Thematische Bibliographien / Primary teaching of literature

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Primary teaching of literature“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Primary teaching of literature"

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Shermatova, Mahfuza Rahimjanovna. „Work On Teaching Classical Literature To Primary School Students“. American Journal of Social Science and Education Innovations 03, Nr. 04 (30.04.2021): 600–605. http://dx.doi.org/10.37547/tajssei/volume03issue04-98.

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Development of a new educational system for the formation of young people as members of a highly enlightened society through the use of classical literature, which is our spiritual heritage, the definition of artistic, aesthetic, scientific and pedagogical bases of teaching classical literature, It is important to develop methods of teaching classical literature, depending on the age of students, as well as the application of advanced innovative educational technologies in this process.
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Rodgers, Yana V., Shelby Hawthorne und Ronald C. Wheeler. „Teaching Economics Through Children's Literature in the Primary Grades“. Reading Teacher 61, Nr. 1 (September 2007): 46–55. http://dx.doi.org/10.1598/rt.61.1.5.

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Falk, Hedda, Gilat Brill und Anat Yarden. „Teaching a Biotechnology Curriculum Based on Adapted Primary Literature“. International Journal of Science Education 30, Nr. 14 (17.11.2008): 1841–66. http://dx.doi.org/10.1080/09500690701579553.

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Wikholm, Miikka, und Juli-Anna Aerila. „Teaching mathematics with children’s literature in Finland“. International Journal of Learning and Teaching 8, Nr. 4 (31.10.2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.

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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching
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Myren-Svelstad, Per Esben, und Ruth Gruters. „JUSTIFICATIONS FOR TEACHING LITERATURE“. L1-Educational Studies in Language and Literature 22 (17.12.2022): 1–26. http://dx.doi.org/10.21248/l1esll.2022.22.1.494.

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The role and importance of imaginative literature in L1 education is a topic of continuous debate. In Norway, working with imaginative literature in several genres, and from various linguistic origins, is only one of several components in the L1 subject. In this article, we present the results of a survey aiming to investigate what literature can and should do in school, according to teachers. Using a qualitative hermeneutic content analysis, we analyze and categorize the survey results. We are guided by an affirmative approach to teachers’ competences, discussing the extent to which respondents demonstrate subject matter content knowledge. Our analysis enables us to isolate eight categories of justification, many of which show significant overlap with central tenets in literary theory, the curriculum, and L1 scholarship. However, we also find indications that critical literacy is undervalued. Furthermore, the Norwegian curriculum arguably motivates an instrumental use of literature as a way of developing general literacy or adding perspectives to topics addressed in other subjects. We propose visualizing the justifications teachers express in a model taking into account two dimensions: 1) whether they imply a primary focus on the text, the reader, or the context including the author; and 2) whether their goal is benefitting the student (e.g., in terms of skills) or promoting societal change. This model is intended to provide a flexible typology which literary educators at any level can use in order to critically assess their practice.
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Hagerman, Frans, und Shu-Nu Chang Rundgren. „A Literature Review on Teaching Ethical Creativity in Primary Education“. Multidisciplinary Journal of School Education 11, Nr. 2 (22) (28.12.2022): 235–50. http://dx.doi.org/10.35765//mjse.2022.1122.11.

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As the world emerges from the COVID-19 pandemic and continues to struggle with armed conflicts, creative and ethical solutions to the controversial issues of recent years are needed globally. While creativity is necessary, it must also be ethically sound. Today, discussing creativity in relation to its ethical dimensions has also been emphasized in the perspective of sustainable development, but research on the teaching and learning of ethical creativity remains limited. Therefore, the aim of this paper is twofold: 1) to describe how primary schools engage students on ethical creativity and 2) to suggest a didactic model for ethical creativity based on the teaching strategies found in a literature review. Internationally, creativity and ethics have been addressed in curricula and studied within the field of education. However, research on the ethical dimensions of creativity (ethical creativity) is limited. Based on a literature review, five teaching strategies for engaging primary school students on ethical creativity have been identified. The common features among the five teaching strategies relate to the use of 1) digital tools/media, 2) art and literature, 3) real problems and dilemmas, and 4) enquiry-based learning. A three-step teaching model is suggested for teaching ethical creativity. The implications of the paper relate to enhancing ethical creativity among our children, who are both future citizens and leaders in various professions in the global society.
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Ayuningtias, Diah Ikawati. „Teaching English at Primary School“. NOBEL: Journal of Literature and Language Teaching 8, Nr. 2 (03.09.2017): 129–40. http://dx.doi.org/10.15642/nobel.2017.8.2.129-140.

