Thematische Bibliographien / Second year of primary school

Inhaltsverzeichnis

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

Auswahl der wissenschaftlichen Literatur zum Thema „Second year of primary school“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 17. Februar 2022

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an

Wählen Sie eine Art der Quelle aus:

Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Second year of primary school" bekannt.

Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.

Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.

Zeitschriftenartikel zum Thema "Second year of primary school"

1

Iwashita, Noriko, und Irene Liem. „Factors affecting second language achievement in primary school“. Australian Review of Applied Linguistics 28, Nr. 1 (01.01.2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.

Der volle Inhalt der Quelle
Annotation:
Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Salavera, Carlos, Pablo Usán, Irene Chaverri, Nerea Gracia, Paula Aure und Mercedes Delpueyo. „Emotional Intelligence and Creativity in First- and Second-year Primary School Children“. Procedia - Social and Behavioral Sciences 237 (Februar 2017): 1179–83. http://dx.doi.org/10.1016/j.sbspro.2017.02.176.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Varich, L. А., und Yu V. Sorokina. „PSYCHOPHYSIOLOGICAL ADAPTATION FEATURES OF PRIMARY SCHOOL PUPILS“. Bulletin of Kemerovo State University, Nr. 2 (29.06.2017): 117–22. http://dx.doi.org/10.21603/2078-8975-2017-2-117-122.

Der volle Inhalt der Quelle
Annotation:
The article presents the studying of psychophysiological adaptation features results of primary school age pupils, enrolled in innovative educational institution. Comprehensive survey of elementary school students, which was held during two years of study (the first to the second year of study), presupposed a research of psychophysiological indicators and assessment of the regulatory systems of the body. It was found that by the second year of study the students are improving developmental quotient of cognitive performance by increasing the pressure in the cardiovascular system regulation. Those students who had low performance indicators in the beginning of the education program showed more prominent dynamics of psycho-physiological functions during the two years of study, compare to their peers with ‘good" or "excellent" marks. The boys had greater dynamics in the amount of attention compared to girls. Adaptation process of students with high academic performance, accompanied by increased sympathetic activity in heart rate regulation, is accompanied by a greater physiological "cost" that the body pays for the effectiveness of implemented activities.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Lerkkanen *, Marja-kristiina, Helena Rasku-puttonen, Kaisa Aunola und Jari-erik Nurmi. „Predicting reading performance during the first and the second year of primary school“. British Educational Research Journal 30, Nr. 1 (Februar 2004): 67–92. http://dx.doi.org/10.1080/01411920310001629974.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Knezevic, Ranka, Ivana Skrobic, Branka Celic und Nina Zubovic. „Preventive programme for improving oral health in primary school children in Banjaluka“. Serbian Dental Journal 56, Nr. 3 (2009): 123–29. http://dx.doi.org/10.2298/sgs0903123k.

Der volle Inhalt der Quelle
Annotation:
Introduction. Dental caries and periodontal disease are the most frequent oral diseases and therefore determine oral health condition. The aim of this study was to assess the efficiency of the preventive programme for improving oral health in primary school children from first to fourth grade in Banjaluka. Material and methods.. Triennial study started in 2005 and included 911 second grade and 1491 fourth grade pupils in primary schools in Banjaluka. The study was completed in 2008. In the school year of 2007/08, 885 fourth grade pupils (examined in 2005. as second grade pupils) who were comprised by prevention program were reexamined. Dental check-ups were conducted by dentists on daylight using dental mirror and dental probe. Caries prevalence was analyzed using the DMFT index while oral hygiene was assessed using oral hygiene index (OHI). Results. The structure of DMFT among the second grade pupils (in the school year 2005/06) showed that the dominant component of DMFT was for healthy teeth (81%), followed by decayed (14%) and filled teeth (5%). The average value of OHI was 1.47 for this group of pupils. The structure of DMFT in the fourth grade pupils (in the year 2005/06) showed that the dominant component of DMFT was also for healthy teeth (75%). The next were decayed (18%) and filled teeth (7%). The average value of OHI was 1.60. Data analyses in the school year 2007/08 from the fourth grade pupils (who were second grade pupils during the school year 2005/06) and were comprised by preventive programme, showed that DMFT had the dominant component of healthy teeth (81%) followed by 10% of decayed teeth and 8% of filled teeth. Extracted teeth were only 1%. OHI was 0.95. Conclusion. The preventive programme applied in primary schools in Banjaluka since 2005. decreased the number of oral diseases and improved oral hygiene among the children who participated in this program.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Pappas, Marios A., Fotini Polychroni und Athanasios S. Drigas. „Assessment of Mathematics Difficulties for Second and Third Graders: Cognitive and Psychological Parameters“. Behavioral Sciences 9, Nr. 7 (12.07.2019): 76. http://dx.doi.org/10.3390/bs9070076.

