Greece pretest for parents
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This survey of 127 parents was conducted by an elementary school in Rhodes, Greece in November 2017 as part of an Erasmus+ project on using games as an educational method. The majority of parents had positive views of the school and thought games could be productive for teaching and that students can learn while playing games. Specifically, 69% agreed the school is a good place to learn, 64% thought games support learning in the classroom, and 93% believed students can learn subjects through playing games.
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This survey was conducted in November 2017 by teachers at the 18th Primary School of Rhodes, Greece as part of an Erasmus+ project on using games as an educational method. The survey found that most teachers believe using various learning methods can be effective, and 75% feel confident using games as a teaching method. Additionally, 95% of teachers consider students' interests and needs to ensure active participation, though only 60% use technology to support learning.
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The Hidden Impact of School Closures and E-Learning discusses how students', parents', and teachers' views and experiences with digital learning have evolved since the start of school closures due to COVID-19. Data from Project Tomorrow's Speak Up Research Project shows increases in students' access to and use of mobile devices, preferences for online learning, and communications between students and teachers. It also reveals teachers needing more training and confidence in facilitating remote learning, as well as parents and teachers increasingly valuing technology in education. Questions are raised about how to build on lessons learned regarding equity and preparing students for the future.
Unit 3 Survey report v p
The document summarizes the results of a survey about qualities of competent teachers. 59 students at TTC College participated in the survey. Key findings include:
- Most students were from northern (31%) and eastern (22.4%) regions. Over half were between 23-25 years old.
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The report analyzed responses for each question and identified qualities
Parental Involvement for Sixth Grade Centers
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Dr. Kritsonis & Shuana Williams-Thomas
This document outlines the essential characteristics of an effective 6th grade parent involvement program. It discusses how parent involvement decreases in middle school and that many current programs are too complex. The researcher conducted surveys and interviews with teachers and parents to determine the key elements of a successful program. These include two-way communication between parents and teachers, providing parents with information about academic standards and homework, and helping parents support their child's education and social development. The goal is to create a framework that gives parents resources to be involved and utilizes their skills to promote student academic success.
Play based learning research power poing
Play-based learning is an important part of early childhood education. It allows children to explore, learn social skills, develop imagination and problem solving through different types of play like sensory, pretend, and physical play. However, many kindergarten classrooms have reduced or eliminated playtime in favor of more academic instruction and standardized testing preparation. Research shows children who engage in socio-dramatic play have better language, social, and self-regulation skills. Educators should make time and space for different types of play daily and find ways to incorporate it into the classroom.
Jacobs EHDI Poster Final
An online questionnaire was distributed to parents of children with hearing loss receiving early intervention services. It aimed to understand parent perceptions of early interventionist support for developing parental self-efficacy. The results from 16 parents were compared to one early interventionist's responses. Key findings were:
1) Parents rated increasing their confidence in managing their child's hearing devices as the most important role for interventionists, whereas the interventionist rated this lower.
2) Research shows developing parental self-efficacy is important for improving language outcomes, yet parents may not understand this relationship.
3) The questionnaire revealed discrepancies between what parents and interventionists viewed as priorities, indicating a need for improved understanding and communication.
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This survey was conducted in June 2019 by 18th Primary School of Rhodes, Greece to understand pupils' perspectives on the two-year Erasmus+ project. The survey included questions with yes/no/I don't know responses about pupils' awareness and views of the project's usefulness and impact. It also included questions about how pupils participated in activities and their ratings of the project's importance, what they learned, enjoyment, and desire for similar future projects. The purpose was to demonstrate the project's effectiveness according to pupils and provide recommendations for the future.
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This survey was conducted with 10 teachers from the 18th Primary School of Rhodes, Greece to evaluate the Erasmus+ project "G.A.M.E. as a Method of Education". The survey found that the teachers' expectations of the project were largely met, they enjoyed collaborating with partners and found the information clear. The teachers also felt the project had a positive impact on their school community and students' motivation, and that it helped improve their teaching methods while making them feel more like European citizens. They would recommend the Erasmus+ experience to colleagues and participate again themselves.
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This document provides an overview of the 18th Primary School of Rhodes City in Greece. It summarizes the school's location in Rhodes, the layout of its building including classrooms and facilities, the grades and number of students, and the Greek curriculum taught. The curriculum includes subjects like Greek language, math, science, art, drama, music, environmental education, and activities celebrating Greek traditions and national days. It also describes European projects and awards the school has received for its ecological efforts.
