以《論語》作為小學道德教育教材合適性之探討

Background and Aim: Promotion of professional ethics of teachers is of particular importance for increasing the efficiency of the educational system. The purpose of this study was to determine the effect of hope on professional ethics with mediator role of happiness in primary school teachers. Materials and Methods: This descriptive - correlative research was conducted on 197 teachers of primary schools of Qaen city in academic year 2017-2018. Sampling was done randomly. Three standard questionnaires: Snyder's hope, professional ethics of C-Petty, and Ruhie Saatchi et al, were used to collect data. Data were analyzed using SPSS software version 18. Findings: The level of hopefulness of the participants was 5.39 ± 0.04, professional ethics with a mean of 4.46 ± 0.02 and happiness with a mean of 3.71 ± 032.0 was higher than the average. There was a meaningful relationship between the components of hope and happiness with the professional ethics of the teachers (P <0.01). 25% , 31% of changes of the variances of teachers' professional ethics and happiness was explained by hope. Also, the happiness was explained 38% of the variance changes in teachers' professional ethics. The happiness played a meditaor role in the relationship between hope and professional ethics of participants. Conclusion: Hope and happiness improve the professional ethics of the teachers. On the other hand, it provides hope for the promotion of morale. On the other hand, hopefulness provides the background for the promotion of happiness. Therefore, increasing hope and happiness in educational institutions can increase the professional ethics of teachers and increase the efficiency of the educational system. Please cite this article as: Gholampour M, Pourshafei H, Ghorani Sirjani S. The Effect of Hope on Professional Ethics with Mediator Role of Happiness in the Teachers of Primary Schools. Bioethics Journal 2018; 8(28): 57-68.

In the initial period of designing the curriculums for general education, enthusiastic perspectives were mainly considered. It was anticipated that life practice should be integrated into the curriculum design because it includes important realizations in life; however, incorporating educational philosophy should become one of the goals of life education in all school levels. Another concept focuses on ”searching for answers from history”. In the process of looking for serene settlement in life, this kind of ”listening to the meaning of the origin” not only leads us to recognize classical wisdom, but also provides us with a new perspective of reviewing the durability of the classical wisdom in the new era based on the variance of time concept.According to the texts of the analects of Confucius, the study aims to present a new perspective to the younger generation about life understanding and wisdom based on contemporary thought. Due to the significant impact of the analects of Confucius on Chinese society and culture, they possess a noble position in Chinese society and culture. Zhu Xi, a Confucian scholar once said that ”because Confucius was born, dark night would not continue through the ages”. Such influence resulted that upon reading and practicing the analects of Confucius, these two factors for readers could not be balanced. Some schools therefore satirized the Confucian scholars. The study consequently aims to review the discrepancy between the classical education in the ancient period and the present general education in colleges based on the important perspectives of general education. Varied solemnities and moral burdens in the analects of Confucius were compared with the commentaries given by the Confucian scholars in modern times. The researcher also categorized valorized capabilities collected from the analects of Confucius into three aspects, i.e., equality and respect for all lives; being not worthy to discuss the readers and the reading attitude of learning as much as possible. It is hoped that multiple conceptualization can be reviewed in the new era.Learning and reading the classical texts require new thoughts and understanding in a new time. In the process of continuing history and tradition, the key factor of reading classical texts is to preserve and pass along the essence, not only follow the tradition; exploring one's classical resources and giving them a new interpretation is the aim of this study.

