews about inclusive education. The teachers responded to three questions about their (i) understanding of inclusive education; (ii) whether inclusive education was implemented in primary schools; and (iii) whether they were able to work with learners with special needs. Findings indicated that teachers understood what inclusive education entailed; felt that inclusive education was not implemented in their primary schools, and they were unable to work with learners with special needs in their classrooms. Further, the teachers identified training and resources as important components of inclusive education. It is recommended that education authorities should perhaps verify the findings reported here as well as ensure that the concerns raised by the teachers are addressed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classrooms%20and%20schools" title="Classrooms and schools">Classrooms and schools</a>, <a href="https://publications.waset.org/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/search?q=training." title=" training. "> training. </a> </p> <a href="https://publications.waset.org/10009357/a-conversation-about-inclusive-education-revelations-from-namibian-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009357/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009357/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009357/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009357/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009357/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009357/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009357/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009357/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009357/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009357/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009357.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1100</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1517</span> Multivariate School Travel Demand Regression Based on Trip Attraction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ben-Edigbe%20J">Ben-Edigbe J</a>, <a href="https://publications.waset.org/search?q=RahmanR"> RahmanR</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since primary school trips usually start from home, attention by many scholars have been focused on the home end for data gathering. Thereafter category analysis has often been relied upon when predicting school travel demands. In this paper, school end was relied on for data gathering and multivariate regression for future travel demand prediction. 9859 pupils were surveyed by way of questionnaires at 21 primary schools. The town was divided into 5 zones. The study was carried out in Skudai Town, Malaysia. Based on the hypothesis that the number of primary school trip ends are expected to be the same because school trips are fixed, the choice of trip end would have inconsequential effect on the outcome. The study compared empirical data for home and school trip end productions and attractions. Variance from both data results was insignificant, although some claims from home based family survey were found to be grossly exaggerated. Data from the school trip ends was relied on for travel demand prediction because of its completeness. Accessibility, trip attraction and trip production were then related to school trip rates under daylight and dry weather conditions. The paper concluded that, accessibility is an important parameter when predicting demand for future school trip rates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Trip%20generation" title="Trip generation">Trip generation</a>, <a href="https://publications.waset.org/search?q=regression%20analysis" title=" regression analysis"> regression analysis</a>, <a href="https://publications.waset.org/search?q=multiple%20linearregressions" title=" multiple linearregressions"> multiple linearregressions</a> </p> <a href="https://publications.waset.org/6433/multivariate-school-travel-demand-regression-based-on-trip-attraction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6433/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6433/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6433/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6433/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6433/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6433/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6433/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6433/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6433/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6433/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6433.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1906</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1516</span> School Homework and its Relationship with Student Academic Achievement in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20P.">F. P.</a>, <a href="https://publications.waset.org/search?q=Chew"> Chew</a>, <a href="https://publications.waset.org/search?q=M.%20H."> M. H.</a>, <a href="https://publications.waset.org/search?q=Teong"> Teong</a>, <a href="https://publications.waset.org/search?q=Z.%20Ishak"> Z. Ishak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>School homework has been synonymous with students- life in Chinese national type primary schools in Malaysia. Although many reports in the press claimed that students were burdened with too much of it, homework continues to be a common practice in national type schools that is believed to contribute to academic achievement. This study is conducted to identify the relationship between the burden of school homework and academic achievement among pupils in Chinese National Type Primary School in the state of Perak, Malaysia. A total of 284 students (142 from urban and 142 from rural) respectively were chosen as participants in this study. Variables of gender and location (urban/rural areas) has shown significant difference in student academic achievement. Female Chinese student from rural areas showed a higher mean score than males from urban area. Therefore, the Chinese language teachers should give appropriate and relevant homework to primary school students to achieve good academic performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=homework" title="homework">homework</a>, <a href="https://publications.waset.org/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/search?q=Chinese%20National%20Type%20Primary%20Schools" title=" Chinese National Type Primary Schools"> Chinese National Type Primary Schools</a> </p> <a href="https://publications.waset.org/6339/school-homework-and-its-relationship-with-student-academic-achievement-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6339/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6339/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6339/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6339/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6339/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6339/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6339/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6339/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6339/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6339/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4388</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1515</span> A Study on the Factors Affecting Student Behavior Intention to Attend Robotics Courses at the Primary and Secondary School Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jingwen%20Shan">Jingwen Shan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In order to explore the key factors affecting the robot program learning intention of school students, this study takes the technology acceptance model as the theoretical basis and invites 167 students from Jiading District of Shanghai as the research subjects. In the robot course, the model of school students on their learning behavior is constructed. By verifying the causal path relationship between variables, it is concluded that teachers can enhance students’ perceptual usefulness to robotics courses by enhancing subjective norms, entertainment perception, and reducing technical anxiety, such as focusing on the gradual progress of programming and analyzing learner characteristics. Students can improve perceived ease of use by enhancing self-efficacy. At the same time, robot hardware designers can optimize in terms of entertainment and interactivity, which will directly or indirectly increase the learning intention of the robot course. By changing these factors, the learning behavior of primary and secondary school students can be more sustainable.