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The gender-sensitive analysis of influencing factors on mathematical performance of primary school pupils can yield valuable insights into facilitating this vital phase of pupils' educational trajectory. We view gender-sensitive mathematical performance in primary school based on works of Niklas (Psychologie in Erziehung und Unterricht, 62, 106, 2015) and Luttenberger et al. (Psychology Research and Behavior Management, 11, 311–322, 2018). All elements of their models can be assigned to structural traits of origin, home learning environment, interacting variables, and mathematics performance. These are presented and described in terms of gender. In our four-year long longitudinal study (n = 239) with four measurement points in primary school, the interplay and predictive power of these elements were analysed with structural equation model. Among the structural traits of origin, socio-economic status and migration background are relevant concerning precursor skills. The home learning environment is not relevant for precursor skills or later mathematics performance. The precursor skills and self-concept appear to be significant for mathematics performance whereas enjoyment of the subject does not matter. Gender affected only two measuring points of mathematics performance, so that the results support the gender similarity hypothesis according to Hyde (The American psychologist, 60, 581–592, 2005.) According to our study, school entry is not shaped by gender differences in social background, affective characteristics, or precursor skills. The results emphasize gender equality at the start of school, so that it is of interest for future studies to determine when and on the basis of which criteria performance differences develop in mathematics. [ABSTRACT FROM AUTHOR]

This research investigated the application of team building in the context of social studies learning for elementary school students, focusing on developing their social skills. In addition, the research aimed to examine teachers' perspectives in implementing team-building activities to improve the social skills of elementary school children. Participants in this study consisted of forty-seven fourth-grade students and five teachers who specialize in social education from an elementary school in East Java. The experimental group consisted of twenty-three students (12 male and 11 female), while the control group consisted of twenty-four students (12 male and 12 female). A mixed methods approach was used, which combined quantitative and qualitative methods to obtain a more comprehensive understanding of the efficacy of team building in improving social skills in elementary school students. Research findings indicated that incorporating teambuilding activities into social studies classes contributes positively to the development of students' social skills. Interview results underscored the significant positive impact of integrating team-building activities into the education of fourth-grade students, explaining their improved social skills and character development. The results of this research contributed to designing more effective learning methods for developing social skills and laid the foundation for developing a more holistic primary education curriculum. [ABSTRACT FROM AUTHOR]

The aim of the current research is to identify the relationship between emotional organization and verbal fluency in primary school students with reading difficulties, using a comparative correlational descriptive approach. The main objectives of the research are to determine the relationship between emotional organization and verbal fluency, and the differences between males and females in the research variables. The research community consisted of students from three primary schools in Beni Suef: Omar ibn Abdel Aziz School, Shajarat Al-Durr School, and AlIman School. The research was conducted on a sample of 80 students with reading difficulties at the primary level, aged between 9 and 12 years with an average age of 11.17 years and a standard deviation of 0.64. Of the sample, 49 were male and 31 were female, with intelligence quotient scores ranging from 90 to 110. The research results revealed a statistically significant positive correlation between parental treatment methods and emotional organization, as well as a statistically significant correlation between emotional organization and verbal fluency in primary school students with reading difficulties. The results also indicated statistically significant differences in emotional organization between males and females, in favor of females, and in verbal fluency between males and females, also in favor of females. Therefore, it was demonstrated that the level of emotional organization predicts the level of verbal fluency in primary school students with reading difficulties. [ABSTRACT FROM AUTHOR]

The main purpose of current study was to investigate the relationship between teachers’ attitude towards technology and digital communication skills at primary level. Present study was correlational in nature. Population of present study was comprised of all the teachers who were working in primary schools in city Sheikhupura. The sample size was comprised of 390 male and 324 female primary school teachers. Two survey questionnaires were adapted as instruments to collect data. The reliability of the instruments was .722 and .885 respectively. Data were analysed using inferential statistics. Research findings revealed a significant positive strong relationship between the teachers’ attitude towards technology and digital communication skills. There was no significant difference between primary school teachers’ attitude towards technology and digital communication skills at primary school level based on their gender and locality. Findings of the study recommended the vital role technology plays in fostering effective communication within the educational environment. [ABSTRACT FROM AUTHOR]