Implementation von Förderung in der Grundschule: eine vierjährige Schulentwicklungsstudie zum Einsatz mathematischer Förderung im Anfangsunterricht der Grundschule

This paper sought to comparatively interrogate the extent of achievement of quantitativevis-à-vis Quality education in Kenya. It also critically appraised the effect of various resources on the quality of Primary school education in Kenya. Globally, basic knowledge is recognized as the cornerstone of any country with a stable economy. Bearing in mind the role played by school in development, the UN general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of the democratization of education on the quality of primary school education. The paper examined the role played by UNESCO in the democratization of education globally and Africa in particular. The paper further assessed prospects that have arisen in Kenya due to the universalization of education. It further examined the challenges of universalization of education. It, therefore, focused on the issue of quality education after the attainment of EFA and UPE. It also analyzed difficulties that arise due to the upsurge of enrolment in primary schools and how they affect quality education in Kenya. Particular attention was given to the crises in inputs and processes that affect the output of quality primary education. These crises were reflected in class size, teacher establishment, and physical resources that influence quality education. The paper adopted a document analysis method. The analysis was drawn from international and local legal instruments on quantitative and qualitative primary school education. A regional analysis of the necessary education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education were also examined. The interrogation would help the policy formulators formulate education policies and the legal framework, which would promote quantitative and qualitative primary school education. The policy implementers would understand and appreciate education policies. These are the policies within which they operate and provide effective leadership in management practices. The practices are crucial in the implementation of quality education at primary school.level. This paper is significant to the field of comparative and international education since it provides data on what the Kenyan government is doing in promoting the development of quantitative and qualitative primary education. The study suggested the actualization of education policy guidelines to promote quality education in primary schools school. Inefficiency has infiltrated primary schools due to inadequate resources. It was, therefore, recommended that the government should come up with a clear policy to redress inefficiency in primary schools to improve the quality of primary education. It was further suggested that proper structures be put in place to enable implementation for the achievement of quality primary education. It was also recommended that the government of Kenya should consider allocating at least 25 percent of the national budget. Article visualizations:

This study explored the experiences of primary school teachers who sought support with managing challenging behaviour in the classroom. Its aim was to consider how best to support teachers who encounter difficulties occasioned by ‘behaviour that challenges’ in the classroom. The approach taken was to gain teachers’ perspectives on their needs in this situation, which is then considered in light of a cross-section of recent educational psychology research in this area. In this study, the experiences of the teachers involved are considered from an eco-systemic perspective, following similar approaches advocated by Cooper and Upton (1990) and Miller (2003). Here this is achieved through considering the follow interacting levels of influence that could impact a teacher in this position: their internal thoughts and feelings when dealing with the behaviour, the systems in place at school to support them, and finally the effectiveness of the support provided by the educational psychologist from their perspective. Adopting a mixed-methods design, a purposeful sample of 11 primary school teachers responded anonymously to an online survey about their experiences of supporting a child with social, emotional and behavioural difficulties (SEBD), defined here as “challenging behaviour”. The survey also inquired the teachers’ experiences of seeking support at school with behaviour concerns, and ultimately working with an educational psychologist. A further 6 primary school teachers participated in semi-structured interviews about their experiences, providing more in-depth insights. Their views were then analysed using thematic analysis. The findings were considered in terms of their internal thoughts and feelings, the level of perceived support at school, and the impact of working with an educational psychologist in helping them to feel supported. The purpose of this study is add to the discussion around best practice for educational psychologists in working with schools around behaviour concerns, taking into account the multiple possible levels at which assessment and intervention can meaningfully take place. It also considers what role, if any, educational psychologists can contribute to teachers’ wellbeing.

The main purpose of this thesis was to investigate teacher perceptions' about Cyber Safety education in primary classrooms of Victoria. The study utilised an online discussion forum and website to promote collaboration between primary school teachers. The aim of the project was to bring like-minded professionals together in an online environment. This community of practice formed a place for professionals to collaborate and improve their Cyber Safety knowledge. The study was important as children are starting to access the Internet at an earlier age. In addition many schools are now utilising new technology such as mobile devices. As a consequence, young children are easily able to access the Internet and are more socially connected than ever before. The need for education and investigations into primary school teachers' thoughts about teaching Cyber Safety then becomes apparent. The study involved participants from primary schools who wrote online posts about their experiences in teaching Cyber Safety in their classrooms. Post study, participants indicated that their knowledge of Cyber Safety had increased, and that being able to collaborate was beneficial. Participants also identified that there were times when they did not consider teaching Cyber Safety awareness to their students despite accessing the Internet. Factors such as being time poor and having unreliable technology impacted on the study.

