Thematische Bibliographien / Elementary education programmee

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Auswahl der wissenschaftlichen Literatur zum Thema „Elementary education programmee“

Autor: Grafiati

Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "Elementary education programmee"

Maleňáková, Šárka. „Komparace vybavenosti žáků 9. tříd klíčovými kompetencemi k učení a řešení problémů“. Studia sportiva 6, Nr. 1 (09.07.2012): 123–32. http://dx.doi.org/10.5817/sts2012-1-14.

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The article deals with the question whether the new reform of education will bring a better and more effective learning process for pupils involved in the development of life skills (key competencies) which are critical these days. Th e author compares the results of the education process in the fi eld of key competencies included in two education programmes at elementary schools following in close succession - the „Elementary School Programme“ and „General Education Programme for Basic Education” and/or “Th e School Education Programme”. Th e research was conducted in the year 2009 when the last 9th grade pupils were instructed according to the Primary School Programme while 14 pilot schools throughout the Czech Republic implemented and tested the fourth year of teaching according to their own education programmes. For the comparison of the above mentioned education programmes an empirical method of non-standardized questionnaire was selected. Th e non-standardized questionnaire was based on a research and scientifi c Key Competencies Questionnaire supplied by the SCIO organization. Testing the diff erences between the programmes in particular items was carried out using the Pearson’s chi-square test of contingency tables. Results showed insignifi cant diff erences in the respective questionnaire items, therefore, education programmes must pass through a long evaluation and assessment process to meet expected targets. Th e fi nal section of the article is focused on the assessment of problems with introducing the General Education Programme for Basic Education to school syllables. Th e author presents recommendations for teachers at elementary schools and for academic staff preparing future teachers at universities.

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Kelder, Steve, Deanna M. Hoelscher, Cristina S. Barroso, Joey L. Walker, Peter Cribb und Shaohua Hu. „The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity“. Public Health Nutrition 8, Nr. 2 (April 2005): 133–40. http://dx.doi.org/10.1079/phn2004678.

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AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.

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Dietrich, Timo, Sharyn Rundle-Thiele, Lisa Schuster und Jason P. Connor. „A systematic literature review of alcohol education programmes in middle and high school settings (2000-2014)“. Health Education 116, Nr. 1 (04.01.2016): 50–68. http://dx.doi.org/10.1108/he-03-2014-0042.

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Purpose – Social marketing benchmark criteria were used to understand the extent to which single-substance alcohol education programmes targeting adolescents in middle and high school settings sought to change behaviour, utilised theory, included audience research and applied the market segmentation process. The paper aims to discuss these issues. Design/methodology/approach – A systematic literature review retrieved a total of 1,495 identified articles; 565 duplicates were removed. The remaining 930 articles were then screened. Articles detailing formative research or programmes targeting multiple substances, parents, families and/or communities, as well as elementary schools and universities were excluded. A total of 31 articles, encompassing 16 qualifying programmes, were selected for detailed evaluation. Findings – The majority of alcohol education programmes were developed on the basis of theory and achieved short- and medium-term behavioural effects. Importantly, most programmes were universal and did not apply the full market segmentation process. Limited audience research in the form of student involvement in programme design was identified. Research limitations/implications – This systematic literature review focused on single-substance alcohol education programmes targeted at middle and high school student populations, retrieving studies back to the year 2000. Originality/value – The results of this systematic literature review indicate that application of the social marketing benchmark criteria of market segmentation and audience research may represent an avenue for further extending alcohol education programme effectiveness in middle and high school settings.

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Makarskaitė-Petkevičienė, Rita, und Asta Kuckienė. „ENVIRONMENTAL PROTECTION ELEMENTS IN TEXTBOOKS IMPLEMENTING EDUCATION CONTENT OF THE 1ST FORM“. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, Nr. 2 (15.08.2006): 37–44. http://dx.doi.org/10.48127/gu-nse/06.3.37a.

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Environmental protection is one of the most topical spheres in natural science education. Problems regarding integration of environmental protection into the content of education have been broadly analysed by E.Šapokienė, V. Lamanauskas, etc. Environmental protection education is emphasised in universal programmes, general programmes, other education documents, the Public Environmental Education Strategy of the Republic of Lithuania and Action Programme. It is not surprising that one of the goals of general education school is to convey the system of environmental knowledge and skills and to form value principles of environmental protection in a democratic school environment, which promotes students’ initiative. The aim of this article is to present the results of research – the analysis of the 1st form textbooks which allowed to identify the number and the particularity of environmental elements in them. The results revealed that the biggest number of environmental protection elements was in the textbooks of environment cognition (‘Aš ir pasaulis’ (Me and the World) – 10 topics, ‘Raktas’ (Key) – 18 topics which integrate environmental knowledge, develop skills, abilities and value principles). Environmental protection was integrated into 7 topics of native language textbook ‘Šaltinėlis’ (Springlet). The textbooks of mathematics, fine arts and technologies included 1-3 environmental elements integrated into their topics. Though the subject itself is very favourable for environmental education, no elements of it were observed in the textbooks of music education. It is obvious that the authors of the textbooks for 1st forms demonstrate a holistic approach to education and environment. The range of environmental activities in the textbooks prepared by them is wide. Keywords: environmental education, primary school, and textbooks.

