Thematische Bibliographien / Primary education

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Zeitschriftenartikel
Dissertationen
Bücher
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Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Primary education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Oktober 2024

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Zeitschriftenartikel zum Thema "Primary education"

Rami Reddy, Chaganti. „Innovations in Primary Education - Peace Education“. International Journal of Science and Research (IJSR) 12, Nr. 10 (05.10.2023): 1425–28. http://dx.doi.org/10.21275/sr231018195013.

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Sherboeva, Nodira. „WORLD EXPERIENCE IN PRIMARY EDUCATION“. International Journal of Advance Scientific Research 4, Nr. 4 (01.04.2024): 48–55. http://dx.doi.org/10.37547/ijasr-04-04-09.

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Primary education serves as the cornerstone of a nation's educational system, shaping the future of individuals and societies. This article provides a comprehensive review of primary education systems worldwide, drawing on global experiences to identify key lessons learned and best practices. Through a thorough literature review and analysis of primary education systems in various countries, including both developed and developing nations, this study examines the structure, curriculum, teaching methods, assessment practices, and educational outcomes of primary education. Common challenges faced by primary education systems, such as access, quality, equity, and relevance, are explored, along with successful strategies for addressing them. The role of government policies, socio-economic factors, cultural influences, and technological advancements in shaping primary education is also examined. The findings highlight the importance of sharing global experiences and collaborating across borders to improve primary education and ensure equitable access to quality education for all children. This article concludes with implications for policymakers, educators, researchers, and other stakeholders, as well as recommendations for future research and collaboration in primary education.

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Shafer, Susanne M. „Primary Education“. Western European Education 20, Nr. 2 (Juli 1988): 3–4. http://dx.doi.org/10.2753/eue1056-493420023.

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Lingens, Hans G. „Primary Education“. European Education 29, Nr. 4 (Dezember 1997): 3–4. http://dx.doi.org/10.2753/eue1056-493429043.

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Campbell, Robin. „Primary education or primary schooling?“ Education 3-13 33, Nr. 1 (März 2005): 3–6. http://dx.doi.org/10.1080/03004270585200021.

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Urhahne, Detlef. „Primary education and secondary education“. Educational Psychology 38, Nr. 7 (19.07.2018): 857–58. http://dx.doi.org/10.1080/01443410.2018.1490241.

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Noor, Ady Ferdian, A’am Rifaldi Khunaifi Supardi und Sukirno, Haryanto. „Multicultural Education Praxis for Primary Schools: Perspective of Muhammadiyah Primary Schools Indonesia“. International Journal of Psychosocial Rehabilitation 23, Nr. 4 (20.12.2019): 1039–52. http://dx.doi.org/10.37200/ijpr/v23i4/pr190432.

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R. Solai Raja, R. Solai Raja, S. Banumathi S. Banumathi und T. Dhanabalan T. Dhanabalan. „Primary School Education in India: An Overview“. Indian Journal of Applied Research 3, Nr. 5 (01.10.2011): 439–40. http://dx.doi.org/10.15373/2249555x/may2013/135.

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Umarova, Zukhra. „UPBRINGING AS A PROCESS IN PRIMARY EDUCATION“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 08 (31.08.2021): 127–31. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-27.

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Lukac, Michal, Michal Imrovic, Monika Orlikova und Edita Poorova. „Developing reader´s literacy in primary education.“ Historical and social-educational ideas 13, Nr. 2 (29.04.2021): 265–85. http://dx.doi.org/10.17748/2075-9908-2021-13-2-265-285.

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Reading and reader´s literacy are essential prerequisites for developing key competences, especially competencies for learning, and are still used as a tool to achieve other goals that are the gateway to success in work and personal life. The topic of the article is reader´s literacy and its development at pupils of primary education through the use of methods developing reader´s literacy in the teaching process.

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Dissertationen zum Thema "Primary education"

Meier, Lori T. „Episode 4: Primary & Secondary Sources“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.

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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.
https://dc.etsu.edu/social-studies-education-oer/1003/thumbnail.jpg

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Vincent, Carol. „Parental participation in primary education“. Thesis, University of Warwick, 1993. http://wrap.warwick.ac.uk/36101/.