PurposeThere is little research into how teachers think about and teach creative writing and its redrafting and how this might differ depending upon the age of the pupils being taught. This paper aims to compare the creative writing conceptualisations and practices of primary school teachers (5–11-year olds) and secondary school teachers (11–18-year-olds) in England through a qualitative survey. This comparison enables to think about the influence of policy on creative writing in primary and secondary schools as well as what professional development could look like for these teachers to improve the teaching of creative writing.Design/methodology/approachA qualitative survey exploring the creative writing and redrafting pedagogies and conceptualisations was responded to by primary school teachers (n = 18) and secondary school teachers (n = 19). Taking an ecological view of creative writing and teacher identity, the authors undertake a comparative analysis of the survey data using the 5A’s theory of creativity (Glaveanu, 2013) and a view of professional identity existing within “landscapes of practice” (Wenger-Trayner, Wenger-Trayner, 2015). This enables to illuminate how and why creative writing is contextually afforded, or otherwise, in primary and secondary landscapes of practice.FindingsThis analysis demonstrates how the redrafting of creative writing is marginalised in both landscapes of practice and how redrafting is largely conceptualised as a technical rather than critical or creative action. The authors show how teachers, particularly in primary school, aim for their pupils to produce “products” rather than engaging in the “process” of creative writing. This analysis also shows that whilst creative writing is overall more marginalised in the secondary school landscape, it is often taught through process approaches. In both landscapes of practice, the re-drafting of creative writing is largely taught through product approaches.Research limitations/implicationsThis research is potentially skewed by the fact that we recruited our participants through networks relating the teaching of English, including creative writing. What is worrying about this limitation, however, is that the picture of creative writing in schools in England probably leans more to a product approach than the picture this research has uncovered.Practical implicationsProfessional development for teachers in both landscapes is needed in relation to pedagogical actions for creative writing and its redrafting. Some of the key differences we have outlined in conceptualisations and practices between primary and secondary schools landscapes, notably the overuse of product-based teaching actions in primary landscapes, and some of the differences we have outlined within discrete landscapes of practice, notably how some primary school teachers feel more confident to challenge the product-based approach, with one conceptualising redrafting as “creative”, indicate that professional development should involve teachers working across schools.Social implicationsPolicy needs to be reformed to move away from the technicist view of creative writing held in both landscapes of practice. Linked to this, the way creative writing is assessed as a product in secondary schools needs to change – the re-introduction of portfolio-based coursework (Bishop, 1990) would provide the affordance of redrafting as an action central to creative writing processes.Originality/valueTo the best of the authors’ knowledge, this is a rare piece of research which compares primary and secondary school teachers’ approaches to teaching creative writing. It shows that primary school teachers can be formulaic in the way they teach creative writing, using product approaches. However, in secondary schools the picture is different: teachers, particularly those, who are writers themselves, give students more agency in redrafting and shaping their writing. This indicates how professional development should involve primary and secondary school teachers in dialogue with one another to cross boundaries of practice.

This research utilizes a descriptive method. The study was designed as a research survey that is explaining the phenomenon (explanatory) the presence or absence of influence between two or more variables and how the level of its impacts. The aims of this study is to analyze the impacts of supervision, education, training, and teachers participation in working teachers group to improve the professional of teachers for Primary School in Jakarta Conference. Total populations in this study are 102 people. The numbers of sample are 102 respondents which determine by purposive sampling method. The collection of data is done by distributing questionnaires that have been tested for validity and reliability to the respondents. Analysis and interpretation of data using Product Moment Correlation and multiple linear regressions, where X1 refers to the variable supervision, X2 refers to education, X3 refers to the variable training, and X4 refers to variable teachers participation in teachers working group, and Y is variable of the improvement the professional of teachers. The research results show that: (1) supervision in partially evaluation having significantly affect the professional primary school teachers in Adventists School Jakarta was 21.7%; (2) Education and training in partial having influence not significantly to professional primary school teachers which amounting to 2,2 %; (3) Participation in the teachers working group (KKG) in partial having significant impact on professional teacher primary schools in school Adventists the capital amounting to 12.3 %. (4) Supervision, education and training, and participation of teachers in the working group teachers (KKG) simultaneously having significant impact on professional teacher primary schools in school Adventists the capital amounting to 23.7 %.