Der volle Inhalt der Quelle
Annotation:
Mathematical achievement during the first years of primary school seems to be a reliable predictor of students’ later performance. In addition, cognitive, metacognitive, and psychological parameters are considered to be factors related to mathematical achievement. However, in the Greek educational system, there is a shortage of valid and reliable tools for the assessment of mathematics difficulties and as a consequence, identification of children with these difficulties does not take place before the last years of primary school. This study aims to investigate the relationship between working memory, sustained attention, executive functions, and math anxiety with mathematical achievement in 2nd and 3rd graders. The design of the study was based on the parameters of mathematics difficulties, as they arise from the literature review. Ninety-one Year 2 and Year 3 primary school students (mean age 8.06 years) from three public schools situated in Attica, Greece participated in the study. The students completed three different scales including educational, cognitive, and psychological tasks. Results showed that mathematical skills were significantly correlated with sustained attention, inductive reasoning, math anxiety, and working memory. Moreover, mental arithmetic ability, sustained attention, and working memory predicted mathematical achievement of second and third graders. The study’s outcomes verify that sustained attention, inductive reasoning, working memory, and math anxiety are correlated with young students’ mathematical performance. The implications of the results for the development of an assessment tool for early detection of mathematics difficulties will be discussed.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

HOPTOVÁ, LUCIÁNA. „ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA“. Journal of Education Culture and Society 11, Nr. 2 (11.09.2020): 429–43. http://dx.doi.org/10.15503/jecs2020.2.429.443.

Der volle Inhalt der Quelle
Annotation:
Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools. Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history. Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Wendt, Janine, Martina F. Schmidt, Jochem König, Rainer Patzlaff, Michael Huss und Michael S. Urschitz. „Young age at school entry and attention-deficit hyperactivity disorder-related symptoms during primary school: results of a prospective cohort study conducted at German Rudolf Steiner Schools“. BMJ Open 8, Nr. 10 (Oktober 2018): e020820. http://dx.doi.org/10.1136/bmjopen-2017-020820.

Der volle Inhalt der Quelle
Annotation:
ObjectivesYoung age at school entry (ASE) for students has been related to their impaired mental health in higher grades. To avoid the negative health consequences of young ASE, preschool examinations and individual school entry deferral for young children are routinely performed by some school authorities. We aimed to investigate whether ASE was associated with attention-deficit hyperactivity disorder (ADHD)-related symptoms in pupils attending schools using a selective school enrolment procedure.DesignProspective open cohort study with baseline assessments at school entry and two follow-ups in the second and fourth grades.SettingUp to 128 Rudolf Steiner Schools (Waldorf Schools) located within Germany.ParticipantsOf the 3079 children from whom data were gathered in the second or fourth grade, 2671 children born between 1 July 2001 and 31 October 2002 (age at baseline: mean 6.7, min 5.91, max 7.24 years, 50% girls) were selected for analysis to avoid bias introduced by individuals at the edges of the ASE distribution.Main outcome measuresADHD-related symptoms were assessed at school entry and second and fourth grades by parent-reported and teacher-reported versions of the Strengths and Difficulties Questionnaire (Hyperactivity-Inattention Subscale).ResultsThe agreement between parent-reported and teacher-reported symptoms was poor (intra-class correlation: 0.41 and 0.44 in second and fourth grade assessments, respectively). Regarding teacher reports, ASE was negatively associated with ADHD-related symptoms in the second grade (regression coefficient β=−0.66 per year, P=0.0006) and fourth grade (β=−0.56, P=0.0014). Associations remained after adjusting for potential confounders and pre-existing symptoms at baseline. Regarding parent reports, associations were markedly weaker in both grades (second grade: β=−0.22, P=0.12; fourth grade: β=−0.09, P=0.48).ConclusionsUsing a prospective study design and comprehensive adjustment for confounding and baseline symptoms, we confirmed prior evidence of the association between young ASE and teacher-reported ADHD symptoms in primary school.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Britton, Una, Johann Issartel, Jennifer Symonds und Sarahjane Belton. „What Keeps Them Physically Active? Predicting Physical Activity, Motor Competence, Health-Related Fitness, and Perceived Competence in Irish Adolescents after the Transition from Primary to Second-Level School“. International Journal of Environmental Research and Public Health 17, Nr. 8 (21.04.2020): 2874. http://dx.doi.org/10.3390/ijerph17082874.