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This thesis is a qualitative study of the power relations structuring interactions between parents and teachers in one inner London borough. The first three chapters consider the theories and practice of participation and the extent of its realisation in education. Individual parental involvement is seen as the accepted way for parents to intervene in their child's education; this tendency is heightened by the current New Right emphasis on the 'parent-asconsumer'. Such individual parental incursions can only have a limited effect upon the imbalance of power that defines relationships between teachers and working class parents. However opportunities for collective parental participation are found to be restricted. Chapters five to nine contain case studies of two primary schools, a home-school co-ordinators' project and a parents' centre. The ethnographic chapters use fieldwork data, gathered mainly through semi-structured interviews to illustrate the effects of social class, ethnicity and gender; firstly, on individual teacher-parent-officer relations, and secondly, on allowing access to school and LEA decisionmaking fora. These chapters illustrate the arguments of the earlier theoretical chapters, by showing how teachers as individuals and schools as institutions allow particular types of individual parental involvement whilst limiting opportunities for collective parental participation. The concluding chapter applies these findings to the theoretical arguments outlined in chapters one to three. It argues that allowing parents a role as participant would profoundly alter their relationship with the education system. Such a role - resulting in increased lay participation in a welfare state institution - is seen as an integral part of citizenship in a fully participative democracy.

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Russell, Anthony. „Primary science education in Botswana“. Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019698/.

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Prince, Nanette Marie. „Balanced literacy in primary education“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1655.

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Kityo, Sylvester. „Primary education reform in Uganda : assimilating indigenous education“. Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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Wagiet, Razeena. „Environmental education : a strategy for primary teacher education“. Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.

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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of both. These assumptions inform the aim of this research, which is to explore the potential for the implementation of education for sustainable living, and to identify a strategy for this, for initial teacher education, for senior primary school student teachers in the Western Cape. The strategy is derived following the grounded theory approach, developed through the case study method. In the process of identifying the strategy, this study establishes that there are challenges at macro, meso and micro levels that are obstructing the changes necessary for education for sustainable living. Change theory provides the basis for explaining these shortcomings, by helping to identify the barriers that might obstruct the realisation of the changes that are necessary for education for sustainable living. These challenges need to be perceived in the light of overcoming three sets of barriers in the way of the potential implementation of education for sustainable living in teacher education. First are those that can be ascribed to the formal education system that, while clinging to Western, Eurocentric values on the one hand, bave also failed to secure a policy for environmental education on the other. Second are the barriers ascribed to the teacher educators themselves, with the whole notion of their powerlessness at its core. Finally, there are the logistical barriers, which encompass, for example, time and financial constraints. With these barriers as a backdrop, to facilitate the incorporation of environmental education into initial teacher education, the study identifies a need for the development of a strategy to secure that education for sustainable living assumes its rightful place in the curriculum for initial teacher education. This framework emerges from the theory grounded in the interviewees' responses during the research, and from the theory grounded in the literature. Central to this framework is for education for sustainable living to contribute to the realisation of real change, change that would further the transformation of our conflict-riddled and inequitable society towards a more democratic and just one. This thesis demonstrates that the realisation of the changes necessary for education for sustainable living demand a reconstruction of current teacher education in order to secure and to sustain an appropriate and sound education ethic to form the basis of a trans formative teacher education curriculum for sustainable living within initial teacher education. Except formal policy, but central to overcoming these barriers, is the need for professional development programmes for teacher educators. A strategy in this regard, is outlined.

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Ward, Gavin. „Knowing primary physical education movement culture“. Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/615665.