Araştırmanın amacı, ilkokul ve ortaokul öğretmenlerinin örgütsel dışlanma ve örgütsel uyum algıları arasında anlamlı bir ilişkinin olup olmadığını ortaya koymaktır. Çalışmanın evrenini Bartın kent merkezinde yer alan 11’i ilkokul, 10’u ortaokul olmak üzere toplam 21 okul oluşturmaktadır. Evrendeki 21 okulun tamamına ulaşılmıştır. Araştırmanın örneklemi uygun örnekleme yöntemi ile ulaşılan 237 öğretmen oluşturmaktadır. Bu araştırma, tarama modelindedir. Tarama modeli nicel araştırma yöntemlerinden biridir. Tarama modeli var olan durumu olduğu gibi belirlemeye çalışan bir yöntemdir. Araştırmada ilkokul ve ortaokul öğretmenlerinin örgütsel dışlanma ve örgütsel uyum algıları arasındaki ilişki araştırıldığı için ilişkisel tarama modeli kullanılmıştır. Araştırmanın sonuçlarına göre; ilkokul öğretmenlerinin örgütsel dışlanma algılarının “çok düşük” düzeyde olduğu; örgütsel uyum düzeylerinin “yüksek” olduğu belirlenmiştir. Araştırma sonucunda ortaokul öğretmenlerinin örgütsel dışlanma algılarının “çok düşük” düzeyde olduğu; örgütsel uyum düzeylerinin “yüksek” olduğu belirlenmiştir. Araştırmada ilkokul öğretmenlerinin görüşlerine göre örgütsel dışlanma ve örgütsel uyum arasında negatif yönlü, orta düzeyde ve istatistiksel olarak anlamlı bir ilişki olduğu belirlenmiştir (R=-,394; p&amp;lt;0,050). Ortaokul öğretmenlerinin görüşlerine göre; örgütsel dışlanma ve örgütsel uyum algıları arasında negatif yönlü, düşük düzeyde ve istatistiksel olarak anlamlı bir ilişki olduğu belirlenmiştir (R=-,202; p&amp;lt;0,050).

Against the backdrop of the deep integration of digital transformation in education and the Rural Revitalization Strategy, digital technologies are playing an increasingly important role in rural primary school education. By breaking geographical barriers to educational resources, adapting to students' individual differences, building professional development platforms for teachers, and innovating teaching evaluation mechanisms, digital technologies provide a new multi-dimensional and collaborative approach to Chinese language teaching in rural primary schools. This approach effectively responds to long-standing problems, including insufficient educational resources, a weak teaching faculty, and rigid teaching methods. Based on the current development status of rural education and the characteristics of Chinese language teaching in primary schools, and combined with the application practices of digital technologies in the field of education, this paper analyzes the practical value and core advantages of digital empowerment for Chinese language teaching in rural primary schools. It constructs optimization paths from four dimensions, namely resource supply, teaching implementation, teacher development and evaluation system, and puts forward targeted innovative strategies, aiming to provide practical references for promoting the high-quality development of Chinese language teaching in rural primary schools and advancing educational equity.

The research was carried out to find out primary school teachers’ educational value judgement in regards to teaching process and to understand differences in their values and its effect on their teaching and on their school. The survey was a qualitative type and direct interview method was used to collecting the data. Interview form which built up by the researchers was used as data collection tool. During the development of the interview schedule, firstly literature was reviewed, expert advice and opinion were obtained, pilot study were administered, and the final form of the interview schedule was given following advisory consultations. The survey was carried out within 2007-2008 educational year, with the participation of 40 educationists. Data has been subjected to the content analysis. The results of research demonstrated that teachers have different value judgements in terms of education processes and this diversity was caused conflicts between teachers at times. At the same time different value judgements in terms of discipline and evaluation of students was caused negative effects over students. Further research aimed at a more detailed evaluation of this data will be beneficial. Key words: Value in education, value judgement, teacher, principals.