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Mulder, Martin. „Researching vocational education and training: An international perspective“. Journal of Vocational, Adult and Continuing Education and Training 1, Nr. 1 (13.11.2018): 35. http://dx.doi.org/10.14426/jovacet.v1i1.12.

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This article investigates a German initiative to fund a research programme on internationaldevelopment cooperation in vocational education and training (VET). It briefly describes the strandsof the programme and critically reflects on them. It is considered important that this programme beinitiated to stimulate research on international VET development cooperation because, while thereare institutes for and programmes on VET research, research on VET is modest in volume comparedwith that of educational research on elementary or secondary education. The article also considerspriority areas for VET research that are part of the programme and expands on these, using a numberof VET research themes and topics. An important conclusion is that in research on international VETdevelopment cooperation it is important to pursue a balanced approach by taking the practical,political, administrative and scientific factors into account. These factors all play a role at the national,regional and local levels. Too much pragmatism or too isolated a scientific specialisation should beavoided. Respectful cooperation between all the stakeholders is imperative, and is especiallyimportant in projects that combine researchers with a predominantly long-term perspective andteachers and managers with a mainly short-term outlook. Finally, I express the hope that morenational governments would follow the example of Germany. Their doing so would definitely raisethe profile of international VET research, which is absolutely needed.

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Azhar, Athirah. „Voices of Pupils on Educational Programme Under Corporate Social Responsibility Initiatives in Malaysia“. International Journal of Pedagogy and Teacher Education 7, Nr. 1 (03.05.2023): 1. http://dx.doi.org/10.20961/ijpte.v7i1.66948.

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This study examined Corporate Social Responsibility (CSR) educational programmes in elementary schools. The case study examines the Adopt-A-School (AASC) programme, a CSR educational programme that is organised throughout Malaysia. Most extant studies have focused on teachers, school and corporate views but rarely on children. Therefore, this study aimed to explore pupils’ perceptions of CSR educational programmes in rural schools under the CSR initiative. The study employed a qualitative research case study design. Purposive sampling was conducted involving six Focus Group Discussions (FGDs) among 12-year-old pupils. Each FGD contained six to eight pupils. A total of 43 pupils from three different schools in the northern region of Malaysia were involved in the FGDs. Thematic analysis was then used to consider the excitement of CSR educational programmes, the benefits of CSR educational programmes and pupils’ preferred type of CSR educational programme in school. From the results, pupils’ perceptions of CSR educational programmes were divided into three: emotional well-being, cognitive ability and motor coordination. The engagement of the corporate sector in pupils’ education was also discussed to improve CSR educational programmes in future. The pupils agreed that while formal learning is important, a balance should be struck between study and play. Pupils requested that a CSR educational programme is conducted in school more often to make learning and attending school amusing. In conclusion, the pupils preferred to engage with more physical programmes in school but also acknowledged the importance of academic study as educational programmes bring them fun, friends, knowledge, experience and skills.

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Kim, Youngcheon. „Learning Inequality in South Korean elementary students’ shadow education: A qualitative case study“. Korean Association for Qualitative Inquiry 9, Nr. 4 (31.12.2023): 25–62. http://dx.doi.org/10.30940/jqi.2023.9.4.25.

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The purpose of this study is to examine the inequality in elementary school students’ shadow education experiences based on their parents’ socioeconomic status (SES). Accordingly, we investigated the differences in types of shadow education participation based on parental SES in South Korean elementary school students, as well as the direct and indirect impacts of differential shadow education experiences on students’ school life and academic performance. The results of the study revealed the following disparities in shadow education. Firstly, students from lower SES backgrounds participated in after-school programme and subscribed learning programmes, but did not gain significant assistance in enhancing their learning and comprehension at school. Secondly, students from middle SES backgrounds participated in mono-subject hakwon and multi-subject hakwon, acquiring prerequisite knowledge in subjects through preparatory learning, which contributes to their academic performance at school and prepares them for future grade-level transitions. Thirdly, students from higher SES backgrounds engaged in multi-subject hakwon and private tutoring. They are participating in advanced learning for a much longer period of 2-4 years compared to the previous two classes. Through this, they are consisently ranking 1-2 in the class. Lastly, students from the highest SES backgrounds participated in youngjae hakwon and private tutoring. They internalized various inquiry skills and learning abilities necessary for school study, regardless of their grade level. Based on the characteristics of different types of shadow education and the learning disparities revealed in this study, we can contribute to various policy, curriculum, and instructional solutions and suggestions at the school education.