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=TAM" title="TAM">TAM</a>, <a href="https://publications.waset.org/search?q=learning%20behavior%20intentions" title=" learning behavior intentions"> learning behavior intentions</a>, <a href="https://publications.waset.org/search?q=robot%20courses" title=" robot courses"> robot courses</a>, <a href="https://publications.waset.org/search?q=primary%20and%20secondary%20school%20students." title=" primary and secondary school students. "> primary and secondary school students. </a> </p> <a href="https://publications.waset.org/10010513/a-study-on-the-factors-affecting-student-behavior-intention-to-attend-robotics-courses-at-the-primary-and-secondary-school-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010513/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010513/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010513/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010513/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010513/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010513/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010513/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010513/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010513/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010513/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010513.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">638</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1514</span> A Study of Primary School Parents’ Interaction with Teachers’ in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shireen%20Simon">Shireen Simon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study explores the interactions between primary school parents-teachers in Malaysia. Schools in the country are organized to promote participation between parents and teachers. Exchanges of dialogue are most valued between parents and teachers because teachers are in daily contact with pupils’ and the first line of communication with parents. Teachers are considered by parents as the most important connection to improve children learning and well-being. Without a good communication, interaction or involvement between parent-teacher might tarnish a pupils’ performance in school. This study tries to find out multiple emotions among primary school parents-teachers, either estranged or cordial, when they communicate in a multi-cultured society in Malaysia. Important issues related to parent-teacher interactions are discussed further. Parents’ involvement in an effort to boost better education in school is significantly more effective with parents’ involvement. Lastly, this article proposes some suggestions for parents and teachers to build a positive relationship with effective communication and establish more democratic open door policy.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multi-cultured%20society" title="Multi-cultured society">Multi-cultured society</a>, <a href="https://publications.waset.org/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/search?q=parent-teacher%20relationships" title=" parent-teacher relationships"> parent-teacher relationships</a>, <a href="https://publications.waset.org/search?q=parents%E2%80%99%20interaction." title=" parents’ interaction."> parents’ interaction.</a> </p> <a href="https://publications.waset.org/10006339/a-study-of-primary-school-parents-interaction-with-teachers-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006339/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006339/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006339/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006339/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006339/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006339/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006339/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006339/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006339/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006339/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2683</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1513</span> Primary School Teachers’ Conceptual and Procedural Knowledge of Rational Number and Its Effects on Pupils’ Achievement in Rational Numbers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20M.%20Kashim">R. M. Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated primary school teachers’ conceptual and procedural knowledge of rational numbers and its effects on pupil’s achievement in rational numbers. Specifically, primary school teachers’ level of conceptual knowledge about rational numbers, primary school teachers’ level of procedural knowledge about rational numbers, and the effects of teachers conceptual and procedural knowledge on their pupils understanding of rational numbers in primary schools is investigated. The study was carried out in Bauchi metropolis in the Bauchi state of Nigeria. The design of the study was a multi-stage design. The first stage was a descriptive design. The second stage involves a pre-test, post-test only quasi-experimental design. Two instruments were used for the data collection in the study. These were Conceptual and Procedural knowledge test (CPKT) and Rational number achievement test (RAT), the population of the study comprises of three (3) mathematics teachers’ holders of Nigerian Certificate in Education (NCE) teaching primary six and 210 pupils in their intact classes were used for the study. The data collected were analyzed using mean, standard deviation, analysis of variance, analysis of covariance and t- test. The findings indicated that the pupils taught rational number by a teacher that has high conceptual and procedural knowledge understand and perform better than the pupil taught by a teacher who has low conceptual and procedural knowledge of rational number. It is, therefore, recommended that teachers in primary schools should be encouraged to enrich their conceptual knowledge of rational numbers. Also, the superiority performance of teachers in procedural knowledge in rational number should not become an obstruction of understanding. Teachers Conceptual and procedural knowledge of rational numbers should be balanced so that primary school pupils will have a view of better teaching and learning of rational number in our contemporary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Achievement" title="Achievement">Achievement</a>, <a href="https://publications.waset.org/search?q=conceptual%20knowledge" title=" conceptual knowledge"> conceptual knowledge</a>, <a href="https://publications.waset.org/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/search?q=rational%20numbers." title=" rational numbers."> rational numbers.