Copyright of JMD: Journal für Mathematik-Didaktik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education is a constantly evolving field that encompasses various approaches to teaching and learning. In our paper, we focused on qualitative research conducted with future primary level teachers using a STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. The research involved classroom observation, analysis of the student work, and obtaining interpretations from the students via report protocols and focused interviews. We examined the students' learning and problem-solving strategies within STEAM-based activities as well as their perspectives on its use in primary education. Students participated in the research activity in two stages. In the first stage, further referred to as Activity 1, they followed a predetermined algorithm, instructions to construct an electronic device. The instructions for this device were developed to serve as a resource for primary education and to prepare the students for the second stage. In the second stage, further known as Activity 2, the students were tasked with creating a new electronic device together with providing the instructions. The new device was required to have a practical application. Following the completion of these activities, we collected and analyzed the procedural reflections and didactic interpretations from students. Within these interpretations, we also sought their opinions on how STEAM projects like these could help develop various aspects of STEAM competencies in children such as technical skills and knowledge, algorithmic thinking, and device architecture as well as mathematical and scientific thinking. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to investigate the policy-making processes for online education at the primary level, focusing on the objectives, content, strategies, resources, and assessment practices. It aimed to identify the challenges and opportunities within these policies to enhance the effectiveness of online education. Methodology: This cross-sectional survey study involved 384 educators, administrators, and policymakers in the primary education sector. Data were collected via a researcher-made questionnaire to gather comprehensive insights into the participants' perceptions of online education policies. The questionnaire was validated through a pilot study, and data analysis was conducted using SPSS and SMART-PLS for quantitative responses and thematic analysis for qualitative responses. Confirmatory factor analysis and Cronbach's alpha coefficients were utilized to assess the reliability and validity of the constructs within the questionnaire. Findings: The findings revealed a general consensus on the importance of clearly defined objectives, engaging content, and effective strategies for the successful implementation of online education policies. Challenges identified include the need for better technology infrastructure, financial resources, and professional development for educators. The analysis also highlighted the significance of affective and psychomotor domains in online education, which are often overlooked in policy making. Participants expressed a desire for more innovative and interactive online learning environments to enhance student engagement and learning outcomes. Conclusion: The study concludes that while there are significant opportunities to enhance the quality and effectiveness of online education through policy improvements, there are also considerable challenges that need to be addressed. These include the integration of affective and psychomotor learning goals, the development of comprehensive support systems for educators, and the improvement of technology and financial infrastructures. Policymakers and educators must work collaboratively to refine online education policies, ensuring they are inclusive, effective, and capable of meeting the diverse needs of primary education students. [ABSTRACT FROM AUTHOR]

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The objective of this qualitative study was to evaluate the level of academic integrity in the provision and utilization of classroom resources and flow of the teaching-learning process for children with vision impairment (CWVI) at primary level. Design/Methodology/Approach: Non-participant classroom observations were conducted. Eight special education institutions working in various districts of Punjab were randomly selected. A self-developed, field experts validated classroom observation checklist was applied to conduct the classroom observations. All observations were carried out personally by the principal author. Researchers analyzed the data by descriptive statistics percentages of observed indicators for academic integrity. After that, a thematic analysis was carried out. Findings: The study showed that most observed classes had satisfactory classroom arrangement, teacher competence and classroom illumination. However, many observed classrooms were found with inadequate classroom arrangements and disturbing physical environment. There is a severe lack about effective use of need-based equipment, assistive aids, low-vision devices, lesson plans, student portfolios and any record of Students’ previous performance. Implications/Originality/Value: The study suggested that special education institutions should make all lacking facilities available. Refresher courses should be provided to teachers to improve their personality and teaching skills. The presence of Students’ portfolios and lesson plans should be assured.