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Vibulphol, Jutarat, Jyrki Loima, Sornnate Areesophonpichet und Chanita Rukspollmuang. „Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland“. Journal of Education and Learning 4, Nr. 4 (09.11.2015): 149. http://dx.doi.org/10.5539/jel.v4n4p149.

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This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21st century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach.The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants.The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers’ professional development tools, those will need further studies.

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Dar, Iqbal, und Sangeeta Gupta. „EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS“. International Journal of Advanced Research 9, Nr. 08 (31.08.2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.

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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.

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Kaur, Sarabjit. „Innovative Programmes for Gender Equality in Indian School Education“. Issues and Ideas in Education 8, Nr. 2 (22.10.2020): 57–66. http://dx.doi.org/10.15415/iie.2020.82006.

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Background: National Education Policy 2020 aims to eliminate existing disparities in access to education for children from any gender or any under-represented group. After independence, India makes considerable strides in reducing gender gaps in education, but even today the goal of gender parity in school enrolments remains elusive. India provides Universal Elementary Education to all and this commitment has been articulated through Constitution, National Education Policies and other Innovative Programmes. All these initiatives put a strong emphasis on the education of girls and some of the programmes have been started particularly to eliminate gender gaps in school education. Purpose: This paper is an attempt to review the Innovative Programmes started by the Government of India to redress the gender gaps in school education and also to analyze the impact of these programmes on female literacy rates and enrolment rates of girls in elementary education. Before analyzing the innovative programmes and their impact on educational statistics, the paper briefly assesses the status of education in the Constitution of India and also studies the national policy perspective regarding universal elementary education of girls in the country in order to provide a sound background to this study. Methods: The method of document analysis for the review of policy documents and innovative programmes has been utilized and trend analysis method has been applied to study the educational statistics from the year 1950 to 2015. Results: The female literacy rates and enrolment of girls in total enrolments for the classes VI-VIII have registered an increase after the implementation of these programmes. Conclusions: It has been observed that these community-based programmes of the country have received a lot of international recognition for their contribution towards reducing gender gaps in elementary education. So, the experiences of these Innovative Programmes can prove quite beneficial for other countries struggling with gender gaps in school education.

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Dissertationen zum Thema "Elementary education programmee"

Metia, Arindam. „Role of sarva shiksha abhiyan in achieving education for all (EFA): study of rural and urban areas of Jalpaiguri district“. Thesis, University of North Bengal, 2018. http://ir.nbu.ac.in/handle/123456789/2811.

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Mak, Emma. „How effective are current environmental education programmes in Hong Kong? /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25438967.

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Chan, Yip Ah-may Amy. „A study of the curriculum development strategy for the certificate in primary education programme“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597432.

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Arendse, Jeffrey Phillip. „Investigating the relationship between parental literacy and Grade 3 learners' literacy abilities at a primary school“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9845_1242369865.

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The study set out to investigate the relationship between parental literacy levels and the literacy abilities of their children who were Grade 3 learners at a primary school in an impoverished area. The study initially hypothesized that there is a correlation beteen the literacy level of parents and the literacy abilities of their children. More specifically, it assumed that the higher the lieracy leevls of the parents, the stronger the literacy abilities of their Grade 3 child would be.

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Chau, Tat-sing, und 鄒達成. „A forgiveness education programme with primary school students“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247767.

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麥依汶 und Emma Mak. „How effective are current environmental education programmes in Hong Kong?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31255243.

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Chan, Yip Ah-may Amy, und 陳葉雅薇. „A study of the curriculum development strategy for the certificate in primary education programme“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958576.

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Lebel, Christine. „Représentations du rôle, des pratiques et du programme de formation initiale à l'enseignement par les formatrices et formateurs oeuvrant au niveau du transversal : analyse de trois contextes culturels“. Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6202.