</a> </p> <a href="https://publications.waset.org/10005231/primary-school-teachers-conceptual-and-procedural-knowledge-of-rational-number-and-its-effects-on-pupils-achievement-in-rational-numbers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005231/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005231/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005231/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005231/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005231/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005231/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005231/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005231/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005231/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005231/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">886</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1512</span> A Proposal of Community based Facility Management Performance (CbFM) in the Education System of Batubara District in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Amilia%20Hasbullah">Amilia Hasbullah</a>, <a href="https://publications.waset.org/search?q=Wan%20Zahari%20Wan%20Yussof"> Wan Zahari Wan Yussof</a>, <a href="https://publications.waset.org/search?q=Maziah%20Ismail"> Maziah Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The primary education system in Indonesia involved the community recognized as the school committee, to take a part in the process of achieving the quality of education via the school facility performance, the low level of school committee involvement in the education system has become the issue in the development of education and reflected to the quality of education. This paper will discuss the conceptual framework and methodology for the performance of school committees within the management of school facilities in Batubara district of Indonesia. The concepts of Community based Facility Management (CbFM) and Logometrix are used as a basis to measure the school committee performance in order to address the needs of quality school management. The data will be taken from questionnaires distributed for those who work and use school facilities spread over seven sub district of Batubara, Indonesia. The result of this study is expected to provide a guide for evaluating the performance of existing school committee in improving the quality of education in Indonesia.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=community%20based%20facility%20management" title="community based facility management">community based facility management</a>, <a href="https://publications.waset.org/search?q=School%20facility%20management" title=" School facility management"> School facility management</a>, <a href="https://publications.waset.org/search?q=School%20committee%20performance." title=" School committee performance."> School committee performance.</a> </p> <a href="https://publications.waset.org/4557/a-proposal-of-community-based-facility-management-performance-cbfm-in-the-education-system-of-batubara-district-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4557/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4557/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4557/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4557/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4557/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4557/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4557/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4557/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4557/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4557/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4557.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2095</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1511</span> Multimedia Games for Elementary/Primary School Education and Entertainment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Andrew%20Laghos">Andrew Laghos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computers are increasingly being used as educational tools in elementary/primary schools worldwide. A specific application of such computer use, is that of multimedia games, where the aim is to combine pedagogy and entertainment. This study reports on a case-study whereby an educational multimedia game has been developed for use by elementary school children. The stages of the application-s design, implementation and evaluation are presented. Strengths of the game are identified and discussed, and its weaknesses are identified, allowing for suggestions for future redesigns. The results show that the use of games can engage children in the learning process for longer periods of time with the added benefit of the entertainment factor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=entertainment" title=" entertainment"> entertainment</a>, <a href="https://publications.waset.org/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/4304/multimedia-games-for-elementaryprimary-school-education-and-entertainment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4304/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4304/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4304/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4304/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4304/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4304/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4304/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4304/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4304/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4304/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2246</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1510</span> Understanding Primary School Students’ Beliefs Regarding the Adoption of Pro-Environmental Behaviors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Astrid%20de%20Leeuw">Astrid de Leeuw</a>, <a href="https://publications.waset.org/search?q=Pierre%20Valois"> Pierre Valois</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>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.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Pro-environmental%20behaviors" title="Pro-environmental behaviors">Pro-environmental behaviors</a>, <a href="https://publications.waset.org/search?q=primary%20school%20students" title=" primary school students"> primary school students</a>, <a href="https://publications.waset.org/search?q=theory%20of%20planned%20behavior" title=" theory of planned behavior"> theory of planned behavior</a>, <a href="https://publications.waset.org/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/search?q=educational%20interventions." title=" educational interventions."> educational interventions.</a> </p> <a href="https://publications.waset.org/9998261/understanding-primary-school-students-beliefs-regarding-the-adoption-of-pro-environmental-behaviors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998261/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998261/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998261/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998261/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998261/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998261/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998261/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998261/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998261/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998261/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2186</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1509</span> Cyber Security Situational Awareness among Students: A Case Study in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yunos%20Zahri">Yunos Zahri</a>, <a href="https://publications.waset.org/search?q=Ab%20Hamid%20R.%20Susanty"> Ab Hamid R. Susanty</a>, <a href="https://publications.waset.org/search?q=Ahmad%20Mustaffa"> Ahmad Mustaffa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores the need for a national baseline study on understanding the level of cyber security situational awareness among primary and secondary school students in Malaysia. The online survey method was deployed to administer the data collection exercise. The target groups were divided into three categories: Group 1 (primary school aged 7-9 years old), Group 2 (primary school aged 10-12 years old), and Group 3 (secondary school aged 13-17 years old). A different questionnaire set was designed for each group. The survey topics/areas included Internet and digital citizenship knowledge. Respondents were randomly selected from rural and urban areas throughout all 14 states in Malaysia. A total of 9,158 respondents participated in the survey, with most states meeting the minimum sample size requirement to represent the country’s demographics. The findings and recommendations from this baseline study are fundamental to develop teaching modules required for children to understand the security risks and threats associated with the Internet throughout their years in school. Early exposure and education will help ensure healthy cyber habits among millennials in Malaysia.