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Background: Mind-body dualisms create particular difficulties for researching and justifying learning and knowledge within PE practices. These issues are compounded in the UK by prevailing cognitivistic ideas of education, knowledge and learning. Crum (1993) suggests reconceptualising PE as movement culture as a potential solution to the limitations created by dualistic positions within education. How knowledge and learning within movement culture is positioned, however, was left underdeveloped by Crum. The aim of this thesis is to explore an embodied, action position on knowledge and learning, as a potential solution to this issue. Purpose: This thesis is driven by two purposes. The first; to examine and discuss how John Dewey’s theorising of knowledge and learning within experience provides a theoretical position on knowledge and learning within movement culture. The second; to utilise this position to explore how pupils’ and teachers’ actions within primary PE lessons constitute and negotiate the movement cultures within their school. Findings: In adopting a position which dissolves mind-body dualisms, movement culture allows the practical work of PE lessons to be considered as contexts of knowledge production. This opens up our understanding of different ways of knowing in PE through pupils’ epistemological ‘action-in-PE-settings’. Rather than creating another hybrid of educational ideology by objectifying what to ‘do’ or ‘know’, movement culture keeps the ‘who’ of participation in PE practice in view. Such a position is achieved because pupils are seen as ‘coming to know’ through their immediate and continuous experiences of sports and physical activities both in PE and beyond the school gates. By dissolving traditional dualisms within educational ideology, movement culture allows ideologies and assumptions about learning in PE to be decoded and managed. It also provides a framework to explore subject-matter for learning and analyses some of the disconnections which exist within PE practice. Conclusions: Reconceptualising PE as movement culture is not intended to create a logic of practice to which I claim PE should ascribe. In this thesis, movement culture offers a position from which to consider the continuity between PE and pupils’ lives within and outside of the school gates. Such a standpoint can challenge our ideas as to what subject-matter could be within PE and the possibilities of learning outcomes other than those that focus on performance sport or bodily training for fitness. From a research perspective questions arise in relation to understanding very young pupils’ experiences of knowing within PE and how learning and knowledge are embodied across other subject areas. Addressing such questions may help to support new understandings of learning and knowledge within schools that are concurrent with developing new methodologies and research tools. These may in turn support the continuing development of pedagogical practices.

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Gujberová, Monika, und Peter Tomcsányi. „Environments for programming in primary education“. Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6449/.

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The aim of our article is to collect and present information about contemporary programming environments that are suitable for primary education. We studied the ways they implement (or do not implement) some programming concepts, the ways programs are represented and built in order to support young and novice programmers, as well as their suitability to allow different forms of sharing the results of pupils’ work. We present not only a short description of each considered environment and the taxonomy in the form of a table, but also our understanding and opinions on how and why the environments implement the same concepts and ideas in different ways and which concepts and ideas seem to be important to the creators of such environments.

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Alsenaidi, Sami Fahad. „Electronic brainstorming in Saudi primary education“. Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3910.

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This study explores the use of electronic brainstorming in classrooms in primary schools in Saudi Arabia. It involves teachers and students in primary school who used computers in their Islamic Education lessons. The main aim of my study is to explore the students’ interest in Islamic Education in primary schools in Saudi Arabia, to improve their creativity skills through electronic brainstorming and to investigate the influence of the pedagogical affordances of the electronic brainstorming method on classroom activity. To this end, I compared three groups, electronic brainstorming (EBS), verbal brainstorming (VBS) and the traditional method (T), in different classrooms and with different teachers. Mixed qualitative and quantitative methods of data collection and analysis were employed. The data collection methods used in this study were classroom and online forum observations, teacher and the student interviews, and pre- and post-tests (using the Torrance test, TTCT, to measure students’ creativity skills). The sample consisted of 61 primary school students aged between 11 and 12 years old and three Islamic Education teachers. The study took place in a classroom within the students' primary school in Saudi Arabia, and lasted around three months. The interview and observation findings indicated the greater student participation, motivation and creativity in the EBS method. The observation and interview findings revealed positive differences between electronic brainstorming (EBS) on side and verbal brainstorming (VBS) and traditional methods (T) on the other side in Islamic Education lessons in primary schools in Saudi Arabia. Furthermore, the analysis of the research findings demonstrated how pedagogical affordance of EBS lead to a significant improvement of creativity skills, dialogue and engagement in learning environment where EBS had been employed. Finally, this study concluded that EBS method has considerable potential to improve the Islamic Education curricula in primary schools in Saudi Arabia.

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Kobayashi, Tomoko. „Community participation in primary education : the case of Lok Jumbish and District primary education programme in India“. Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425484.

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Bücher zum Thema "Primary education"

Council, Durham (England) County. Primary education. Durham: County Council, 1996.

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Stockton-on-Tees (England). Education, Leisure and Cultural Services Department. Primary education. Stockton-on-Tees: Stockton-on-Tees Borough Council, 2000.

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Lockheed, Marlaine E. Primary education. Washington, D.C: World Bank, 1990.

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Voroncova, Anna, Tat'yana Sutyagina, Oksana Pavlova, Elena Tihomirova, Anna Samohvalova, Oksana Vishnevskaya, Svetlana Shepeleva et al. Didactics of primary education. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1200566.

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The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

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Community Education Development Centre. Family Education Unit., Hrsg. Community primary education. Coventry: Community Education Development Centre, Family Education Unit, 1990.

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Education, Kenya Ministry of. Primary education syllabus. [Nairobi]: Kenya Institute of Education, 1992.