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Nombreuses parutions traitant de la formation à l'enseignement de part et d'autre de l'Atlantique, ont permis de repérer quatre paramètres permettant de structurer les cursus de formation initiale à l'enseignement primaire dans une visée professionnelle. Par une analyse des représentations de formatrices et de formateurs oeuvrant au niveau de l'approche transversale dans trois institutions situées dans des contextes culturels différents, soit la France, l'Ontario et la Suisse, le présent projet s'attache à comprendre d'une part, comment ces derniers vivent les nouvelles tendances et restructurations qui s'opèrent en formation à l'enseignement en ce qui a trait à leur rôle, leur programme et leurs pratiques et comment ils donnent sens à leurs actes de formation. D'autre part, ce projet vise à découvrir dans quelle mesure les spécificités éducatives qui sont liées à l'histoire et à la culture propres à chaque pays et province, peuvent induire des façons autres de se représenter les programmes, dispositifs et démarches de formation. Dans cette optique, une série d'entretiens a été menée dans chaque site auprès des formatrices et formateurs. Les résultats obtenus montrent que les invariants émergeant de cette recherche sont relativement rares tant au plan des unités de sens émises qu'au niveau des personnes impliquées. Certes on constate qu'une majorité de participantes et participants issus des trois cultures, se représente les démarches comme étant plutôt socioconstructivistes et décrit l'attitude de la clientèle étudiante d'une manière relativement similaire, à savoir que celle-ci adopte une posture passive de consommateurs et demandeurs de recettes. Cependant, au regard de l'ensemble des catégories et sous-catégories étudiées, ces invariants semblent tout de même passablement limités. Ces constatations semblent dès lors soulever comme hypothèse qu'en dépit des nombreuses publications parues en faveur d'une restructuration de la formation initiale aux fins d'un accroissement de la professionnalisation, les spécificités éducatives qui sont fortement tributaires de l'histoire et de la culture de chacun des lieux impliqués, influent à degrés divers sur les façons de se représenter les rôles, les démarches et les programmes de formation. Ceci permet donc de questionner les possibilités réelles d'éclatement des frontières territoriales et de transcendance des diversités culturelles qui s'offrent depuis l'avènement des TIC.

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Hardwick, Gail C. „Teachers' Perceptions of Reflective Practices Within an International Baccalaureate Primary Years Programme“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6331.

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The International Baccalaureate (IB) standards recognize reflection as an integral part of the framework and the fabric of the Primary Years Programme school, as it is embedded in the foundational standards and practices of the inquiry-based IB teaching model. However, teachers in an IB Primary Years Programme school located in the southeast United States struggled with being reflective practitioners. Guided by John Dewey's reflective thought, the purpose of this bounded qualitative exploratory case study was to examine teacher perceptions of reflection practices in an IB Primary Years Programme school. Research questions were drafted to ask about teachers' perceptions of their reflective practices, how teachers' perceived reflective practices aligned with IB's teaching model, and beliefs about the school-based support and resources teachers needed to implement reflective practices. The selection criteria included teachers with at least 2 years of teaching experience who had been to at least 1 outside IB training. Ten teachers, chosen through purposeful sampling, completed a 2-week reflective journal and participated in a semistructured interview. Based on the open-coding and inductive analysis patterns emerged, leading to themes; including lesson reflections, planning, time, and training. Based on the findings, a project, a white paper, includes recommendations to address the teachers' perceptions of reflective practices that will be presented to the school as well as the district. This improved instructional change may provide positive social change in the culture of reflection for teachers and help them and to better differentiate instruction for students.

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Lui, Ching Salina, und 呂靜. „A talent development programme from students' perspective“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.

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Bücher zum Thema "Elementary education programmee"

Kirchner, Glenn. Physical education for elementary schoolchildren. 9. Aufl. Madison, Wis: Brown & Benchmark, 1995.

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Kirchner, Glenn. Physical education for elementary schoolchildren. 8. Aufl. Dubuque, IA: Wm. C. Brown, 1992.

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1896-, Ragan William B., Hrsg. Modern elementary curriculum. 7. Aufl. Fort Worth: Holt, Rinehart, and Winston, 1991.

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Physical education for elementary school children. 8. Aufl. Dubuque, IA: Wm. C. Brown, 1992.

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J, Fishburne Graham, Hrsg. Physical education for elementary school children. Boston, Mass: WCB/McGraw Hill, 1998.

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J, Fishburne Graham, Hrsg. Physical education for elementary school children. 9. Aufl. Madison, Wis: Brown & Benchmark, 1995.

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Kirchner, Glenn. Physical education for elementary school children. 7. Aufl. Dubuque, Iowa: Wm. C. Brown Publishers, 1989.

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Physical education for elementary school children. 6. Aufl. Dubuque, Iowa: W.C. Brown Publishers, 1985.

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Mukherjee, Diganta. An enquiry into Sarva Shiksha Abhiyan: The universial elementary education programme of india. Hauppauge, N.Y: Nova Science Publisher's Inc., 2011.