Der volle Inhalt der Quelle
Annotation:
Physical activity (PA) decreases with age. The school transition is noted for significant changes in PA behaviour. Motor competence (MC), health-related fitness (HRF), and perceived competence (PC) are generally positively associated with PA. The aim of this study was to examine longitudinal cross-lagged relationships between PA, MC, HRF, and PC across the school transition from final year of primary school to first year of second-level school in Irish youth. PA (accelerometery), object-control and locomotor MC (TGMD-III), PC (perceived athletic competence subscale of the Self-Perception Profile for Adolescents), and HRF (20 m shuttle run, horizontal jump, vertical jump, push-ups, curl-ups) were measured in final year of primary school (6th class) and first year of second-level school (1st year). In the sixth class, 261 participants (53% female; mean age 12.22 ± 0.48 years) were tested. In first year, 291 participants (48% female; mean age: 13.20 ± 0.39 years) were tested. In total, 220 participants were involved in the study at both timepoints. Cross-lagged regression in AMOS23, using full information maximum likelihood estimation, was conducted to test reciprocal and predictive pathways between variables. The full cross-lagged model showed acceptable fit (χ2 = 69.12, df = 8, p < 0.01, NFI = 0.93, CFI = 0.94). HRF was the strongest predictor of future PA (β = 0.353), and also predicted PC (β = 0.336) and MC (β = 0.163). Object-control MC predicted future PA (β = 0.192). Reciprocal relationships existed between object-control MC and PA, and between object-control MC and PC. HRF was the strongest predictor of PA. Object-control MC also predicted PA. PA promotion strategies should target the development of HRF and object-control MC in primary school to reduce the decline in PA frequently observed after the school transition.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

De Villiers, Anniza, Nelia Steyn, Catherine E. Draper, Jillian Hill, Nomonde Gwebushe, Estelle V. Lambert und Carl Lombard. „Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)“. Ethnicity & Disease 26, Nr. 2 (20.04.2016): 171. http://dx.doi.org/10.18865/ed.26.2.171.

Der volle Inhalt der Quelle
Annotation:
<strong>Objectives</strong>: This study aimed to evaluate the effects of HealthKick(HK), a healthy lifestyle intervention, on nutrition knowledge, behavior, and dietary selfefficacy of school children in the Western Cape Province of South Africa.<br />Design: A three-year cluster randomized control trial at primary schools in low socioeconomic settings with a baseline study in 2009 and follow-up in 2010 and 2011.<br /><strong>Participants:</strong> Participants were Grade four children (n=500) at eight schools in the intervention group and at eight schools in the control group (n=498).<br /><strong>Methods:</strong> An action planning process was followed with educators whereby they identified their own school health priorities and ways to address them. Schools were provided with nutrition resources, including curriculum guidelines and the South African food-based dietary guidelines. Children completed a questionnaire comprising nutrition knowledge, self-efficacy and behavioral items.<br /><strong>Results</strong>: The intervention significantly improved the knowledge of the intervention group at the first (mean difference =1.88, 95%CI: .32 to 3.43, P=.021) and second follow-up (mean difference=1.92, 95%CI:<br />.24 to 3.60, P=.031) compared with the control group. The intervention effect for self-efficacy was not significant at the first follow-up (mean difference=.32, 95%CI: -.029 to .94, P=.281) whereas a significant<br />effect was observed at the second followup (mean difference=.71, 95%CI: .04 to 1.38, P=.039). There were no significant differences between the intervention and control groups for nutritional behavior scores at any of the follow-up time points.<br /><strong>Conclusion</strong>: The HK intervention improved nutrition knowledge and self-efficacy significantly in primary schoolchildren; however, it did not improve their eating behavior. <em>Ethn Dis.</em> 2016;26(2):171-180;<br />doi:10.18865/ed.26.2.171<strong></strong>
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Mehr Quellen

Dissertationen zum Thema "Second year of primary school"

1

Tsai, Ying-Hsiu. „An investigation of the relationship between pre-school child care history and peer relations of second year primary school children in Taiwan“. Thesis, University of Hull, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396086.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Bishop, Elizabeth May. „Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners“. Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32100.