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Roberts, Matt. Primary Education Voices. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003307150.

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Mozambique. Ministério da Educação. Direcção de Planificação., Hrsg. Educational indicatores [i.e indicators]: Primary education. Maputo: The Directorate, 1997.

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Malgavkar, P. D. Universalisation of primary education. New Delhi: Konark Publishers, 1995.

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Mauritius. White paper: Pre primary, primary & secondary education. [Port Louis]: Ministry of Education and Human Resource Development, 1997.

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Buchteile zum Thema "Primary education"

Daniel, Paul, und John Ivatts. „Primary Education“. In Children and Social Policy, 167–95. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26277-9_8.

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Safford, Kimberly. „Primary education“. In Learning and Teaching Around The World, 8–18. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429491498-2.

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Eaude, Tony. „Primary Education“. In A Generation of Radical Educational Change, 43–54. Abingdon, Oxon; New York, NY: Routledge is an imprint of: Routledge, 2015. http://dx.doi.org/10.4324/9781315673417-4.

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Howells, Kristy. „Physical Education and Health Education“. In Inspiring Primary Learners, 133–50. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429024597-10.

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Morgan, Robert. „Religious Education“. In Inspiring Primary Learners, 186–202. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429024597-13.

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Wright, Susannah. „Primary School Education“. In Springer International Handbooks of Education, 1–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_15-1.

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Wright, Susannah. „Primary School Education“. In Springer International Handbooks of Education, 225–41. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_15.

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Jess, Mike, Paul McMillan und Nicola Carse. „Primary Physical Education“. In An Introduction to Primary Physical Education, 39–52. 2. Aufl. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003257783-5.

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Govinda, R. „Colonial Primary Education“. In The Routledge Companion to Primary Education in India, 140–62. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781032626659-6.

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Kenney, Suzanne, und Karen Vaughan. „Crimson Primary School“. In Indigenous Education, 115–25. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_10.

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Konferenzberichte zum Thema "Primary education"

Cabanová, Mariana, Bronislava Kasáčová und Robert Sabo. „PRE-PRIMARY AND PRIMARY EDUCATION STUDENT TEACHERS’ ATTITUDE TO INCLUSIVE EDUCATION“. In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1773.

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Mannila, Linda, Fredrik Heintz, Susanne Kjällander und Anna Åkerfeldt. „Programming in primary education“. In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421598.

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TIMOFTE, Anca Elena. „Educational policies specific to ICT programs in primary education“. In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v2.25-03-2022.p246-251.

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This article presents the theoretical aspects of educational policies specific ICT programs in primary education, conceptual determinations on educational policies, the development of educational politicies, as well as studies on the use of ICT in primary education.

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Langa, Claudiu. „Effective Management Of Educational Resources In Primary Education“. In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.2.

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„DESIGN OF DIGITAL EDUCATIONAL MATERIALS FOR PRIMARY EDUCATION“. In 4th International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2008. http://dx.doi.org/10.5220/0001513904430447.

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Sabitzer, Barbara, Peter K. Antonitsch und Stefan Pasterk. „Informatics concepts for primary education“. In the 9th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670778.

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Armoni, Michal. „Early Education“. In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2834898.

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Cabanová, Mariana, und Marian Trnka. „INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF PRE-PRIMARY AND PRIMARY EDUCATION STUDENT TEACHERS“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1827.

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M. Abu-Samaha, Ala, und Rima Shishakly. „Assessment of School Information System Utilization in the UAE Primary Schools“. In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3260.

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This paper presents an assessment of School Information Systems (SIS) Utilization in the United Arab Emirates’ (UAE) primary schools through a holistic descriptive approach that involves explaining, studying and analyzing the current technical status of the schools’ SIS. To do so, the researchers used a series of case studies (documents analysis, questionnaires and interviews) of a number of primary schools representing the educational zones of the UAE to acquire an understanding of SIS level of utilization. According to the research results, the majority of primary schools have computerized their administrative activities at different levels via the Ministry of Education’s suggested system or individually procured systems. Though, the use of Information and Communication Technologies, including SIS, is in its initial stage despite the adopted strategy by the UAE government to accelerate the effective utilization of educational management and automation technologies in the educational institutions and the Ministry of Education itself.

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Diana Coroi, Marinela. „The importance of digital literacy in primary education“. In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p177-181.