Introduction/Objective. The purpose of the article is to analyze the efficiency of primary health care centers (PHCCs) in the city of Belgrade, using key performance indicators (KPIs). The main objective is to present the potentiality of the application of KPIs for improving primary health care services, in order to increase efficiency. Methods. As a tool for measuring the efficiency of PHCCs in Belgrade, this article defines a set of KPIs. Based on defined KPIs, a comparative analysis of PHCCs’ efficiency is conducted. Results. According to the values of the overall average efficiency rating according to all observed KPIs, the best-rated, i.e., the most efficient PHCC in Belgrade is Rakovica, and the lowest, i.e., the least efficient is the PHCC Zvezdara. It was noticed that the PHCCs Novi Beograd and Vračar are among the least efficient. Conclusion. The efficiency of primary health care can be measured by applying KPIs, and the observed results can be used as a basis for increasing the efficiency of health care services in the PHCCs in Belgrade. Based on the results, recommendations to PHCCs to improve the efficiency of health care services are: appropriate distribution of patients to selected physicians, measuring patient satisfaction, improving internal processes by engaging professional managers, increasing the ability and opportunities to apply new technologies and new knowledge, increasing the accuracy of the data used for detailed analyzes, motivate physicians to raise the level of awareness of their patients about the importance of preventive examinations.

Societies are empowering individuals with the skills and knowledge needed to thrive in the 21st century and contribute to a more sustainable, equitable, and prosperous future. The need for Science, Technology, Engineering, and Mathematics; STEM education is a multifaceted concept that plays an important role in preparing students in a complex and technology-driven world. Despite numerous benefits, certain obstacles exist that impede its effective implementation and widespread adaptation. The current qualitative research was structured to explore the obstacles faced by teachers in implementing STEM education in Kasur, Punjab-Pakistan. The authors conducted an interview protocol from randomly selected 20 teachers working in public sector schools. The results of the thematic analysis confirm that the struggle to implement STEM education schools' councils' poor involvement, low availability of computers and internet, lack of teachers' training, poor application of innovative teaching methods, deficiency of science teachers, non-availability of STEM curriculum, administration constraints, availability of funds and laboratories were the main hurdles faced by teachers in implementing STEM education. It is recommended based on the findings that the School Education Department; SED hires science teachers, establishes laboratories, conducts teachers' training, and invests a handsome amount to fulfill the deficiency of STEM hurdles, a cause for concern. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between the leadership styles of head teachers of the school and the motivational level of the school teachers working under their supervision. Research question set for this study was to know about the leadership style of all the heads; motivational level of the teachers and the relationship between the two study's variables. Data were collected from the sample group including primary school teachers and head teachers in District Nowshehra. Using structured questionnaires, data were collected from primary school teachers as part of a quantitative survey approach. The findings of the study provided some insights into the perspectives that educators have towards academic leadership and the effects that it has on their motivation. The results showed that head teachers' have a variety of leadership behaviors and practices, including the promotion of constructive relationships, the participation of teachers in decision-making, and the utilization of technology for the purpose of communication. Further, there is an emphasis placed on maintaining strong relationships among staff members, there is room for additional improvement in the level of participation of instructors in decision-making. In addition, there was a lack of uniformity in how the assistance and direction provided by school administrators in the improvement of instructional methods were interpreted by their subordinates. The research shed light on the favorable connections that exist between leadership skills and the motivation of teachers. According to the findings, effective leadership techniques have the potential to increase teacher engagement, which in turn improves the outcomes of student learning. [ABSTRACT FROM AUTHOR]