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There is a fear that teaching foreign language to primary school students may distract the growth of nationalism feeling of the students. It is due to the fact that children within 6 to 12 years old are vulnerable. They are easy to be influenced or shaped by other cultures. Within this age, they are still in the process of developing themselves, in the aspect of personality and social life. However, research conducted on this matter does not prove that teaching foreign language to primary school students can obstruct the growth of students’ nationality feeling. The aim of this article is to present literature review related to the questions whether teaching English as a foreign language may distract students’ growth of nationality feeling. Then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include English lesson as one of the subjects taught at primary school level.
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Yoon, Tecnam. „Teaching Primary English through Children’s Literature with Close Reading Annotation“. STUDIES IN HUMANITIES 62 (30.09.2019): 139–58. http://dx.doi.org/10.33252/sih.2019.9.62.139.

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Stewart, Joanne L., Anne K. Bentley, Adam R. Johnson, Chip Nataro, Barbara A. Reisner und Lori A. Watson. „Teaching from the primary inorganic literature: lessons from Richard Andersen“. Dalton Transactions 47, Nr. 39 (2018): 13755–60. http://dx.doi.org/10.1039/c8dt02669f.

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Murray, Tracey Arnold. „Teaching students to read the primary literature using pogil activities“. Biochemistry and Molecular Biology Education 42, Nr. 2 (23.12.2013): 165–73. http://dx.doi.org/10.1002/bmb.20765.

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Dissertationen zum Thema "Primary teaching of literature"

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Ranney, Melinda Meek. „Teaching Disadvantaged Children Through Literature“. UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.

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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.
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Newton, Susan Sublett. „Integrating social studies and literature using folktales“. CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.

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Andrews, Ann E. „Key elements of a quality literature program“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.

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Von, Kleist Janelle I. „Implementing literature-based curriculum in primary grades“. CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/580.

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Heffernan, Janet Margaret. „Developing an aesthetic stance in a primary literature program“. Thesis, Queensland University of Technology, 1995.

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This study documents the steps involved in the implementation of a response-based literature program in a year six classroom within an Independent boys' school. A response-based literature program encourages personal transactions with literary works before any objective analysis of such texts (Rosenblatt 1978). The results of this study are intended to form the theoretical basis of the literature curriculum within the school. As part of the study, a review of the commercially-produced literature based reading scheme currently used in the school was conducted. The review showed that the teaching strategies and response activities suggested in the accompanying teacher's manual concentrated on the objective analysis ofliterary works rather than personal interpretations of those works. This seemed to be inconsistent with recent research findings which advocate that the teaching of literature should focus on the transaction which occurs between the reader and the text and the subsequent personal response evoked from that transaction before any analysis of the text is required (Rosenblatt 1978; De.Lawter 1992; Hade 1994). Based on this premise, the study investigated teaching methods which would provide opportunities for personal responses to be evoked. In particular Rosenblatt's ( 1986) notion of aesthetic teaching was used. This notion suggests that the reader's attention should be focused on the personal, lived-through experience of the text before any objective examination occurs. Building on the research of other theorists, such as Cox & Many (1992), Short ( 1990), Langer (1992) and Wiseman & Many (1992), aesthetic teaching strategies were identified and implemented into a twelve month literature program. The aesthetic strategies used were: a supportive literary environment; open-ended prompts; literary discussions; reading journals; and recreative responses. Data collected from the primary source of students' oral and written personal responses to texts and the secondary source of interviews with the classroom teacher were analysed within a framework of features derived from issues identified in the literature. These findings supported the contention that an aesthetic teaching approach encourages students to develop personal interpretations of texts. From these findings, conclusions were formed which provided the theoretical framework for a revised literature program at Braybrook College.
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Chartier, Mary K. „Multicultural literature through the magic of storytelling“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/737.

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Rondeau, Carol Tripoli. „Tell me a story about feathers: Teaching discipline through literature“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.

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This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.
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Kothlow, Kathryn Dellert. „The integration of literature with kindergarten social studies“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/830.

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Gomez-Schardein, Diana. „Integrating literature across the first grade curriculum through thematic units“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/710.

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Russo, Iris Jackeline. „The impact of children's literature on the environmental awareness of a population of second grade students“. CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3348.