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The idea of digital literacy is adopted and put into educational practice by most countries in the world since it is the answer outlined by the need to develop a society dominated by information and technology. Digital education is a priority of the education and training system that aims at training and developing digital skills for lifelong learning and the professions of the future. The need to approach digital education in Romanian primary education would be the first step towards important digital literacy in optimizing online learning activities. The initiation from a young school age in the sphere of knowledge of safe use of technology can be materialized, through a systematic didactic approach, rising in the ranking of European states regarding the level of digital competencies.

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Berichte der Organisationen zum Thema "Primary education"

Caunedo del Potro, Betsabé. Primary Education in medieval Castile. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/itma.2019.13.11.

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Mahgoub, Sali. Achieving universal primary education in Sudan. Ames (Iowa): Iowa State University, Januar 2010. http://dx.doi.org/10.31274/cc-20240624-107.

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Tofaris, Elizabeth, und Mauricio Romero. Outsourcing Primary Education In Liberia Leads To Inadequacies. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii352.

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Schiefelbein, Ernesto, Paulina Schiefelbein und Laurence Wolff. Primary Education in Latin America: The Unfinished Agenda. Inter-American Development Bank, Mai 2002. http://dx.doi.org/10.18235/0008792.

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This paper asks a deceptively simple question. After over a decade of concern about and investment in primary education, what have been the results and how much further does the region need to go before it has achieved a primary education of quality for all children? The paper creatively reviews available data for four countries (Brazil, Chile, Honduras, and Costa Rica) as well as for the region as a whole. The critical policies and investments identified over ten years ago have only been partially implemented. Their full implementation is still needed. They include building up teacher knowledge, pedagogy, and commitment; increasing enrollment in pre-schooling, especially of at-risk children; providing adequate and appropriate teaching materials; targeting resources to disadvantaged children; articulating clear national learning goals; and improving the technical quality and utilization of testing programs.

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Bozcaga, Tugba, und Asli Cansunar. The education backlash: How assimilative primary school education affects insurgency in areas of ethnic conflict. UNU-WIDER, März 2023. http://dx.doi.org/10.35188/unu-wider/2023/358-1.

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Ali, S. M. Zulfiqar, und Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, Juli 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic literacy and numeracy to more complex skills like reading comprehension and arithmetic operations. It scrutinises educational achievement, socio-economic and geographical determinants, insights into the systemic challenges and pinpointing opportunities for targeted interventions. Key findings indicate a notable 8.7 per cent enrolment decline from 2019 to 2022, accentuated in char and coastal regions (18 per cent) with contrasted urban areas experience (3.3 per cent). Amidst adversity, over half of the surveyed students (56 per cent) continued their education, leveraging support from family and technology, and a concerning 7 per cent did not engage in any study. The analysis revealed distinct gender disparities in subject mastery, with girls surpassing boys in Bangla and boys leading in Mathematics. Moreover, urban learners consistently outperformed their rural counterparts, underscoring significant geographical disparities. The data underscore widespread basic or below-basic competency levels, highlighting the severe learning deficits exacerbated by pandemic-induced educational disruptions. The analysis emphasises the profound influence of parental education and socio-economic status on academic success, advocating for equity-focused educational strategies. It also stresses the importance of school infrastructure and access to learning resources in enhancing student performance. The enduring effects of the pandemic call for immediate and concerted action among government agencies, educators, and communities to remediate educational gaps and foster equitable, quality education, thus mitigating the long-term adverse effects on Bangladesh's young learners. This study illuminates the resilience of students and families, suggesting the potential of community-based support systems.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.

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Giannola, Michele, Matias Busso und Samuel Berlinski. Helping struggling students and beneﬁting all: peer eﬀects in primary education. The IFS, Januar 2022. http://dx.doi.org/10.1920/wp.ifs.2022.222.

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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, Mai 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.

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Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell und Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.

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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in the 21st century where the combination of multisensory practices is both digital and multimodal. Unfortunately, while multimodal literacy has become an increasing focus in school curriculum, research has still largely remained focussed on the visual. The Sensory Orchestration for Multimodal Literacy Learning in Primary Education project, led by ARC Future Fellow Professor Kathy Mills, sought to address this research deficit. In addressing this gap, the project built an evidence base for understanding how students become critical users of sensory techniques to communicate through digital, virtual, and augmented-reality texts. The project has contributed to the development of new multimodal literacy programs and a next-generation approach to multimodality through the utilisation of innovative sensorial education programs in various educational environments including primary schools, digital labs, and art museums.

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