This study examines the impacts of teaching strategies on the academic performance of primary school students in Tehsil Khadukhel District Buner. The study's objectives are to identify effective teaching strategies for promoting student achievement, examine the effectiveness of different strategies for diverse student populations, and determine the support teachers need to implement evidence-based teaching practices. The methodology involves collecting data from a sample size of 50 teachers and 150 students using questionnaires. The study will use a modest casual selection method, and the model scope will be strong-minded using the Krejci and Morgan table. The results will be investigated using expressive statistics and illative figures. The discoveries of this study are expected to contribute to the existing figure of information on the effectiveness of different teaching strategies in promoting academic achievement among primary school students. The study's conclusion will highlight the importance of providing teachers with ongoing specialized progress occasions and resources near support evidence-based teaching practices. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sports Creativity is the property of Journal of Sports Creativity and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Primary school (i.e., Kindergarten to Grade 3) educators typically support students' social and emotional learning (SEL) through targeted lessons delivered in the classroom; however, integrating SEL strategies into other subject areas both within and outside the classroom context can expand their ability to support students' SEL. Research suggests that outdoor learning (OL) can help promote students' social and emotional development. Thus, this study explored qualitative data generated through focus group interviews with 36 Canadian primary school educators who implemented OL to understand their perspectives on the benefits of OL for primary school students, including whether SEL promotion was perceived as a key benefit. Most of the themes generated through thematic analysis pertained to students' social and emotional development and aligned with SEL competencies defined in a dominant SEL framework. One overarching theme suggested that educators perceived the emergent, unstructured nature of OL as driving the SEL-related benefits. Findings suggest that educators can leverage the OL context to help integrate SEL more deeply into their teaching practice. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sports Creativity is the property of Journal of Sports Creativity and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to examine whether a computational thinking (CT) intervention related to a) number knowledge and arithmetic b) algebra, and c) geometry impacts students’ learning performance in primary schools. To this end, a quasi-experimental, nonequivalent group design was employed, with 61 students assigned to the experimental group and 47 students to the control group (n = 108). The experimental group comprised students in primary school who were to be followed across the second and third grades. The experimental group underwent work with digital CT activities, while the control group did not receive such interventions. A one-way analysis of variance (ANOVA) was performed on the data gathered to assess the ability differences between students from the experimental and control groups. The pre-and post-test results revealed that the experimental group’s performance was significantly better than the control group’s performance for the content areas involving CT activities.

Education is a constantly evolving field that encompasses various approaches to teaching and learning. In our paper, we focused on qualitative research conducted with future primary level teachers using a STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. The research involved classroom observation, analysis of the student work, and obtaining interpretations from the students via report protocols and focused interviews. We examined the students’ learning and problem-solving strategies within STEAM-based activities as well as their perspectives on its use in primary education. Students participated in the research activity in two stages. In the first stage, further referred to as Activity 1, they followed a predetermined algorithm, instructions to construct an electronic device. The instructions for this device were developed to serve as a resource for primary education and to prepare the students for the second stage. In the second stage, further known as Activity 2, the students were tasked with creating a new electronic device together with providing the instructions. The new device was required to have a practical application. Following the completion of these activities, we collected and analyzed the procedural reflections and didactic interpretations from students. Within these interpretations, we also sought their opinions on how STEAM projects like these could help develop various aspects of STEAM competencies in children such as technical skills and knowledge, algorithmic thinking, and device architecture as well as mathematical and scientific thinking.

The purpose of this study was to find out the impact of positive reinforcement in classrooms at the Primary level. The study aimed to investigate the teachers' practices of reinforcement strategies and their impact on students' performance. A qualitative research method was used for this study and data were collected over the period of 45 days by observation method in two public schools of Lahore. Four teachers were observed for 6 days per week for at least 30 minutes. Positive reinforcement behaviour of teachers was observed. An observation protocol was developed comprising of indicators of positive reinforcement. Observation sheet was consisted of indicators along with the frequency. Indicators were framed under Skinner's reinforcement theory Likewise students of respective teachers were observed and field notes were recorded on paper. The findings of the research indicate that teachers use positive reinforcement as a part of their teaching-learning activities that are very basic in nature. Positive reinforcement enhances students' confidence and concentration on lesson. Whereas teachers' main focus remains mostly on specific students, the impact remains significant on low achievers and back benchers. It is concluded that teachers should use various. [ABSTRACT FROM AUTHOR]

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this investigation was to assess the effects of blended teaching method on Mathematics performance of 3rd grade learners at primary educational level. A quasi-experimental design of study was formulated to conduct this study. The convenient technique of sampling was employed to collect the required data as one of the researcher was working in the school from which data was collected. The population comprised of 53 3rd grade learners. The sample was separated into two groups. One group named as experimental group (n=28) and other group as a control group (n=25). The pretest and posttest tools were employed to collect the data. The SPSS was employed for the analysis of collected data. The results were significantly different for control and experimental groups in Mathematics performance of students at grade three. The results were supporting blended teaching method that had positive effect on the Mathematics performance for both male and female students of grade three. The effect size was 1.6043 in favor of blended teaching method than that of traditional teaching method. The study also recommended to use the blended teaching method in other science course beside mathematics to find its effectiveness.