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cyber%20security%20awareness" title="Cyber security awareness">Cyber security awareness</a>, <a href="https://publications.waset.org/search?q=cyber%20security%20education" title=" cyber security education"> cyber security education</a>, <a href="https://publications.waset.org/search?q=cyber%20security" title=" cyber security"> cyber security</a>, <a href="https://publications.waset.org/search?q=students." title=" students."> students.</a> </p> <a href="https://publications.waset.org/10007340/cyber-security-situational-awareness-among-students-a-case-study-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007340/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007340/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007340/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007340/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007340/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007340/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007340/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007340/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007340/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007340/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007340.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2985</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1508</span> Parents’ Opinions on Compulsory Pre-school Attendance in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Beata%20Hornickova">Beata Hornickova</a>, <a href="https://publications.waset.org/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, which was carried out in the scope of determining the attitudes of parents to preschool education in the Czech Republic. The research is conceived as an entry into the field of the researched issue and aimed to support the effectiveness of the items of the questionnaire, which was subsequently created based on the parents’ statements from interviews. The research method was interview with 15 parents of preschool children. The main aim of the interviews was to find out their views on the compulsory attendance of their children in kindergarten. Compulsory pre-school attendance has been introduced in the Czech Republic since 2017/18 with the aim of reducing delays in the entry of children into primary school and eliminating subsequent school failures. The findings offered a look at the differing views on compulsory kindergarten school influenced by the different socio-economic status of parents. Parents with a higher socio-economic status attached greater importance to the educational component of compulsory preschool attendance as a preparation for primary school, while parents with a lower socio-economic status emphasized the educational component. An interesting finding is also a statement from interviews of a parent who does not find benefits in compulsory preschool attendance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Compulsory%20pre-school%20education" title="Compulsory pre-school education">Compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=parents%E2%80%99%20opinions%20on%20pre-school%20education." title=" parents’ opinions on pre-school education."> parents’ opinions on pre-school education.</a> </p> <a href="https://publications.waset.org/10011883/parents-opinions-on-compulsory-pre-school-attendance-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011883/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011883/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011883/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011883/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011883/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011883/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011883/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011883/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011883/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011883/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">591</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1507</span> Teachers’ Perceptions of Their Principals’ Interpersonal Emotionally Intelligent Behaviours Affecting Their Job Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For schools to be desirable places in which to work, it is necessary for principals to recognise their teachers’ emotions, and be sensitive to their needs. This necessitates that principals are capable to correctly identify their emotionally intelligent behaviours (EIBs) they need to use in order to be successful leaders. They also need to have knowledge of their emotional intelligence and be able to identify the factors and situations that evoke emotion at an interpersonal level. If a principal is able to do this, then the control and understanding of emotions and behaviours of oneself and others could improve vastly. This study focuses on the interpersonal EIBS of principals affecting the job satisfaction of teachers. The correlation coefficients in this quantitative study strongly indicate that there is a statistical significance between the respondents’ level of job satisfaction, the rating of their principals’ EIBs and how they believe their principals’ EIBs will affect their sense of job satisfaction. It can be concluded from the data obtained in this study that there is a significant correlation between the sense of job satisfaction of teachers and their principals’ interpersonal EIBs. This means that the more satisfied a teacher is at school, the more appropriate and meaningful a principal’s EIBs will be. Conversely, the more dissatisfied a teacher is at school the less appropriate and less meaningful a principal’s interpersonal EIBs will be. This implies that the leaders’ EIBs can be construed as one of the major factors affecting the job satisfaction of employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emotional%20intelligence" title="Emotional intelligence">Emotional intelligence</a>, <a href="https://publications.waset.org/search?q=teachers%E2%80%99%20emotions" title=" teachers’ emotions"> teachers’ emotions</a>, <a href="https://publications.waset.org/search?q=teachers%E2%80%99%0D%0Ajob%20satisfaction" title=" teachers’ job satisfaction"> teachers’ job satisfaction</a>, <a href="https://publications.waset.org/search?q=principals%E2%80%99%20emotionally%20intelligent%20behaviours." title=" principals’ emotionally intelligent behaviours."> principals’ emotionally intelligent behaviours.</a> </p> <a href="https://publications.waset.org/10002628/teachers-perceptions-of-their-principals-interpersonal-emotionally-intelligent-behaviours-affecting-their-job-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002628/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002628/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002628/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002628/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002628/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002628/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002628/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002628/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002628/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002628/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002628.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1484</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1506</span> Analysing the Elementary Science and Technology Coursebook and Student Workbook in Terms of Constructivism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nil%20Duban">Nil Duban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The curriculum of the primary school science course was redesigned on the basis of constructivism in 2005-2006 academic years, in Turkey. In this context, the name of this course has been changed as “Science and Technology"; and both content and course books, students workbooks for this course have been redesigned in light of constructivism. The aim of this study is to determine whether the Science and Technology course books and student work books for primary school 5th grade are appropriate for the constructivism by evaluating them in terms of the fundamental principles of constructivism. In this study, out of qualitative research methods, documentation technique (i.e. document analysis) is applied; while selecting samples, criterion-sampling is used out of purposeful sampling techniques. When the Science and Technology course book and workbook for the 5th grade in primary education are examined, it is seen that both books complete each other in certain areas. Consequently, it can be claimed that in spite of some inadequate and missing points in the course book and workbook of the primary school Science and Technology course for the 5th grade students, these books are attempted to be designed in terms of the principles of constructivism. To overcome the inadequacies in the books, it can be suggested to redesign them. In addition to them, not to ignore the technology dimension of the course, the activities that encourage the students to prepare projects using technology cycle should be included.