Thematische Bibliographien / Primary education and education

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Auswahl der wissenschaftlichen Literatur zum Thema „Primary education and education“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Primary education and education"

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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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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Tsangaridou, Niki. „Educating primary teachers to teach physical education“. European Physical Education Review 18, Nr. 3 (Oktober 2012): 275–86. http://dx.doi.org/10.1177/1356336x12450788.

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Jogram, Dr Rathod Sunita, Dr Manisha Shankarrao Deore und Dr Pawar Ashok Shankarrao. „Formative Evaluation: Action Plan for Primary Education“. International Journal of Scientific Research 2, Nr. 5 (01.06.2012): 60–63. http://dx.doi.org/10.15373/22778179/may2013/23.

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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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Jabborova, Onakhon Mannapovna. „Systems For The Development Of Primary Education In The Process Of Higher Pedagogical Education“. American Journal of Social Science and Education Innovations 03, Nr. 04 (30.04.2021): 449–53. http://dx.doi.org/10.37547/tajssei/volume03issue04-71.

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Ceken, Ramazan. „Primary school teacher education students' misconception on waste“. International Journal of Academic Research 6, Nr. 3 (30.05.2014): 19–23. http://dx.doi.org/10.7813/2075-4124.2014/6-3/b.3.

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MAIER, Roxana, Ioana GOLU und Alina MARIAN. „EDUCATION FOR SANOGENOUS BEHAVIOURS IN PRIMARY SCHOOL CHILDREN“. SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, Nr. 2 (24.06.2016): 607–12. http://dx.doi.org/10.19062/2247-3173.2016.18.2.16.

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Dissertationen zum Thema "Primary education and 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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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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Chimombo, Joseph Patrick Goodson. „Implementing educational innovations : a study of free primary education in Malawi“. Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310250.

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The new democratic government of Malawi introduced free primary education (FPE) in the 1994/95 academic year. This major policy intervention included the removal of tuition and other school fees, and children were no longer required to wear a uniform to attend school. The main objectives ofFPE were to increase access to primary education and to eliminate inequalities in participation through reducing the direct costs, and to improve retention rates and thus reduce illiteracy. FPE is the most significant educational policy ever introduced in Malawi. Its development invited a detailed study of how participation has changed, what mechanisms were employed to improve retention and promotion, and what strategies were used to meet the need for additional human and physical resources. There are four main concerns which shaped this study: 1) The genesis of the policy- how was the policy initiated and for what reasons? 2) The policy itself- i.e. what did the policy consist of and what did the ministry of education do? 3) What happened after the introduction of FPE and how did enrolment, access and retention change over time? 4) Why did things happen the way they did and what are the reasons which help explain the effect of implementing FPE? Data were collected through grounded case studies of ten schools undertaken in different parts of Malawi. The literature indicates that judgements on the effectiveness of policy implementation require insights that can only be obtained from case study work at the local level. Those involved in the development of policy were interviewed and national level data were also analysed. Systems theory was used to examine the relationships between system components, between the system and its environment and between one system and another, and the major concepts of this theory of interdependence, integration and cohesion were used to analyse and interpret the findings of this thesis. At the macro level, the study also drew on functionalist theory. In order to examine how educational institutions perceive, manipulate and act within the structural constraints within which they find themselves, the socio-politico-cultural frameworks within which, and through which these institutions have shaped schooling under FPE were elaborated. The analysis has shown that the immediate goal of ensuring universal access to primary education has been largely achieved. Most children in Malawi have set foot inside a school of some kind. But when the implementation of FPE policy was examined within the Jomtien aspirations which included improving educational quality, ensuring greater equity in the distribution of educational resources, and improving retention and attendance, the thesis concludes that Malawi lacks the administrative and fiscal capacity to deliver primary education of minimum quality to all. This deficiency leads to system fragmentation and low cohesion in the implementation process which partly explains the limitations of FPE policy identified. The study established that schooling problems might have worsened since the introduction of FPE and that despite increased efforts towards girls education, gender disparities still remain one of the main problems. Further, the rhetorical association of schooling with economic opportunity is questionable, at least for those where the demand for schooling is weak and the benefits not apparent. A simulation modelling costs also indicates that achieving EFA is financially unsustainable in the short and medium term. The findings provide pointers about what needs to be done or strengthened in order to ensure a more effective implementation of an ambitious and worthwhile educational policy reform in Malawi, as well as the lessons that can be learned for the implementation of similar reforms.

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Tosam, Ful John. „Implementing educational change in Cameroon : two case studies in primary education“. Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.

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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.

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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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Whitworth, Linda. „Engaging Phronesis : religious education with primary initial teacher education students“. Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23887/.