This paper presents a way to use Moodle platform as an additional method in the university course «Games and intercultural competencies in the kindergarten». The results presented are from a test done online by students from the specialties «Preschool Education and Foreign Language Teaching» and «Preschool and Primary School Education», Faculty of Preschool and Primary School Education, St. Kliment Ohridski University of So a. The test requires the de nition of the terms «culture», «interculturality» and «multiculturality» and the derived results serve as a starting point for the organisation of the educational process of these lecture topics. The electronic course on Moodle has been developed and approbated within project BG051PO001-3.3.06 – 0045 «Capacity development of specialists, postdoctoral and young scientists for teaching university disciplines in and on foreign languages using contemporary methodology and ICT». This article is one of the results of the project. The paper is also included in the nal report of the project.

This article examines the influence of gender and type of school on job performance among school teachers. The first aim of this study was to examine the differences between men and women teachers with respect to their job performance, and the second aim was to examine the influence of gender and type of school on job performance of teachers in primary schools. A total of 437 primary school teachers were selected from primary schools in Mysore city, India. The instrument used to measure the Job Performance was Job Performance Questionnaire adapted and translated by researcher (originally constructed by Shokrkon and Arshadi in 1990 in Persian). Data analysis was done using descriptive statistics, independent t-test and two-way ANOVA. The results revealed that male teachers significantly scored high on job performance than female teachers. Further, it was found that school type had significant influence over job performance, where teachers working private schools had higher scores compared to teachers working in government schools.

Indonesian government is currently through a tough moment where corruption has been massive. One of the long-term solutions of this practice is the implementation of character education from early ages. The purpose of this research was to find out the importance of character education in the fight against corruption for primary school students. The study was part of a research and development study aiming to design a model for integrating character education in integrated thematic learning in primary schools. We used semi-structure interviews to get data from eight participants who were Indonesian teachers of primary schools about the issue. This case study was analyzed through a thematic analysis. The findings show that character education is important for tackling corruption behaviors from early ages, shaping students’ mind towards the danger of corruption, producing excellent students with a good moral and behavior, and influencing teachers’ perception towards corruption. Recommendations are offered for Indonesian education betterment.

While English has been the primary foreign language to learn in junior high schools and high schools in Japan, it was introduced to elementary schools as an ”optional activity” in 2002. According to the Japanese Ministry of Education, ”MEXT,” about 97.1 percent of elementary schools throughout Japan engaged in some kind of ”English activity” with an average of 15.9 hours per year (for 6th graders) in 2007. Although these figures may indicate an increase in interest in teaching English at elementary school level, additional data suggest serious concerns among elementary school teachers. One of the main sources of the concerns is the fact that most English activities are taught by homeroom teachers who do not hold any formal teaching credentials in English. However, the MEXT has announced that English will become a ”mandatory activity,” not an academic subject. in elementary schools in 2011, which may trigger more problematic situations. This paper addresses the issues related to the implementation of elementary school English in Japan from the following perspectives: (1) Role and relevance of English in an Asian context, (2) Importance of coherent education from elementary to tertiary level, (3) Brief history and current status of elementary school English in Japan, (4) Professional competencies for elementary school English: pedagogical competency and English ability. Although English is recognized as the most widely used language of international communication, there has been no consensus of opinion about the purpose and goal of English education at elementary school level yet in Japan. In principle, teacher training and induction will not be offered to elementary homeroom teachers. In addition, the requirements for teachers of elementary school English have not yet been clarified by the MEXT. Main findings of the survey with 600 elementary school teachers, conducted in 2006 and 2007, and suggestions for designing of elementary school curriculum, teaching materials, and teacher education will also be discussed for further research.