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Constructivism" title="Constructivism">Constructivism</a>, <a href="https://publications.waset.org/search?q=coursebooks" title=" coursebooks"> coursebooks</a>, <a href="https://publications.waset.org/search?q=science%20and%20technology%20education." title=" science and technology education."> science and technology education.</a> </p> <a href="https://publications.waset.org/8660/analysing-the-elementary-science-and-technology-coursebook-and-student-workbook-in-terms-of-constructivism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8660/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8660/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8660/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8660/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8660/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8660/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8660/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8660/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8660/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8660/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1961</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1505</span> Predictors of Social Participation of Children with Cerebral Palsy in Primary Schools in Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Marija%20Zuli%C4%87">Marija Zulić</a>, <a href="https://publications.waset.org/search?q=Vanda%20H%C3%A1jkov%C3%A1"> Vanda Hájková</a>, <a href="https://publications.waset.org/search?q=Nina%20Brki%C4%87-Jovanovi%C4%87"> Nina Brkić-Jovanović</a>, <a href="https://publications.waset.org/search?q=Linda%20Rathousov%C3%A1"> Linda Rathousová</a>, <a href="https://publications.waset.org/search?q=Sanja%20Tomi%C4%87"> Sanja Tomić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Cerebral palsy is primarily reflected in the disorder of the development of movement and posture, which may be accompanied by sensory disturbances, disturbances of perception, cognition and communication, behavioural disorders and epilepsy. According to current inclusive attitudes towards people with disabilities implies that full social participation of children with cerebral palsy means inclusion in all activities in family, peer, school and leisure environments in the same scope and to the same extent as is the case with the children of proper development and without physical difficulties. Due to the fact that it has been established that the quality of children's participation in primary school is directly related to their social inclusion in future life, the aim of the paper is to identify predictors of social participation, respectively, and in particular, factors that could to improve the quality of social participation of children with cerebral palsy, in the primary school environment in Czech Republic. The study includes children with cerebral palsy (n = 75) in the Czech Republic, aged between six and 12 years who attend mainstream or special primary schools to the sixth grade. The main instrument used was the first and third part of the School function assessment questionnaire. It will also take into account the type of damage assessed according to a scale the Gross motor function classification system, five–level classification system for cerebral palsy. The research results will provide detailed insight into the degree of social participation of children with cerebral palsy and the factors that would be a potential cause of their levels of participation, in regular and special primary schools, in different socioeconomic environments in Czech Republic.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cerebral%20palsy" title="Cerebral palsy">Cerebral palsy</a>, <a href="https://publications.waset.org/search?q=social%20participation" title=" social participation"> social participation</a>, <a href="https://publications.waset.org/search?q=Czech%20Republic" title=" Czech Republic"> Czech Republic</a>, <a href="https://publications.waset.org/search?q=school%20function%20assessment." title=" school function assessment. "> school function assessment. </a> </p> <a href="https://publications.waset.org/10007485/predictors-of-social-participation-of-children-with-cerebral-palsy-in-primary-schools-in-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007485/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007485/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007485/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007485/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007485/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007485/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007485/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007485/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007485/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007485/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007485.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1246</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1504</span> Challenges for Rural School Leaders in a Developing Context: The Case of Solomon Islands</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=G.%20Lingam">G. Lingam</a>, <a href="https://publications.waset.org/search?q=N.%20Lingam"> N. Lingam</a>, <a href="https://publications.waset.org/search?q=K.%20Raghuwaiya"> K. Raghuwaiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt">Thirty-eight rural school leaders in Solomon Islands responded to a questionnaire aimed at identifying their perceptions of work challenges. The data analysis points to an overwhelming percentage of school leaders feeling they face multifaceted problems in their work settings, including such challenges as untrained teachers, lack of funding, limited learning and teaching resources, and land disputes. The latter in particular is beyond the school leader’s jurisdiction; addressing it needs urgent attention from the principal stakeholder(s). Such challenges, seemingly tangential to the business of schooling, inadvertently affect the provision of good-quality education. The findings demonstrate that contextual challenges raise questions about what powers leadership at school level has to deal with some of them. The suggestion is advanced for the significant place-conscious leadership development to help address some community and cultural challenges. Implications of this paper are likely to be relevant to other similar contexts in the Pacific region and beyond.<o:p></o:p></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Rural%20school%20leaders" title="Rural school leaders">Rural school leaders</a>, <a href="https://publications.waset.org/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/search?q=Solomon%20Islands" title=" Solomon Islands"> Solomon Islands</a>, <a href="https://publications.waset.org/search?q=contextual%20factors." title=" contextual factors."> contextual factors.