11:25-12:40 | Room 705 Wednesday Onsite Presentation Session 2

Learning Experiences, Student Learning & Learner Diversity

Session Chair: Mun Wong

11:25-11:50

67417 | Qualitative Study: Disruption and Violence Among Primary School Students in the Lahore District of Punjab Pakistan

Tajammal Hussain Awan, Superior University Lahore, Pakistan

Hafiz Muhammad Nouman, University of the Punjab, Pakistan

Sobia Nasir, Superior University Lahore, Pakistan

Children's welfare has been impacted by the global problem of school violence. Few studies have examined how school features in public primary schools serve Asian cultures, It poses a serious risk to students' social, familial, and personal well-being. The study's goals were to examine the type and degree of disruption that results in violence among primary school students, which spread to elementary school students, and finally, before entering high school, they stopped attending their schools for odd jobs, becoming the poorest and marginalized group in society, and some of them joining the unfair ideologies that harm others. The research was qualitative, The representative sample for the study was chosen using a stratified cluster random sampling procedure through the interviews with public primary school teachers in Lahore. The findings indicate that teachers perceive disruption in the classroom and verbal and physical aggression among public primary school students are harmful to the future of our kids. They believe that the main causes are a lack of accountability for one's actions, a lack of self-efficacy to engage in productive teaching activities, personal, family, and social factors, the school environment, teaching strategies, classroom management, and school administration are responsible. The future of our children and nations can be saved by the implementation of real monitoring, training, work satisfaction, and long-term educational plans.

11:50-12:15

67562 |

Teaching Readiness of Pre-Service Teachers in Inclusive Classrooms

Marcia Corazon Rico, Bicol University, Philippines

Anchored on Bandura’s Theory of Self Efficacy and employing the descriptive survey method with data collected from the randomlyselected pre service teachers enrolled in targeted community colleges in Albay Province, Philippines for the AY 2020-2021 who had already taken up the course Foundations of Special and Inclusive Education, this research found out that within the sphere of inclusion, planning and use of teaching strategies, classroom management and evaluation and monitoring, the students’ perceived their competencies to be developing. They still need to practice their acquired knowledge and skills in actual classroom practice. With the school closure because of the Covid 19 pandemic, actual classroom observations with face- to- face interaction were suspended making it difficult for experiential and meaningful experiences like field observations and practicum. Their concerns revolved themes or key areas along communication, collaboration, contextualization and positive attitude towards inclusion. Implications for enhancing teacher education programs towards inclusive education and improving competencies of pre service teachers are also discussed paving way for the Contextualized Skills Development Program on Inclusive Education for Pre Service Teachers called SET for PreSet.

12:15-12:40

69389 | The Concept of Death in 4 to 5 Year Old Hong Kong Chinese Children

Mun Wong, The Education University of Hong Kong, Hong Kong

Thomas G. Power, Washington State University, United States

Research shows that young children’s understanding of death varies considerably by culture. The purpose of this study was to examine the concepts of death held by Chinese kindergarten children in Hong Kong. Eighty-three 4- to 5-year-olds were interviewed about their understanding of six death sub-concepts: inevitability, universality, irreversibility, biological cessation, psychological cessation, and causality. Parents of 67 children completed questionnaires, providing demographic information and describing how they had spoken with their child about death. Results showed that most children understood inevitability and irreversibility and that an intermediate number understood universality and biological/psychological cessation. Understanding of causality was the most limited. Parental education and family size were positively associated with children’s understanding of death, as were the experiences of losing a pet or a grandparent. Finally, children of parents who talked with them about afterlife showed the most advanced level of understanding in several areas. Implications for studies on young children’s death concepts are discussed.