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Ross, François-Xavier. Questions scolaires: Le nouveau programme primaire. [Montréal?: s.n., 1996.

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Buchteile zum Thema "Elementary education programmee"

Drèze, Jean. „Child Development and Elementary Education“. In Sense and Solidarity, 114–41. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833468.003.0006.

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This chapter focusses on early child care and school education. Two essays discuss India's schooling system, drawing on the seminal Public Report on Basic Education (known as PROBE report) as well as on a re‐study of the PROBE villages ten years later, in 2006. This re‐study found evidence of rapid improvement in schooling facilities as well as in school participation, especially among underprivileged groups. However, there was no improvement in classroom activity: in both surveys, half of the sample schools were idle at the time of the investigators’ visit. The other essays in this chapter discuss the Integrated Child Development Services (ICDS), India's only national programme for children under the six, in a rights perspective. In the mid‐2000s, far‐reaching Supreme Court orders gave a new lease of life to ICDS. Further improvement in this programme, it is argued, could make a big difference to the well‐being and future of Indian children.

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„Elementary School Arithmetic“. In Utilizing Visuals and Information Technology in Mathematics Classrooms, 1–14. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9987-0.ch001.

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The way mathematics is taught in primary education is very important. Arithmetic for students is the first to contain abstraction. If students are given the impression that mathematics is not interesting or they do not understand it, it will have a huge impact on subsequent science and mathematics education. In fact, we hear that many students dislike mathematics at this stage. It is effective in education to visually express abstractness by connecting it with form and to show its meaning in an easy-to-understand manner. Almost all areas of elementary school mathematics are programmed with dynamic visualization content. Here, the following six items are described in detail and given as examples.

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Suri, Bharat. „Going beyond the Self1“. In J. Krishnamurti and Educational Practice, 372–400. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0013.

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This chapter is a study of the efforts of Rishi Valley Institute for Educational Resources (RIVER) to transform teacher education in India; it explores the aims, intents and structure of RIVER’s Teacher Enrichment Programme (RTEP). Through RTEP, RIVER seeks to supplement the implementation of the Diploma in Elementary Education (DElEd) programme in teacher education institutes across Andhra Pradesh. RTEP is grounded in the educational philosophy of Jiddu Krishnamurti and places immense faith in the compassionate role of the teacher; it may be read as RIVER’s application of Krishnamurti’s ideas to the contemporary context of Indian teacher education. In attempting to bring about teacher self-knowledge in its content and form, as well as openness in its method of dissemination, RTEP responds to the existing institutional challenges of teacher education in India. In doing so, this chapter argues, RTEP represents and reflects the tremendous power, foresight, and malleability of Krishnamurti’s philosophical thought.

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Carvalho, Paulo, Pedro Palhares, António Osório, Alexandra Gomes und Ema Mamede. „LOGO and Elementary Mathematics Education in Portugal“. In Cases on Inquiry through Instructional Technology in Math and Science, 487–522. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0068-3.ch018.

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In the second part, the authors describe an elementary teachers’ training programme on mathematics education that during four years has every year provided a small time for the exploration of LOGO and promoted its use to teachers in the classroom. They reflect on this program and offer insights on teachers’ resistance to change their practices. The authors conclude the chapter with their own ideas for the implementation of LOGO in a group of schools in the near future.

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Cullen, Theresa A. „Connecting With Industry in Computer Science Education“. In Advances in Educational Technologies and Instructional Design, 92–106. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch006.

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As technology becomes a more influential part of our everyday life the need for those skilled in computer science increases. With concerns over the diversity and representation of the computer science pipeline, companies and organizations are stepping up to support teachers in elementary, middle and high schools to help prepare the next generation of programmers and technology workers. This chapter will describe efforts from the tech industry to support teachers in teaching computer science including support of consortia like Code.org, and developing curricula and training. It will also outline efforts working with organizations to train and place computer science professionals in K12 classes to volunteer, teach and provide role models to future computer scientists.

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Voskoglou, Michael. „Computers and Artificial Intelligence in Future Education“. In Handbook of Research on Teaching With Virtual Environments and AI, 654–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7638-0.ch028.

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This chapter focuses on the role computers and artificial intelligence could play for future education in our modern society of knowledge and globalization. The rapid industrial and technological development of the last 150 years has caused radical changes to the traditional human society. As a result, formal education at all levels, from elementary to tertiary, faces the great challenge of preparing students for the forthcoming era of a new but not yet well-known industrial revolution, characterized by the internet of things and energy and the cyber-physical systems controlled through it. It is concluded that it is unlikely for computers and other “clever” AI machines to replace teachers in the future, because all these devices were created and programmed by humans. It is therefore logical to accept that they will never be able to achieve the quality and independence of human thought. However, it is certain that the role of the teacher will dramatically change in future classrooms.