</a> </p> <a href="https://publications.waset.org/9997324/challenges-for-rural-school-leaders-in-a-developing-context-the-case-of-solomon-islands" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997324/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997324/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997324/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997324/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997324/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997324/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997324/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997324/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997324/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997324/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4709</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1503</span> Reading Literacy and Methods of Improving Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Košek Bartošová</a>, <a href="https://publications.waset.org/search?q=Andrea%20Joke%C5%A1ov%C3%A1"> Andrea Jokešová</a>, <a href="https://publications.waset.org/search?q=Eva%20Kozlov%C3%A1"> Eva Kozlová</a>, <a href="https://publications.waset.org/search?q=Helena%20Mat%C4%9Bjov%C3%A1"> Helena Matějová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper presents results of a research team from Faculty of Education, University of Hradec Králové in the Czech Republic. It introduces with the most reading methods used in the 1<sup>st</sup> classes of a primary school and presents results of a pilot research focused on mastering reading techniques and the quality of reading comprehension of pupils in the first half of a school year during training in teaching reading by an analytic-synthetic method and by a genetic method. These methods of practicing reading skills are the most used ones in the Czech Republic. During the school year 2015/16 there has been a measurement made of two groups of pupils of the 1<sup>st</sup> year and monitoring of quantitative and qualitative parameters of reading pupils’ outputs by several methods. Both of these methods are based on different theoretical basis and each of them has a specific educational and methodical procedure. This contribution represents results during a piloting project and draws pilot conclusions which will be verified in the subsequent broader research at the end of the school year of the first class of primary school.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Analytic-synthetic%20method%20of%20reading" title="Analytic-synthetic method of reading">Analytic-synthetic method of reading</a>, <a href="https://publications.waset.org/search?q=genetic%20method%20of%20reading" title=" genetic method of reading"> genetic method of reading</a>, <a href="https://publications.waset.org/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/search?q=reading%20literacy" title=" reading literacy"> reading literacy</a>, <a href="https://publications.waset.org/search?q=reading%20methods" title=" reading methods"> reading methods</a>, <a href="https://publications.waset.org/search?q=reading%20speed." title=" reading speed."> reading speed.</a> </p> <a href="https://publications.waset.org/10005205/reading-literacy-and-methods-of-improving-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005205/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005205/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005205/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005205/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005205/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005205/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005205/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005205/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005205/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005205/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005205.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1042</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1502</span> Principal Component Analysis for the Characterization in the Application of Some Soil Properties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kamolchanok%20Panishkan">Kamolchanok Panishkan</a>, <a href="https://publications.waset.org/search?q=Kanokporn%20Swangjang"> Kanokporn Swangjang</a>, <a href="https://publications.waset.org/search?q=Natdhera%20Sanmanee"> Natdhera Sanmanee</a>, <a href="https://publications.waset.org/search?q=Daoroong%20Sungthong"> Daoroong Sungthong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research is to study principal component analysis for classification of 67 soil samples collected from different agricultural areas in the western part of Thailand. Six soil properties were measured on the soil samples and are used as original variables. Principal component analysis is applied to reduce the number of original variables. A model based on the first two principal components accounts for 72.24% of total variance. Score plots of first two principal components were used to map with agricultural areas divided into horticulture, field crops and wetland. The results showed some relationships between soil properties and agricultural areas. PCA was shown to be a useful tool for agricultural areas classification based on soil properties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=soil%20organic%20matter" title="soil organic matter">soil organic matter</a>, <a href="https://publications.waset.org/search?q=soil%20properties" title=" soil properties"> soil properties</a>, <a href="https://publications.waset.org/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/search?q=principal%20components" title=" principal components"> principal components</a> </p> <a href="https://publications.waset.org/2959/principal-component-analysis-for-the-characterization-in-the-application-of-some-soil-properties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2959/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2959/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2959/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2959/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2959/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2959/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2959/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2959/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2959/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2959/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4114</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1501</span> Measuring Principal and Teacher Cultural Competency: A Needs Assessment of Three Proximate PreK-5 Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Teresa%20Caswell">Teresa Caswell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Throughout the United States and within a myriad of demographic contexts, students of color experience the results of systemic inequities as an academic outcome. These disparities continue despite the increased resources provided to students and ongoing instruction-focused professional learning received by teachers. We postulated that lower levels of educator cultural competency are an underlying factor of why resource and instructional interventions are less effective than desired. Before implementing any type of intervention, however, cultural competency needed to be confirmed as a factor in schools demonstrating academic disparities between racial subgroups. A needs assessment was designed to measure levels of individual beliefs, including cultural competency, in both principals and teachers at three neighboring schools verified to have academic disparities. The resulting mixed method study utilized the Optimal Theory Applied to Identity Development (OTAID) model to measure cultural competency quantitatively, through self-identity inventory survey items, with teachers and qualitatively, through one-on-one interviews, with each school’s principal. A joint display was utilized to see combined data within and across school contexts. Each school was confirmed to have misalignments between principal and teacher levels of cultural competency beliefs while also indicating that a number of participants in the self-identity inventory survey may have intentionally skipped items referencing the term oppression. Additional use of the OTAID model and self-identity inventory in future research and across contexts is needed to determine transferability and dependability as cultural competency measures.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cultural%20competency" title="Cultural competency">Cultural competency</a>, <a href="https://publications.waset.org/search?q=identity%20development" title=" identity development"> identity development</a>, <a href="https://publications.waset.org/search?q=mixed%20method%20analysis" title=" mixed method analysis"> mixed method analysis</a>, <a href="https://publications.waset.org/search?q=needs%20assessment." title=" needs assessment."