Der volle Inhalt der Quelle
Annotation:
This two phase study explored perspectives of play according to children and parents of Somali heritage and primary school practitioners, in a city in South West England. In an addition to the considerable research base concerning play, this study investigated the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children in England. The broader contentious concern of play’s role in Early Years and Primary education was also explored. A mixed methods pragmatic approach was employed in this study. In Phase One, a photograph sorting activity based on the Activity Apperception Story Procedure by Howard (2002), was used to enable the participation of young children and participants for whom English is not their first language. Established via this activity were definitions of play and work according to children and parents of Somali heritage and primary school practitioners. Exploratory Data Analysis was applied to examine this data. In Phase Two, a focus group design was used, with discussions drawing on cross-cultural conceptions of play (Gaskins, Haight & Lancy, 2007; Göncü, Tuermer, Jain & Johnson, 1999). This enabled the exploration of how parents of Somali heritage and primary school practitioners perceive play’s relationship to children’s development and learning, with consideration for their own experiences of childhood. Focus group data was analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this study highlight shared and individual definitions of play, competing benefits of play and the cross-cultural importance of play being intrinsically motivated. Implications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service and policy level.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Smith, Marion Jenifer. „A Primary School Year : rhythms and relationship“. Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522277.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Bejar, Axel. „Racism against second-generation migrant in Swedish primary school“. Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100878.

Der volle Inhalt der Quelle
Annotation:
The research is a study on second generation migrants in a white-dominant primaryschool. The subject was about the racist experience in the school year when theywent to primary class. Hence, the research uses two different analytical frameworks:Göran Therborn theory on inequalities and Jane Elliot experiment on RacialPrejudice. As a notice, there is not much research on secondary generation migrant.Thus, it does not change the fact that the research has found some data andinformation. Most migrants' experiences racism in a white-dominant school, butthere has not been researching where it analyses the effect of racist experience in awhite-dominant school. However, the research brings up the subject of integrationand segregation to analyse the affected of racist experience in a white-dominantprimary school.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Feely, Catherine Grace. „Mathematical component strengths and weaknesses of Year 4 and Year 5 primary school students“. Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5391.

Der volle Inhalt der Quelle
Annotation:
A lack of skill in particular component skills has been hypothesised as a cause of learning delays in children and this has been found to be the case in previous studies of reading delays (Smith, 2007; Williams, 2002). The present study explored this hypothesis with regard to the development of mathematical skills. The aim of the present study was to investigate whether the delays of children who are delayed in mathematical development are in part due to a lack of skill, particularly a lack of fluency, in particular component skills. Performance on several component skills was investigated: The ability to read and write numbers, to recognise quantities and equality, and to perform simple and more complex operations. Performance of each of these skills was compared in two groups of Year 4 and 5 (8-9 year old) children: a group of typically developing children and a group of children showing delayed development in mathematics. Children whose mathematical development was delayed were likely to be less fluent at performing each of the component skills tested than children whose development was typical. Additionally, children whose development was delayed were more likely to have low levels of fluency in several of the component skills. The results of the present study highlight the importance of building component mathematical skills to fluency.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Granström, Sara. „Mind the Gap - The transition from Swedish primary school year 3 to year 4 in the English subject : A mixed-methods study of teachers’ experiences of the transition from year 3 to year 4 in the subject of English in Swedish compulsory school“. Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79722.

