Exploration of teachers' understanding of children's rights and classroom practices in Zambia (original) (raw)
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The current study examines the beliefs and knowledge of primary teachers about self-regulated learning (SRL). It also investigates the effects of gender, subject taught, and years of teaching experience on teachers' beliefs and knowledge about SRL. To this purpose, 80 teachers were chosen from different primary schools in Arar city of Saudi Arabia. Two questionnaires, "self-regulated learning teacher beliefs questionnaire (SRLTBQ)" and "teachers' knowledge of self-regulated learning" inventory (TSRLI), were used for data collection. Comparative descriptive design was used as the study design. The results of the study reveal that teachers' beliefs about SRL are high but that their knowledge of SRL are low. There is a significant correlation between the mean scores of teacher's reported beliefs about SRL and teacher' knowledge. The results also indicate that gender, subject taught, and years of experience have significant effects on some aspects of teachers' beliefs and knowledge.
Child Rights in Primary Schools -The Situation and Expectations
• School is the most suitable place for students to learn about child rights and where these rights are to be respected. In the research we have conducted , the objective was to examine the knowledge of primary school students about the rights of the child and to obtain insight into how these rights are respected. Using an interview scaling technique, we questioned 351 final year primary school students and 231 teachers. The students did not rate their knowledge of child rights highly: they mostly expect teachers to provide them with information on child rights; the students obtain the majority of such information in the civic education classes, which is an optional subject and is not attended by all students, as well as in homeroom sessions. Teachers believe that it is the responsibility of homeroom teachers to familiarise students with the rights of a child. The rights to freedom of expression of students and their participation in decision-making are the least respected, according to both students and teachers. Furthermore, all believe that some forms of discrimination exist in schools. We have found especially significant suggestions and recommendations given by students and teachers to overcome the existing problems and provide better access to the rights of the child in school.
Children’s Rights-Based Approach in Education: Experiences from Scattered Initiatives
2016
In the society, the culture of which gives high value on hierarchy and emphasis on the children’s obligation, raising the issue of children’s rights may be considered as impolite by the standard of the culture. Teachers having such a cultural background may show some resistance to the implementation of the Convention in their schools. This paper deals with an alternative of implementing the UN Convention of the Rights of the Child by using the children’s rights-based approach in education. The study showed that teachers in public schools tend to be more conservative than in private schools.
Journal of Philosophy of Education, 2008
The United Nations Convention on the Rights of the Child (UNCRC) is presented and understood as the primary reference point regarding questions of children's rights. However, the UNCRC is not a neutral instrument deployed to meet the rights of children: it embodies a specific perception of the child, childhood and citizenship. The interpretation of the UNCRC from the point of view of children's legal status emphasises the autonomy of children; the focus is on the rights that children possess. Conversely, the social-political interpretation of the UNCRC addresses the question of how the rights of children can be realised. It is suggested that distinguishing between these interpretations is essential with regard to questions of pedagogy and education.
2016
Citation for published version (APA): Rasmusson, B., Andersson, L., Wångdahl Flinck, A., Leo, U., & Wickenberg, P. (2016). Looking back and looking forward. In B. Rasmusson, L. Andersson, A. W. Flinck, U. Leo, & P. Wickenberg (Eds.), Realising Child Rights in Education: Experience and Reflections from the International Training Programme on Child Rights, Classroom and School Management (1 ed., Vol. 1, pp. 217-225). Lund: Lund University.
This research was performed with the purpose of comparative investigation of perceptions which are related to child rights of the prospective primary school teachers' and preschool teachers'. The research was designed properly to qualitative research approach. This research was performed with 80 the prospective primary school teachers and preschool teachers. In determining of the research group, criterion sampling technique was used. In the process of obtaining research data, survey form and semi-structured interview form which is designed for focus group discussions were used. The research data were analyzed with content analysis method. As a result of the research, it was determined that the prospective primary school teachers and preschool teachers have similar perceptions related to child rights. However, it was determined that the perceptions which are related to child rights of the prospective primary school teachers are more comprehensive than perceptions of the prospective preschool teachers related to child rights. Morever, it was determined that the both prospective teacher groups have not adequate awareness and consciousness about child rights.
Journal of Education and Learning
This study was carried out with the goal of investigation of perceptions and views which are related to children’s rights of forth grade primary school students. The research was designed properly to qualitative research approach. This research was made with 156 4th grade students. In determining of the research group, criterion sampling technique was used. In the process of getting research data, survey form, written documents and semi-structured interview form were used. The research data were analyzed with content analysis method. As a result of research, it was determined that children indicated that they have some rights such as have adequate nutrition, be respected by everyone, play games, feel being loved and attract attention, have fun and get qualified education. On the other hand, some rights such as make decisions and choices independently on issues related to self, live, shelter, protect themselves from all kinds of danger and get information are expressed by participant...
Teaching and learning about child rights: a study of implementation in 26 countries
2015
In 2014 UNICEF’s Private Fundraising and Partnerships Division (PFP) published the Child Rights Education Toolkit which outlines a rights-based approach to developing child rights education (CRE) with a focus on formal education in early childhood education settings, primary and secondary schools. UNICEF PFP also commissioned the Centre for Children’s Rights in Queen’s University Belfast to undertake a baseline survey of CRE across countries with National Committee presence. The research was designed around the following questions: 1. To what extent are countries with a National Committee presence implementing CRE? 2. Where CRE implementation is advanced, what factors have supported this process? 3. Where CRE implementation is not advanced, what factors are hindering implementation? The research consisted of two strands of activity, first an on-line survey and secondly a series of case studies. The on-line survey was designed to collect data in relation to these three research quest...
Towards respecting children's rights, obligations and responsibilities: The Zimbabwean case
School Psychology International, 2014
This article reports on an attempt to demonstrate the importance of putting theory into practice in a way that will impact on the lives of children who are currently being denied their basic rights. Purposive sampling of schools in urban areas in Harare Province, Zimbabwe, was used with data collected from 147 participants (M age ¼ 16.9, SD ¼ 1.38) that was subjected to quantitative analysis. Data were gathered on participants' views on children's rights and obligations and their understanding and implementation of the Bills of Rights. Children acknowledged that their rights were being implemented although inadequately; adults living in urban areas were perceived to have knowledge of children's rights and were said to implement them. To resolve the challenges to the implementation of children's rights and obligations, a multi-sectoral approach is required.