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This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.
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Bücher zum Thema "Primary teaching of literature"

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Fenwick, Geoff. Teaching children's literature in the primary school. London: Fulton, 1990.

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Kreidler, William J. Teaching conflict resolution through children's literature. New York: Scholastic Professional Books, 1994.

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Hart-Hewins, Linda. Children's responses to literature. Scarborough, Ont: Nelson Canada, 1990.

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Inc, Teacher Created Materials, Hrsg. Africa: Primary. Westminster, CA: Teacher Created Materials, Inc., 1999.

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Duranczyk, Traxler Mary Ann, Hrsg. Children's literature for the primary inclusive classroom. [South] Africa: Delmar, 2000.

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Tom, McGowan, und Wheeler Pat, Hrsg. Appreciating diversity through children's literature: Teaching activities for the primary grades. Englewood, Colo: Teachers Ideas Press, 1994.

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Schifini, Alfredo. Avenues: Success in language, literature, and content. Carmel, Calif: Hampton-Brown, 2004.

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S, Strickland Dorothy, und Harcourt Brace & Company., Hrsg. Treasury of literature. Orlando, Fla: Harcourt Brace & Company, 1995.

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Singapore. Ministry of Education. Curriculum Planning & Development Division. Primary Mathematics Project Team., Hrsg. Primary mathematics ... workbook. Singapore: Times Media Private Ltd., 2003.

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Literature-based history activities for children, grades 1-3. Boston: Allyn and Bacon, 1998.

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Buchteile zum Thema "Primary teaching of literature"

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Yarden, Anat, Stephen P. Norris und Linda M. Phillips. „Teaching Scientific Reading“. In Adapted Primary Literature, 109–24. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9759-7_6.

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Schauer, Gila A. „Literature Review“. In Teaching and Learning English in the Primary School, 7–83. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23257-3_2.

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Unsworth, Len. „Managing the Language Program: Children’s Literature in the Primary Classroom“. In Literacy Learning and Teaching, 145–96. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15151-6_4.

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Saxby, Maurice. „Children’s Literature: What to Look for in a Primary Reading Program“. In Literacy Learning and Teaching, 55–91. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15151-6_2.

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Pasari, Jae R. „Teaching Lyme Disease Ecology Through a Primary Literature Jigsaw Activity“. In Learner-Centered Teaching Activities for Environmental and Sustainability Studies, 123–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28543-6_15.

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Bąk-Średnicka, Anna. „A Literature Review on Preparing Preservice Primary Foreign Language Teachers for Diversity via the Practicum“. In Second Language Learning and Teaching, 237–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_13.

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Bijlsma, Hannah. „The Quality of Student Perception Questionnaires: A Systematic Review“. In Student Feedback on Teaching in Schools, 47–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_4.

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AbstractStudent perceptions of teaching are promising for measuring the quality of teaching in primary and secondary education. However, generating valid and reliable measurements when using a student perception questionnaire (SPQ) is not self-evident. Many authors have pointed to issues that need to be taken into account when developing, selecting, and using an SPQ in order to generate valid and reliable scores. In this study, 22 SPQs that met the inclusion criteria used in the literature search were systematically evaluated by two reviewers. The reviewers were most positive about the theoretical basis of the SPQs and about the quality of the SPQ materials. According to their evaluation, most SPQs also had acceptable reliability and construct validity. However, norm information about the quality rating measures was often lacking and few sampling specifications were provided. Information about the features of the SPQs, if available, was also often not presented in an accessible way by the instrument developers (e.g., in a user manual), making it difficult for potential SPQ users to obtain an overview of the qualities of available SPQs in order to decide which SPQs best fit their own context and intended use. It is suggested to create an international database of SPQs and to develop a standardized evaluation framework to evaluate the SPQ qualities in order to provide potential users with the information they need to make a well-informed choice of an SPQ.
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Richards, Colin. „Primary Teaching“. In Learning to Teach in the Primary School, 5–16. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-2.

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Richards, Colin. „Primary Teaching“. In Learning to Teach in the Primary School, 5–16. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-3.

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Jayendran, Nishevita, Anusha Ramanathan und Surbhi Nagpal. „Teaching literature“. In Language Education, 147–74. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-8.

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Konferenzberichte zum Thema "Primary teaching of literature"

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Setiadi, Riswanda. „Sociocultural Intervention Strategy for Primary Literacy Teaching“. In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.113.