Der volle Inhalt der Quelle
Annotation:
The purpose of this study was to describe and analyse teachers’ experiences of the transition from year 3 to year 4 in the Swedish compulsory school regarding the subject English. The study also concerned collaboration between teachers of English both within the same unit of the school system and between different units. Both questionnaires and interviews were used to collect the data and a total amount of 32 teachers from all over the country answered the questionnaires, 12 lower primary school teachers (years 1-3) and 20 upper primary school teachers (years 4-6). Three of the lower primary school teachers and eight of the upper primary school teachers also participated in a follow-up interview. The study revealed that the information passed on from lower primary school teachers to upper primary school teachers regarding the subject English differed greatly between different schools. The teachers’ experience of how well functioning the routines regarding meetings before the transition are also differed as well as how much attention the subject received during those meetings. Collaboration between teachers within the subject was found to be close to non-existent. This study shows the importance of functional and adequate routines and guidelines concerning the transmission of information about the pupils’ knowledge development to future teachers. The transition for and the continuous teaching of the pupils ease if sufficient information is passed on.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Smith, K. „Researching children as becoming writers in their first year of school“. Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14830/.

Der volle Inhalt der Quelle
Annotation:
Young children’s writing activity in English Reception classrooms is framed by a rigid developmental model whereby children are conceived of as ‘becoming’ writers. However, recent postSstructuralist research suggests that writing activity, as an assemblage of objects, bodies, expressions and territories, involves constant change rather than being fixed to particular frameworks. This ethnographic enquiry focussed on six children in one Reception class during one school year. Deleuzoguattarian ideas were ‘plugged into’ a sociocultural, multimodal understanding of young children’s writing and the children were reSconceptualised as ‘becoming’: creating and disrupting multiple connections and relations through their actions as writers and research participants. Narrative observations, field notes, photographs, video and artefacts were analysed rhizomatically and vignettes of data were formed into discursive assemblages. The findings indicate that children’s writing within openSended play in the classroom was a moving, overlapping and connective ensemble, utilising many different modes of expression (drawing, text making, map making, copying, etc.). The writing materials used in these encounters ‘mattered’ to children: their sensorial qualities, the histories associated with them, and the potential they had to be adapted. Writing activity, however, was often organised by adults into regular discreet phonics sessions where the children’s opportunities for material intraSaction, social interaction and links to other writing experiences, were limited. Alongside this, discourses surrounding writing in the classroom were reflective of the curriculum ‘ideal’, and certain modes of expression were privileged. The conclusions suggest that containing young children’s writing within representative acts driven by external outcomes limits the potential of writing to be a sensory, embodied, material, and connected activity. Adults in schools should foster children’s playful writing encounters where these elements exist. Effective practices are needed to encourage young children’s multiple modes of expression, enabling them to build the language associations needed for their writing to be meaningful and desirous.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Howard, Peter T., of Western Sydney Nepean University und Faculty of Education. „Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes“. THESIS_FE_XXX_Howard_P.xml, 1991. http://handle.uws.edu.au:8081/1959.7/133.

Der volle Inhalt der Quelle
Annotation:
The last fifteen years has seen an increase in the availability of calculators for use by schools and students. Educational authorities in Australia, the United States of America and the United Kingdom have come to recommend the student use of calculators from Kindergarten upwards. This recommendation has attracted continuing controversy, specifically regarding the use of, calculators in primary schools. Such controversy prompts an important question: What views do primary teachers themselves hold on this issue? This report examined the findings of a study into primary teachers' present attitudes toward the student use of calculators in primary mathematics classes. Data were collected from a questionnaire administered during 1990 to a sample of teachers undertaking their fourth year of study for a Bachelor of Education (Primary) at three university campuses in New South Wales, Australia. Those teachers who supported the primary student use of calculators believed that calculators are a technological tool for use in mathematics, that they increase childrens' confidence, they take the focus off computation in doing problems and that children use them outside the classroom. It was found that of these teachers, 55% supported the introduction of calculators before the end of Year 2. A total of 4% did not support their use at all in primary mathematics classes. This study concluded that there was not overall support from primary teachers for the introduction of the calculator into Kindergarten as recommended in the National Statement on the use of Calculators for Mathematics in Australian Schools
Master of Education
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Hagan, L. M. „A case study of a year of EMU in a primary school consortium“. Thesis, Queen's University Belfast, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246349.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Johnson, Michael D. Lynn Mary Ann Brickell John L. „An analysis of first and second year Illinois public school principals' perceptions of stress“. Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818714.