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the early years of formal education, young students develop a number of formative academic, motor, behavioral, and socioemotional skills that lay the foundation for future learning. Since student mental health in the early grades predicts academic achievement in later grades, mental health interventions are essential at the primary school level. Not only are teachers expected to provide academic instruction, they are now involved in providing students with mental health services, despite a lack of training to do so. The current study sought to gather the perspectives of 38 primary-level educators to gain understanding about mental health knowledge, current approaches to mitigating mental health challenges, and barriers that prevent them from successfully addressing student mental health issues. Using thematic analysis, three themes developed: (1) Educators indicate supporting primary students' mental health is within their role; (2) Systems-level constraints prevent effective mental health supports; and (3) Staff desire increased mental health resources. Implications for educators and practice are discussed. [ABSTRACT FROM AUTHOR]

This study replicates Matei and Ciasca's (2015) article about teachers' perceptions concerning assignments. The purpose of this study is to examine the similarities and differences between the opinions of Math and Romanian primary teachers and primary English teachers, and the main aim of this study is to determine if teachers in this study would focus solely on the efficacy of homework and neglect its negative side as did the teachers in the original study. The data were collected using the original study questionnaire with some slight adaptations. The participants were 71 primary English teachers in Turkey. After the data was collected and analyzed, the results indicated a significant number of similarities between the teachers' opinions. It was revealed that most teachers have positive perceptions about homework, but compared to the original study, the opinions about homework efficacy and students' achievement varied and were different. Teachers in the present study have shown some disagreement and did not fully disregard the negative aspects of the assignment. In light of these findings, it was disclosed that teachers in both studies support parents' guidance, daily homework and the use of projects as a supplement. The noticeable difference between the two groups was that teachers in this study were more open to using projects and pair-work assignments. [ABSTRACT FROM AUTHOR]

This study aimed to examine whether a computational thinking (CT) intervention related to a) number knowledge and arithmetic b) algebra, and c) geometry impacts students' learning performance in primary schools. To this end, a quasi-experimental, nonequivalent group design was employed, with 61 students assigned to the experimental group and 47 students to the control group (n = 108). The experimental group comprised students in primary school who were to be followed across the second and third grades. The experimental group underwent work with digital CT activities, while the control group did not receive such interventions. A one-way analysis of variance (ANOVA) was performed on the data gathered to assess the ability differences between students from the experimental and control groups. The pre-and post-test results revealed that the experimental group's performance was significantly better than the control group's performance for the content areas involving CT activities. [ABSTRACT FROM AUTHOR]

The article analyzes how and why the Malvinas conflict and war were included between 1993 and 2020 as school content in the Buenos Aires Curricular Designs in the area of ​​Social Sciences at the primary level. In this regard, some questions: What changes and/or continuities can be identified in this period? What place did the teaching and commemoration of the subject occupy? What articulations are observed between these two knowledge transmission practices in curricular prescriptions? From questioning stories it was possible to notice how said content is progressively silenced in document stories until it disappears completely. Assuming that the curriculum functions as a regulator of teaching pedagogical practices, this omission reinforces, at least from the normative frameworks, the transmission of the subject according to the senses and the practices that drive the commemoration during the anniversary of April 2 instituted in the school calendar.

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A study was conducted to examine parental involvement's effects on primary school students' academic performance. The objectives were; to determine the effects of parental involvement on primary school student's academic performance in District Sheikhupura; to compare academic achievements between girls and boys at the primary level; to find out which type of parental involvement most effect on student's academic achievement. The nature was descriptive comparative study. The study population was enrolled in all public primary schools (girls and boys) in district Sheikhpura. The sample consisted of 800 primary school students (girls and boys). There were 24 public schools in total; of which 400 were girls and 400 were boys' students. Thirty-three students from each school were randomly selected. The 5-point Likert scale was developed. Based on the item analysis, 20 items were selected. The reliability of Cronbach's alpha was measured to be (r=0.862). There were six types of parental involvement. Research questions were analyzed using different analytical techniques such as percentages, frequencies, and means, standard deviations, and independent-samples t-tests. A regression analysis of the effect of parental involvement on academic performance showed that the first, second, and sixth categories of parental involvement (parenting, communication, and collaboration) had a significant impact on academic performance. On the other hand, there was no significant effect of parental involvement on third-, fourth-, and fifth-category (volunteering, home-study, and decision-making) on academic performance. The outcome shows that girls perform better in school than boys. [ABSTRACT FROM AUTHOR]