Teachers 'Survey- evaluation-Erasmus 2018
This survey was conducted in June 2018 with 19 teachers at the 18th Primary School of Rhodes, Greece. It was part of a midterm evaluation of the Erasmus+ KA2 project "Game as a method of Education" to understand the impact on the school. The teachers felt well informed about project activities due to regular school meetings. Communication within the school was good using various methods. Project activities were compatible with the national curriculum and aimed to reduce absenteeism by motivating students through games. Students were interested and enthusiastic about participating in games. The school community appreciated being involved in the project as it added educational value and experience with European programs. Suggestions for year two included open events for the community, more communication
Parents' Survey evaluation-Erasmus 2018
This survey was conducted by an Erasmus+ project called G.A.M.E. involving 139 parents of students at a school in Rhodes, Greece. The majority of parents had heard about the project through their children, the school website, or brochures sent home. Most parents were also aware of the project's goals and its partner countries. Over 80% of parents had seen posters or announcements about project activities and said their children had participated in project events. Suggestions for the next year included more student exchanges, online communication, continuing lessons on partner countries, and intercultural school events.
Analyzing Textbooks for Games by 18th Primary School of Rhodes, Greece, 2018
This document analyzes Greek textbooks from 1st through 4th grade to determine the degree to which they contain games related to different school subjects. It finds that language textbooks generally contain the most games, including word games and card games. Mathematics textbooks increasingly include more specialized and complex board games from 1st to 2nd grade. Science textbooks incorporate theatrical games and kinetic games to teach concepts. English textbooks rely heavily on guessing games, board games, puzzles and other activities. Overall, the document concludes that while many textbooks offer games to enhance learning, some units lack games, and the inclusion of games could be expanded.
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The document summarizes logo competition presentations from partner countries in the Erasmus+ "Game as a Method of Education" project. Logos were presented from Greece, Turkey, Spain, France, Hungary, and Lithuania. The winning logo from Lithuania depicted the flags of the six partner countries on arrows resembling a computer game, representing sending kids messages to have fun playing classes across countries.
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This survey of 40 4th grade pupils from the 18th Primary School of Rhodes, Greece was conducted in November 2017 as part of an Erasmus+ project called "Game as a method of Education" funded by the European Union. The top three reasons reported by the pupils for school absence were sickness at 42 responses, family affairs at 25 responses, and not being prepared for lessons at 12 responses.
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The document provides details about the education system in Greece. It discusses the structure of primary school, including the courses offered from 1st through 4th grade. The primary subjects covered are Greek language, mathematics, environmental studies, history, religion, music, arts, physical education, drama, English, and computer studies. The education system is national and unified, with compulsory education lasting ten years between kindergarten and high school.
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- 1. This survey of 127 parents was conducted in November 2017 by 18th Primary School of Rhodes, Greece for Erasmus+ Project with the title: ‘Game as a method of Education’
- 2. 1. The school is a good place where children learn. I have positive attitude to school. 69% 30% 1.6% I strongly agree I agree I partly agree I disagree I strongly disagree The 69% of the parents have a positive attitude to school.
- 3. 2. The teacher is aware of my child’s individual learning style and emotional needs 42% 38% 16% 4% I strongly agree I agree I partly agree I disagree I strongly disagree Only the 42% of the parents think that the teacher knows the learning needs of their kids.
- 4. 3. The teacher motivates my child to learn and encourages my child to develop his/her potential. 46% 37% 16% 1% I strongly agree I agree I partly agree I disagree I strongly disagree The 46% of the parents has answered that their teacher motivates the children to learn.
- 5. 4. Games in teaching are productive and support children in the classroom. 64% 34% 1% 1% I strongly agree I agree I partly agree I disagree I strongly disagree The 64% of the parents of our school that games are productive and supportive for teaching.
- 6. 5. My child likes being at this school. 65% 33% 2% I strongly agree I agree I partly agree I disagree I strongly disagree 65% of the parents think that their child likes being at our school.
- 7. 6. Extracurricular activities satisfy the needs of my child. 39% 34% 23% 4% I strongly agree I agree I partly agree I disagree I strongly disagree 39% of the parents are satisfied with the extracurricular activities offered by our school.
- 8. 7. Teaching school subjects using games reinforces a child’s school belonging. 71% 27% 2% I strongly agree I agree I partly agree I disagree I strongly disagree Nearly all the parents think that the game based learning is very important educational method
- 9. 8. Students can learn school subject while they are playing game too. 67% 26% 6%1% I strongly agree I agree I partly agree I disagree I strongly disagree 93% of the parents think that a pupil can learn while playing a game.
- 10. This survey is a part of our Erasmus+ Project with the title: ‘Game as a method of Education’ funded by the European Union and conducted by 18th Primary School of Rhodes, Greece