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Safitri, S. „Applying a sex education programme in elementary schools in Indonesia: Theory, application, and best practices“. In Diversity in Unity: Perspectives from Psychology and Behavioral Sciences, 217–23. Routledge, 2017. http://dx.doi.org/10.1201/9781315225302-27.

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Silva, Bárbara Emeli Silva da, Gabriel Lima Lôla, Gabriel Sebastião Pereira Baia de Almeida, Gabriela Yasmim Palha Guerra, Geovana dos Santos Costa, Emerson André Negrão do Nascimento und Waltair Maria Martins Pereira. „Situational Strategic Planning and Environmental Education, for Elementary School students, intertwined in the teaching and learning of medical professionals: Experience report“. In DEVELOPMENT AND ITS APPLICATIONS IN SCIENTIFIC KNOWLEDGE. Seven Editora, 2023. http://dx.doi.org/10.56238/devopinterscie-154.

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The knowledge and use of medicinal plants included in Primary Health Care provide countless benefits for individuals, by facilitating access to effective cultural therapy. The curricular content of medical schools presents weaknesses in terms of a holistic view, which determines the training of professionals who are far from regional realities, centered on technicalities and medicalization for all types of illness. This experience report aimed to promote Environmental Education in a Municipal Elementary School, located in a community composed of 100% subnormal population, located in the capital of the state of Pará, through the implementation of a garden of medicinal plants called " Living Pharmacy”. It was carried out during the teaching-learning process of Situational Strategic Planning, with the elaboration of an Intervention Project. Operations and programmed actions were carried out that ensured the initiation of discussions on environmental education and the exchange of seedlings between students' families and the school community. The verification of the absorption of knowledge was carried out with the application of a test before and after the dialogued exposition, revealing that there was a growth of 28.8% in knowledge about the use of medicinal plants and a growth of 10.6% on the use of medicinal plants by the students' families. The learning of medical students about planning and carrying out health promotion actions was fully attended to, providing for the integration of the Federal University of Pará with the Elementary School and with the Community itself.

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Krüger, Jenneke. „From 'stelkunst' to 'which algebra?' Changes in Dutch school algebra“. In “Dig Where You Stand” 7. Proceedings of the Seventh International Conference on the History of Mathematics Education. September 19-23, 2022, Mainz, Germany, 131–45. WTM Verlag, 2023. http://dx.doi.org/10.37626/ga9783959872560.0.10.

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In the Netherlands, from 1863 on, schools for secondary education in which mathematics, sciences and other subjects were taught to all pupils, were established in several towns. At that time algebra already was an art which was relatively wide-spread among Dutch mathematical practitioners and teachers of mathematics. Textbooks in Dutch, but also in English, French and German and journals were available to provide knowledge about algebraic techniques, simple exercises and problems. Thus when in 1870 a national mathematics curriculum was formulated, ideas about the elementary algebra to be taught in lower secondary school were reasonably well established. However, what algebra topics should be taught in higher secondary was less clear. During the next 150 years there were about seven relatively influential changes in the mathematics curriculum. In this paper the reasons for and effects on the algebra programme of the first three of these changes will be discussed.

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Korsak, Olena, und Yurii Korsak. „PARTICIPATION OF UKRAINE IN INTERNATIONAL PISA-2018 TESTING AND OBJECTIVE ANALYSIS OF RESULTS“. In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-20.

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The relevance of our research is that for the successful development of the country in the nearest future, it is necessary to assess adequately the situation reflecting the level of knowledge of Ukrainian schoolchildren in comparison with other countries. The progress and economy of countries is very dependent on the quality of the educational system and the scientific complex. A competition in education began to exist among the traditional forms of competitions among the states. Developed countries make attempts to attract the best youth from other countries that’s why the purpose of the study is to investigate the problem of pedagogical measuring. The objective of our study is to analyze and compare students’ educational achievements in international measurements. There are many reasons to determine the importance of qualitative and quantitative measuring of educational systems and for this purpose, developed countries have organized the international testing of pupils of all ages. The article focuses on reading skills among pupils of elementary school (PIRLS testing), knowledge of pupils of the 4th and 8th forms in mathematics and sciences of nature (TIMSS testing), and a complex measuring of the «readiness for life – XXI» of 15-year-old students (PISA) – Programme for International Student Assessment). Ukraine took part for the first time in the international PISA-2018 test – a comprehensive measurement of the readiness for life of Generation-Z students born in 2002. We offer an analysis of the reaction of Ukrainian educational administrators and experts to the results of intensive two-hour measurements of knowledge and abilities of many hundreds of our adolescents from secondary and vocational schools posted on the Internet. We provide data for all tests 2000-2018 years for the first time in the pedagogical press of Ukraine. They will allow readers to evaluate their own evolution of the results of all tests. So you can find ways to improve their professional activities based on a combination of administratively recommended and own conclusions. We point to the beginning of changes in higher education and in the content of university quality ratings. The new rating (Impact Rankings 2020) also focuses on protecting humanity and environmental problems.