> needs assessment.</a> </p> <a href="https://publications.waset.org/10013303/measuring-principal-and-teacher-cultural-competency-a-needs-assessment-of-three-proximate-prek-5-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013303/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013303/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013303/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013303/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013303/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013303/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013303/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013303/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013303/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013303/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013303.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1500</span> Cyber Victimization: School Experience of Malaysian Cyberbullied Teenagers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shireen%20Simon">Shireen Simon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Cyberbullying among schoolchildren and teenagers became a hot issue discussed by Malaysian society. Cyberbullying is a new age of bullying because it uses the modern digital technology intentionally to hurt and degrade someone in the cyber world. Cyberbullying is a problem affecting many teenagers as they embrace online communication and interaction whereby virtual world with no borders. By adopting a qualitative approach, this study has captured 8 cyberbullied victims’ school experience. Even years after leaving school, these 8 cyberbullied victims remember how it feels to be bullied in the cyber world. The principal investigator also tries to identify the possibility factors that contribute to cyberbullying among these 8 victims. The result shows that these victims were bullied differently in cyber world. This study not just primarily focuses on cyberbullying issues among schoolchildren and teenagers; it also addresses the motives and causes of cyberbullying. Lastly, this article will be served as guidance for school teachers, parents and teenagers to prepare to tackle cyberbullying together. Cyberbullying is no laughing matter in our community, and it is time to spread the seeds of peace inspires others to do the same.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cyberbullying" title="Cyberbullying">Cyberbullying</a>, <a href="https://publications.waset.org/search?q=cyber%20victimization" title=" cyber victimization"> cyber victimization</a>, <a href="https://publications.waset.org/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/search?q=school%20experience" title=" school experience"> school experience</a>, <a href="https://publications.waset.org/search?q=teenagers." title=" teenagers."> teenagers.</a> </p> <a href="https://publications.waset.org/10006848/cyber-victimization-school-experience-of-malaysian-cyberbullied-teenagers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006848/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006848/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006848/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006848/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006848/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006848/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006848/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006848/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006848/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006848/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3274</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1499</span> Ideal School of the Future from the Parents´ View: Quantitative Research of Faculty of Education of the University of Hradec Králové</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yveta%20Pohn%C4%9Btalov%C3%A1">Yveta Pohnětalová </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The topic of possible forms of future schools according to rapid changes of life in the 21st century has become to reach several economic and social prognoses. In our research, we have tried to find out what the future school form is according to pupils’ parent’s view. School is a part of life of each person and based on own experience there is a certain individual picture created about a possible look of future education. The aim of our quantitative research was to find out how parents of first grade primary school pupils see the ideal school of the future. The quantitative research realized at the Faculty of Education of the University of Hradec Králové (Czech Republic). By statistical analysis of gained data from 120 respondents, there have been several views of schools of future identified in terms of mission and also the way of education. But a common indicator according to addressed parents would be more focused on the overall personality development rather than the field practice which is related to a realistic idea that school of the future is not and will not be the only source of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Parents%E2%80%99%20approach" title="Parents’ approach">Parents’ approach</a>, <a href="https://publications.waset.org/search?q=school%20of%20the%20future" title=" school of the future"> school of the future</a>, <a href="https://publications.waset.org/search?q=survey" title=" survey"> survey</a>, <a href="https://publications.waset.org/search?q=ways%20of%20education." title=" ways of education."> ways of education.</a> </p> <a href="https://publications.waset.org/10005185/ideal-school-of-the-future-from-the-parents-view-quantitative-research-of-faculty-of-education-of-the-university-of-hradec-kralove" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005185/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005185/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005185/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005185/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005185/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005185/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005185/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005185/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005185/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005185/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1908</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1498</span> Understanding Barriers to Sports Participation as a Means of Achieving Sustainable Development in Michael Otedola College of Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Osifeko%20Olalekan%20Remigious">Osifeko Olalekan Remigious</a>, <a href="https://publications.waset.org/search?q=Osifeko%20Christiana%20Osikorede"> Osifeko Christiana Osikorede</a>, <a href="https://publications.waset.org/search?q=Folarin%20Bolanle%20Eunice"> Folarin Bolanle Eunice</a>, <a href="https://publications.waset.org/search?q=Olugbenga%20Adebola%20Shodiya"> Olugbenga Adebola Shodiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During these difficult economic times, nations are looking for ways to improve their finances, preserve the environment as well as the socio-political climate and educational institutions, which are needed to increase their economy and preserve their sustainable development. Sport is one of the ways through which sustainable development can be achieved. The purpose of this study was to examine and understanding barriers to participation in sport. A total of 1,025 students were purposively selected from five schools (School of Arts and Social Sciences, School of Languages, School of Education, School of Sciences and School of Vocational and Technical Education) in Michael Otedola College of Primary Education (MOCPED). A questionnaire, with a tested reliability coefficient of 0.71, was used for data collection. The collected data were subjected to the descriptive survey research design. The findings showed that sports facilities, funding and lecture schedules were significant barriers to sports participation. It was recommended that sports facilities be provided by the Lagos State government. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=MOCPED%20sports" title="MOCPED sports">MOCPED sports</a>, <a href="https://publications.waset.org/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/search?q=sports%20participation" title=" sports participation"> sports participation</a>, <a href="https://publications.waset.org/search?q=state%20government." title=" state government."> state government.</a> </p> <a href="https://publications.waset.org/10009623/understanding-barriers-to-sports-participation-as-a-means-of-achieving-sustainable-development-in-michael-otedola-college-of-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009623/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009623/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009623/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009623/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009623/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009623/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009623/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009623/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009623/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009623/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009623.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">818</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1497</span> The Importance of Compulsory Pre-School Education from the Parents’ Perspective in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Beata%20Horn%C3%ADckova">Beata Horníckova</a>, <a href="https://publications.waset.org/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study deals with the presentation of the results of quantitatively oriented research. The research was conducted as part of a questionnaire survey with the aim to find out what are the attitudes of parents to compulsory preschool education in the Czech Republic. This research presents results from the area of importance of compulsory pre-school education from the parents’ perspective. The research method was a questionnaire, which was distributed to respondents through an online platform. The research involved 107 parents, who answered a total of 36 questions that found out their attitudes to last year’s compulsory preschool attendance. The results show that compulsory pre-school attendance has increased the importance of pre-school education. However, the results also show that the compulsory last year of preschool education is not more important according to parents than in previous years. Most participants consider compulsory pre-school attendance to be important and are happy that their child attends it. The results reveal the fact that the introduction of compulsory pre-school attendance has contributed to the importance of parents’ perceptions of pre-primary education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/10012233/the-importance-of-compulsory-pre-school-education-from-the-parents-perspective-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012233/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012233/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012233/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012233/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012233/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012233/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012233/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012233/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012233/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012233/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">584</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1496</span> Open Source Implementation of M-Learning for Primary School in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Saipunidzam%20Mahamad">Saipunidzam Mahamad</a>, <a href="https://publications.waset.org/search?q=Mohammad%20Noor%20Ibrahim"> Mohammad Noor Ibrahim</a>, <a href="https://publications.waset.org/search?q=Mohamad%20Izzriq%20Ab%20Malek%20Foad"> Mohamad Izzriq Ab Malek Foad</a>, <a href="https://publications.waset.org/search?q=ShakirahMohd%20Taib"> ShakirahMohd Taib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the proliferation of the mobile device technologies, mobile learning can be used to complement and improve traditional learning problems. Both students and teachers need a proper and handy system to monitor and keep track the performance of the students. This paper presents an implementation of M-learning for primary school in Malaysia by using an open source technology. It focuses on learning mathematics using handheld devices for primary schools- students aged 11 and 12 years old. Main users for this system include students, teachers and the administrator. This application suggests a new mobile learning environment with mobile graph for tracking the students- progress and performance. The purpose of this system is not to replace traditional classroom but to complement the learning process. In a testing conducted, students who used this system performed better in their examination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=M-Learning" title="M-Learning">M-Learning</a>, <a href="https://publications.waset.org/search?q=Automated%20Mobile%20Graph." title=" Automated Mobile Graph."> Automated Mobile Graph.</a> </p> <a href="https://publications.waset.org/11083/open-source-implementation-of-m-learning-for-primary-school-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11083/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11083/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11083/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11083/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11083/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11083/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11083/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11083/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11083/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11083/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11083.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2455</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1495</span> Observations about the Principal Components Analysis and Data Clustering Techniques in the Study of Medical Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cristina%20G.%20Dasc%C3%A2lu">Cristina G. Dascâlu</a>, <a href="https://publications.waset.org/search?q=Corina%20Dima%20Cozma"> Corina Dima Cozma</a>, <a href="https://publications.waset.org/search?q=Elena%20Carmen%20Cotrutz"> Elena Carmen Cotrutz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The medical data statistical analysis often requires the using of some special techniques, because of the particularities of these data. The principal components analysis and the data clustering are two statistical methods for data mining very useful in the medical field, the first one as a method to decrease the number of studied parameters, and the second one as a method to analyze the connections between diagnosis and the data about the patient-s condition. In this paper we investigate the implications obtained from a specific data analysis technique: the data clustering preceded by a selection of the most relevant parameters, made using the principal components analysis. Our assumption was that, using the principal components analysis before data clustering - in order to select and to classify only the most relevant parameters – the accuracy of clustering is improved, but the practical results showed the opposite fact: the clustering accuracy decreases, with a percentage approximately equal with the percentage of information loss reported by the principal components analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Data%20clustering" title="Data clustering">Data clustering</a>, <a href="https://publications.waset.org/search?q=medical%20data" title=" medical data"> medical data</a>, <a href="https://publications.waset.org/search?q=principal%20components%0Aanalysis." title=" principal components analysis."> principal components analysis.</a> </p> <a 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