Background: Coronavirus diesease (COVID-19) led to increased demand on the Indian health system due to the pandemic as well as other communicable and non-communicable diseases. Guidance was thus issued by the Ministry of Health and Family Welfare (MoHFW), India, in April 2020 to maintain the delivery of essential health services. Objectives: To determine the extent of disruptions of essential healthcare services, identify associated factors, and establish pertinent correlations to address specific needs. Methods: The Mother and child tracking facilitation centre (MCTFC) conducted a telephonic survey with the front-line workers (FLWs) and beneficiaries in 21 Indian states. The sample size was determined using the infinite population sample size formula, and respondents were selected through a computer-generated random sequence technique. Data were quantitatively analysed using STATA-16. Descriptive univariate analysis was conducted using the Chi-square test. Findings: The majority of the essential health services were being satisfactorily delivered by FLWs (N = 1596; accredited social health activist (ASHA) = 798, auxiliary nurse midwife (ANM) = 798), where most of the beneficiaries (N = 1410; Pregnant Women = 708, Postnatal Women = 702) continued accessing services with minor issues concerning referral transport. FLWs reported issues in the provisioning of medicines (P = 0.000) for patients with non-communicable diseases and more ANMs than ASHAs reported it. FLWs commonly experienced challenges in extending services due to community resistance and unavailability of general health services at healthcare facilities, where a greater number of ASHAs faced it (P = 0.000). Both FLWs and beneficiaries (N = 3006; FLWs = 1596, beneficiaries = 1410) demonstrated appropriate COVID-19 knowledge and behavior. Conclusion: Although overwhelmed, the Indian health system performed satisfactorily well during pandemic in terms of essential health services.

The learning area of nutrition and consumption is strongly related to the principle of sustainability due to the possible multi-perspective approach. Achieving learners at the secondary level to build up an understanding of the complex issues involved and contribute to sustainable development it is essential to implement educational and awareness-raising processes already at the primary level. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to identify the educational values included in Arabic language curricula for primary school students in the Galilee region. During the academic year 2022/2021, the study population consisted of all Arabic language curricula in the primary educational level in the Galilee region. The study sample consisted of Arabic language curricula for fourth grade, school year 2021/2022. The researcher made a list of values consisting of (46) values classified into (8) major categories, which are as follows: (Moral values, mental values, belongingness values, social values, aesthetic values, practical values, health and environment, and recreational values). According to the findings, the field of mental values had the highest frequency, accounting for (233) frequencies and accounting for 20.65% of the overall frequency of total values, while the field of belonging values received the least frequency, reaching (59) frequencies and accounting for (5.23 %) of total frequencies. The researcher suggested re-balancing the values in the Arabic language curricula in terms of their distribution across the eight main value domains and their distribution to the curricula units, as well as paying attention to the process of including in the Arabic language curricula the various activities that contribute to the acquisition of values for students. [ABSTRACT FROM AUTHOR]