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Yang, Xuan. „Primary Exploration of Teaching Reform of Modern and Contemporary Chinese Literature“. In 2016 8th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2016. http://dx.doi.org/10.1109/itme.2016.0154.

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Ciornei, Ileana Silvia. „Methodical Aspects Of Teaching Literature for Pedagogy of Preschool /Primary Education Students“. In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.224.

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Setiawan, Deni, Fakhruddin und Nomi Yunita. „Innovative Origami Handbook As Teaching Tool In Grade III“. In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.46.

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Susetyadi, Arya Dwi, Anna Permanasari und R. Riandi. „Analyzing Concept For Developing STEM-Based Integrated Science Teaching Materials Themed "Blood".“ In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.3.

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Ding, Mingxiu. „The Study of the Optimizing Strategy of Chinese Teaching of Literature for Children in Primary School“. In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.102.

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Wulandari, Desi, Ana Rosiana und H. A. Zaenal Abidin. „The Development of Science Teaching Materials Based On Practicum in Applying Motion Energy Concept Topic“. In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.38.

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Rochalina, Corry Iriani, Nomida Musnir und Atwi Suparman. „Evaluation Program Teaching Skills Practice (TSP) by The Center of The Field Experience Center (FEC) Universitas Negeri Jakarta“. In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.61.

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Han, Xiaotian. „THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.
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Szőköl, István, und Kinga Horváth. „MONITORING THE LEVEL OF TEACHING SLOVAK LANGUAGE AND SLOVAK LITERATURE IN PRIMARY SCHOOLS WITH HUNGARIAN LANGUAGE OF INSTRUCTION“. In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0026.

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Berichte der Organisationen zum Thema "Primary teaching of literature"

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Jiménez, Carmen Rodríguez, Juan Carlos De la Cruz Campos, María Natalia Campos Soto und Magdalena Ramos Navas-Parejo. Teaching and Learning Mathematics in Primary Education: the role of ICT. A systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0083.

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Review question / Objective: The aim of this paper is to provide a detailed view of how the role of ICT is being dealt with in the scientific literature within the mathematics teaching-learning process , specifically at the Primary Education stage, as this has certain specific characteristics that influence this process. The aim is to show the state of this literature and of this research, to check where the focus of attention is, what aspects are highlighted and researched, what elements the research focuses on and where the greatest innovations can be found. Condition being studied: Innovative methodologies using ICT for teaching mathematics in primary education, which can be very effective and appropriate for the students of the 21st century.
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Bright, Nicola, Esther Smaill, Sinead Overbye und Kiri Edge. He reo ka tipu i ngā kura Growing te reo Māori in schools. NZCER, Oktober 2021. http://dx.doi.org/10.18296/rep.0017.

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This report is literature review to support English-medium primary schools that are seeking to strengthen their reo Māori teaching and learning programmes. The report explains why English-medium primary schools should take a strategic approach to teaching and learning te reo Māori. It identifies key issues or kaupapa that schools should consider when adopting such an approach and provides practical evidence-based advice to assist schools as they engage with and respond to these important kaupapa.
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ZATONA, D. S., und I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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DeJaeghere, Joan, Bich-Hang Duong und Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Tanaka, Kurtis, Daniel Abosso, Krystal Appiah, Katie Atkins, Peter Barr, Arantza Barrutia-Wood, Shatha Baydoun et al. Teaching with Primary Sources: Looking at the Support Needs of Instructors. Ithaka S+R, März 2021. http://dx.doi.org/10.18665/sr.314912.

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova und Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Oliveira, Hugo, und Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Januar 2023. http://dx.doi.org/10.37766/inplasy2023.1.0023.

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Review question / Objective: Main question: What is the current state of the art, on practical work, in science teaching at the pre-university level? Subquestions: a) What aspects are integrated into the concept of practical work? b) What are the advantages attributed to the development of practical work in science teaching? c) What types/strategies of assessment are carried out in the development of practical work? d) What are the disadvantages attributed to the development of practical work in science teaching? Eligibility criteria: Inclusion criteria: Complete and Open Access documents; Peer-reviewed studies; Studies developed on the teaching of science in pre-university teaching establishments; Publications written in English. Exclusion criteria: Systematic literature reviews; Graduation dissertations; Master's dissertations; Publications prior to 2011.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma und Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma und Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Pérez, Francisco, und Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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