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Konferenzberichte zum Thema "Elementary education programmee"

Tsan, Jennifer, Jessica Vandenberg, Xiaoting Fu, Jamieka Wilkinson, Danielle Boulden, Kristy Elizabeth Boyer, Collin Lynch und Eric Wiebe. „An Investigation of Conflicts Between Upper-Elementary Pair Programmers“. In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293799.

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Berta, Tünde. „COMPLEX INSTRUCTION PROGRAMME IN TEACHING OF MATHEMATICS AT PRIMARY LEVEL OF ELEMENTARY SCHOOLS“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0863.

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Filella, Gemma, Felicidad Barreiro, Jon Berastegui, Maria José Méndez, María Priego-Ojeda und Agnès Ros-Morente. „EMOTIONAL AWARENESS OF ELEMENTARY STUDENTS. ANALYSIS OF NEEDS AND INTERVENTION PROPOSALS“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end118.

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"The ability to master emotional vocabulary is evidenced to enhance emotional expression, as well as broaden knowledge of the world and facilitate interpersonal relationships. Also, it helps to develop critical thinking, promotes abstraction, deepens self-knowledge, emotional regulation, forge solid social relationships and improves emotional competencies: emotional awareness, emotional regulation, emotional autonomy, social competence and competences for life and well-being. Some of them are mediated by language, such as emotional awareness which is the first step towards becoming aware of one’s own emotions and the emotions of others as well as capturing the emotional climate of a particular context. This study aims to be a needs analysis to detect the level of emotional vocabulary that primary students know differentiating between positive, negative and ambiguous emotions. Consequently, the differences between gender and grades had been explored. The sample of this study was constituted of 551 primary students (335 boys and 216 girls). An instrument developed ad-hoc was implemented to measure the emotional vocabulary. A quantitative analysis was done with the program IBM SPSS Statistics 24.0 software. The results showed that as participants' ages increased, more positive emotions were detected. Apart from that, a greater number of negative and ambiguous emotions were noticed in the older participants. On the other hand, the younger participants reported an increased number of positive words. As compared to the boys, the girls reported more positive words. To explain these results, a variety of explanations and arguments could be considered. According to previous research, studies have demonstrated how relevant is to carry out emotional competence’s programmes based in emotional education in primary schools at early ages, since then exists major flexibility and capacity to acquire emotional vocabulary. These interventions also prevent bullying and aid in conflict resolution, in addition to improving emotional vocabulary."

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Popovici, Doru vlad, und Dorina Ardeleanu. „RESULTS FROM INTEGRATING THE "LOGOPEDIX" SOFTWARE PROGRAM IN THE SPEECH-LANGUAGE THERAPY“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-240.

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The high incidence of speech-language disorders among children with intellectual disability prompted us to seek new ways to improve the language and speech therapy, turning to the best account the latest available digital resources, by developing an original intervention program. The aim of this action research study was to assess the positive impact of the "Logopedix" software application towards meeting the speech-language therapy objectives and towards improving certain aspects of psychomotricity. The 40 participating elementary school children with intellectual disability, aged between 7 and 10, randomly selected from a Bucharest school for children with special needs, were divided into 2 groups with a homogenous distribution based on an initial evaluation. Throughout the 2012-2013 schoolyear, we subjected the two groups to a complex speech-language intervention program. We used the technology-enhanced approach for the experimental group (employing the "Logopedix" software program), and the clasical approach for the control group. We verified three research questions (research assumptions/hypotheses). The first one refers to the asumption that integrating the "Logopedix" software program within the speech-language therapy yields significantly better results than the "classical" speech-language therapy. The second one concerns the improvement of certain aspects of the fine motor skills (manual dexterity). The third one refers to the spatial awareness (telling left and right). The results of the final evaluation partially confirmed (partially ascertained) the first research question/hypotesis and fully confirmed (fully ascertained) the second and third ones. Therefore, we consider the "Logopedix" software program as a valuable assistive speech-language therapy instrument for the elementary school children with intellectual disability, within its defined limitations. Doru-Vlad Popovici, ph.D, is a university professor at the University of Bucharest, Faculty of Psychology and Educational Sciences, where he functions as Director (Chair), Department of Special Education, and as Director, Psychopedagogy of the inclusive school Master Programme Dorina Ardeleanu is a special education teacher (speech-language therapist) at the School Nr. 5 for Children with Special Needs, Bucharest. With a bachelor's degree in Psychology from the LB University of Sibiu-Hermannstadt and a master's degree in Speech-Language Therapy from the University of Bucharest