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This thesis considers the initial teacher education of non-specialist primary undergraduate student teachers in teaching Religious Education. The focus of the research is a short module taught in the second year of the students’ degree course, which prepares students to teach in predominantly multicultural classrooms in London. The module adopts an Interpretive Approach to Religious Education, which contributes to a realignment of the students’ conceptualisation of knowledge through examination of the concepts of episteme and phronesis. Findings show that overt acknowledgement of the student teachers’ developing professional understandings, situated in decisions which reference values as well as subject knowledge, can alter their understanding and confidence about teaching Religious Education and indicates wider benefit in their appreciation of their developing teacher personae. The Structure of the Research Chapter 1 is a contextual introduction which presents a series of lenses through which to view the Religious Education module. Chapter 2 is an exploration of three main ideas which influenced the research: the Interpretive Approach to RE, the concept of phronesis, and the benefits to understanding pedagogy through self-study in teacher education. Chapter 3 explains the methodological thinking behind the research, ethical considerations and the methods employed. These include practitioner research, use of ethnographic and reflexive lenses and analysis of data from both students and personal reflection through self-study. Chapter 4 reports the findings from the research carried out with students, exploring the ideas which emerge from their responses to the module and my observations and interviews which illuminate ideas which emerge from the analysis. Chapter 5 is a discussion of the content and development of the module itself, exploring the impact and development of activities which influence the students’ understanding of RE. Chapter 6 draws together the threads of the research to explore the vision of a transformative ITE RE module, which recognises the value of acknowledging and developing phronesis in primary non-specialist student teacher education and concludes with recommendations to improve the current situation in RE in primary ITE.

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Stevens, Vanessa Jane. „Governing education : the ethical spaces of primary school citizenship education“. Thesis, University of Exeter, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522269.

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Bücher zum Thema "Primary education and education"

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

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Primary education syllabuses. Nairobi, Kenya: Jomo Kenyatta Foundation, 1986.

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

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

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Versions of primary education. London: Routledge, 1995.

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Mikk, Jaan, Marika Veisson und Piret Luik. Preschool and primary education. Frankfurt am Main: Peter Lang, 2011.

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Initiatives in primary science : an evaluation. Implementing primary science education. Hatfield: Association for Science Education, 1988.

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Preschool and primary education. Frankfurt am Main: Peter Lang, 2011.

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Buchteile zum Thema "Primary education and education"

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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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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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, 225–41. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_15.

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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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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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Vaughan, Karen, Peter Aubusson und Heather Edwards. „Maroon Primary School“. In Indigenous Education, 127–36. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_11.

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Evans, Christine, und Geoffrey Riordan. „Indigo Primary School“. In Indigenous Education, 87–101. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_8.

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Konferenzberichte zum Thema "Primary education and education"

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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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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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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Yolcu, Ece, und Mediha Sarı. „The Character Educators of Future: What Do They Know? What Do They Need?“ In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education

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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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Skutil, Martin, Kateřina Bachtíková, Barbora Šimůnková und Helena Štětková. „SELF-EVALUATION AS AN EDUCATIONAL TREND IN PRIMARY EDUCATION“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0228.

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Świętek, Agnieszka, und Wiktor Osuch. „Regional Geography Education in Poland“. In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

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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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Berichte der Organisationen zum Thema "Primary education and 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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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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Fraumeni, Barbara, Marshall Reinsdorf, Brooks Robinson und Matthew Williams. Price and Real Output Measures for the Education Function of Government: Exploratory Estimates for Primary & Secondary Education. Cambridge, MA: National Bureau of Economic Research, Juni 2008. http://dx.doi.org/10.3386/w14099.

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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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Kolesnyk, Larysa, Tetiana Matusavech und Iryna Shaposhnikova. Democracy in education: examining the experiences, perspectives, and perceptions of democracy in primary teacher education in ukraine Research report. “NAIR” Enterprise, Ivano-Frankivsk Oblast Organization of “RSDP “Institute of Social Policy”, 2020. http://dx.doi.org/10.37271/009-20/978-966-2716-50-4/2020-68.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita und Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, Mai 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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Smyth, Emer. The transition to primary education: insights from the Growing Up in Ireland Study. ESRI, Mai 2018. http://dx.doi.org/10.26504/bkmnext360.

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Kaffenberger, Michelle, und Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, Dezember 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.

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Amin, Sajeda, und Amin Chandrasekhar. Looking beyond universal primary education: Gender differences in time use among children in rural Bangladesh. Population Council, 2009. http://dx.doi.org/10.31899/pgy3.1031.

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