Background: Coronavirus diesease (COVID-19) led to increased demand on the Indian health system due to the pandemic as well as other communicable and non-communicable diseases. Guidance was thus issued by the Ministry of Health and Family Welfare (MoHFW), India, in April 2020 to maintain the delivery of essential health services. Objectives: To determine the extent of disruptions of essential healthcare services, identify associated factors, and establish pertinent correlations to address specific needs. Methods: The Mother and child tracking facilitation centre (MCTFC) conducted a telephonic survey with the front-line workers (FLWs) and beneficiaries in 21 Indian states. The sample size was determined using the infinite population sample size formula, and respondents were selected through a computer-generated random sequence technique. Data were quantitatively analysed using STATA-16. Descriptive univariate analysis was conducted using the Chi-square test. Findings: The majority of the essential health services were being satisfactorily delivered by FLWs (N = 1596; accredited social health activist (ASHA) = 798, auxiliary nurse midwife (ANM) = 798), where most of the beneficiaries (N = 1410; Pregnant Women = 708, Postnatal Women = 702) continued accessing services with minor issues concerning referral transport. FLWs reported issues in the provisioning of medicines (P = 0.000) for patients with non-communicable diseases and more ANMs than ASHAs reported it. FLWs commonly experienced challenges in extending services due to community resistance and unavailability of general health services at healthcare facilities, where a greater number of ASHAs faced it (P = 0.000). Both FLWs and beneficiaries (N = 3006; FLWs = 1596, beneficiaries = 1410) demonstrated appropriate COVID-19 knowledge and behavior. Conclusion: Although overwhelmed, the Indian health system performed satisfactorily well during pandemic in terms of essential health services. [ABSTRACT FROM AUTHOR]

Abstract Background Integration of health services might be an efficient strategy for managing multiple chronic conditions in sub-Saharan Africa, considering the scope of treatments and synergies in service delivery. Proven to promote compliance, integration may lead to increased economies-of-scale. However, evidence on the socio-economic consequences of integration for providers and patients is lacking. We assessed the clinical resource use, staff time, relative service efficiency and overall societal costs associated with integrating HIV, diabetes and hypertension services in single one-stop clinics where persons with one or more of these conditions were managed. Methods 2273 participants living with HIV infection, diabetes, or hypertension or combinations of these conditions were enrolled in 10 primary health facilities in Tanzania and Uganda and followed-up for up to 12 months. We collected data on resources used from all participants and on out-of-pocket costs in a sub-sample of 1531 participants, while a facility-level costing study was conducted at each facility. Health worker time per participant was assessed in a time-motion morbidity-stratified study among 228 participants. The mean health service cost per month and out-of-pocket costs per participant visit were calculated in 2020 US$ prices. Nested bootstrapping from these samples accounted for uncertainties. A data envelopment approach was used to benchmark the efficiency of the integrated services. Last, we estimated the budgetary consequences of integration, based on prevalence-based projections until 2025, for both country populations. Results Their average retention after 1 year service follow-up was 1911/2273 (84.1%). Five hundred and eighty-two of 2273 (25.6%) participants had two or all three chronic conditions and 1691/2273 (74.4%) had a single condition. During the study, 84/2239 (3.8%) participants acquired a second or third condition. The mean service costs per month of managing two conditions in a single participant were $39.11 (95% CI 33.99, 44.33), $32.18 (95% CI 30.35, 34.07) and $22.65 (95% CI 21.86, 23.43) for the combinations of HIV and diabetes and of HIV and hypertension, diabetes and hypertension, respectively. These costs were 34.4% (95% CI 17.9%, 41.9%) lower as compared to managing any two conditions separately in two different participants. The cost of managing an individual with all three conditions was 48.8% (95% CI 42.1%, 55.3%) lower as compared to managing these conditions separately. Out-of-pocket healthcare expenditure per participant per visit was $7.33 (95% CI 3.70, 15.86). This constituted 23.4% (95% CI 9.9, 54.3) of the total monthly service expenditure per patient and 11.7% (95% CI 7.3, 22.1) of their individual total household income. The integrated clinics’ mean efficiency benchmark score was 0.86 (range 0.30–1.00) suggesting undercapacity that could serve more participants without compromising quality of care. The estimated budgetary consequences of managing multi-morbidity in these types of integrated clinics is likely to increase by 21.5% (range 19.2–23.4%) in the next 5 years, including substantial savings of 21.6% on the provision of integrated care for vulnerable patients with multi-morbidities. Conclusion Integration of HIV services with diabetes and hypertension control reduces both health service and household costs, substantially. It is likely an efficient and equitable way to address the increasing burden of financially vulnerable households among Africa’s ageing populations. Additional economic evidence is needed from longer-term larger-scale implementation studies to compare extended integrated care packages directly simultaneously with evidence on sustained clinical outcomes.