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Dragić, Želimir, und Mile Ilić. „LITERARY TEXT RECEPTION IN DEVELOPING TEACHING AND LEVEL OF MORAL DEVELOPMENT OF YOUNGER SCHOOL AGE STUDENTS“. In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.281d.

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The processes and outcomes of literary text reception are determined by the flows and methodical specificities of the traditional and innovative-developing teaching system. Increased intensity of literary text reception can be achieved in the models of developing teaching at a younger school age. Starting from the premises of the reception theory, the theory of innovative-developing teaching and the findings of tangent research, transferable theoretical foundations of literary reception and literary text reception microplans were developed in the models of developing classroom teaching (different complexity levels interactive teaching ‒ DCLIT and responsible teaching ‒ RT). During the one-year experimental-methodical programme, elementary school fifth grade students were adopting literary-artistic texts in the context of one innovative-developing model of classroom teaching (different complexity levels teaching ‒ E1 or responsible teaching – E2), and in the regular teaching of literature. On average, students in the experimental groups (E1 and E2) achieved generally statistically significantly higher scores during the final evaluation of the knowledge of moral qualities and knowledge of human personalities than the students in the control groups (K1 and K2). The obtained findings of the experimental-methodical research can be a significant contribution to the advancement of work on literary text in the teaching practice.

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Berichte der Organisationen zum Thema "Elementary education programmee"

Anilkumar, Krupa. Benefits and Challenges of Using Dialogue-based Pedagogy for the Gender Education of Pre-service Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0906.2023.

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Gender-just classrooms are imperative to realising a gender-just society. Patriarchal gender norms are often reproduced and perpetuated in schools through biased curriculum, gendered textbooks, hidden curriculum and even gendered views of those who educate. The key to a gender equitable classroom is a gender conscious teacher. To begin our engagement on the subject, we analysed the gender component in the curriculum of the elementary teacher education programme offered at District Institutes of Education and Training (DIET) under the Kerala State Council of Educational Research and Training (SCERT).

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Barrera-Osorio, Felipe, Samuel Berlinski und Matías Busso. Effective Evidence-Informed Policy: A Partnership among Government, Implementers, and Researchers. Research on Improving Systems of Education (RISE), Dezember 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/035.

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Evidence matters for the effectiveness of public policies,but important informational frictions—that is, resistanceto obtaining or using information on the subject at hand—sometimes prevent it from shaping policy decisions.Hjort et al. (2021) showed that reducing those frictionscan change not only political leaders’ beliefs but alsothe policies they implement. One-way information, fromresearch to policy, may sometimes be insufficient, though.Policymakers may be agnostic about the effectiveness ofan intervention, or they may not know which of its featuresrequire adjustment. A process of policy experimentationmay be needed (Duflo 2017), in which policies arerigorously evaluated at a small scale, the findings of those evaluations inform the policy design, and a new evaluation determines the effectiveness of a fine-tuned version of the intervention, with the assessment continuing until the program is ready to be scaled up. This process requires very close collaboration among government, implementers, and researchers. The means by which evidence is produced is also important. A frequent criticism of researcher-designed interventions is that results may not be relevant. One reason is that pilot programme’s participants or circumstances may be atypical, with the result that the experimental treatment, even if implemented with fidelity, may not achieve similar outcomes in other settings (Al Ubaydli et al. 2017; Vivalt 2017). A second reason is that governments may lack the capability to implement with fidelity interventions tested in randomized control trials. A partnership between policymakers and researchers can help attenuate these concerns. A recent experience in Colombia provides a good example of such a partnership at work. “Let’s All Learn to Read” is an ambitious programme to improve literacy skills among elementary schoolchildren (Grades K–5). Spearheaded by the Luker Foundation, a local nongovernmental organisation, in collaboration with the Secretary of Education of Manizales (Colombia), the programme began with a systematic data collection effort in the municipality’s public primary schools to understand why students were failing to acquire the most basic academic skills. This led to several interventions over many years during which multidisciplinary teams of researchers working in close collaboration with local stakeholders and policymakers designed and evaluated different features of the programme.

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