Der volle Inhalt der Quelle
Annotation:
Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 8, 2005. Dissertation Committee: Mary Ann Lynn, John L. Brickell (co-chairs), Thomas W. Nelson, William F. Stimeling, Donald S. Kachur. Includes bibliographical references (leaves 123-128) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Mehr Quellen

Bücher zum Thema "Second year of primary school"

1

Cresswell, Karen L. An investigation into the effect that the removal of the induction 'cushion' has on teachers in their second year of teaching in primary schools. [Guildford]: University of Surrey, 1998.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Price, Eurwen. Reading in Welsh in primary schools: A short report on the NFER Welsh Reading Survey, 1984, among 10-11 year old pupils, first and second language [sic]. [Cardiff]: [Welsh Office], 1987.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Lipscomb, Barbara. Primrose 'school year' dance lessons for physical education in the primary school. Lancaster: Primrose Education Resources, 1997.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Bonica, Diane. Cooperative quilts: Classroom quilts for the entire school year. Torrance, CA: Fearon Teacher Aids, 1997.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Klein, Karen. Designing your school year: For preschool & kindergarten. Bellingham, WA: Klein & Klein Instructional Development Services, Inc., 1990.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Neville, Bennett. A good start?: Four year olds in infant schools. Oxford: Blackwell Education, 1989.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Hayes, Denis. Foundations of primary teaching. 4. Aufl. London: New York, 2008.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Foundations of primary education. 4. Aufl. London : New York, NY: Routledge, 2008.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Denis, Hayes. Foundations of primary education. 4. Aufl. London : New York, NY: Routledge, 2008.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Walsh, Nicola. Total purchasing in Berkshire: Strengthening primary care : second year interim report. Birmingham: Health Services Management Centre, University of Birmingham, 1998.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Mehr Quellen

Buchteile zum Thema "Second year of primary school"

1

Medwell, Jane. „Applying for Jobs and Preparing for your Induction Year“. In Learning to Teach in the Primary School, 523–34. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-48.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Cunningham, Una. „Teaching English Pronunciation Online to Swedish Primary-School Teachers“. In Second Language Learning and Teaching, 63–76. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_4.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Rodney, Laxley W., Rameshwar P. Srivastava und Dana L. Johnson. „A Series of Culturally Relevant Models to Prevent School-Age Youth Violence: A 4-Year (2001–2005) Family and Community Violence Prevention Study“. In School Violence and Primary Prevention, 407–29. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-77119-9_21.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Tellier, Angela, und Karen Roehr-Brackin. „2. Raising Children’s Metalinguistic Awareness to Enhance Classroom Second Language Learning“. In Learning Foreign Languages in Primary School, herausgegeben von María del Pilar García Mayo, 22–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-004.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Blasco, Anna Bret. „9. A Two-Year Longitudinal Study of Three EFL Young Learners’ Oral Output: The Development of Syntactic Complexity and Accuracy“. In Learning Foreign Languages in Primary School, herausgegeben von María del Pilar García Mayo, 176–92. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-011.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Radford, Luis. „The Emergence of Symbolic Algebraic Thinking in Primary School“. In Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds, 3–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68351-5_1.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Marques, António, Carina Guimarães und Ana Salgado. „Scratch 3 – Beginners Programming Course in 3rd Year of Primary School“. In Innovation, Engineering and Entrepreneurship, 1160–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91334-6_160.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Lebedeva, Maria, Tatyana Veselovskaya, Olga Kupreshchenko und Antonina Laposhina. „Corpus-Based Evaluation of Textbook Content: A Case of Russian Language Primary School Textbooks for Migrants“. In Second Language Learning and Teaching, 215–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_12.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Ben Khalifa, Wiem, Sameh Baccari, Dalila Souilem und Mahmoud Neji. „Educational Assessment: Pupils’ Experience in Primary School (Arabic Grammar in 7th Year in Tunisia)“. In Intelligent Interactive Multimedia Systems and Services 2017, 410–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59480-4_41.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Dzik, Dominika. „Is Strategy Training Necessary in L3 Learning? The Study of Communication Strategies Used by Upper-Primary School Learners“. In Second Language Learning and Teaching, 143–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_8.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen

Konferenzberichte zum Thema "Second year of primary school"

1

Vilinová, Katarína, und Veronika Kabátová. „Inquiry-based learning and its using in geography at the second level of primary schools“. 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.p210-9694-2020-18.

Der volle Inhalt der Quelle
Annotation:
Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

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.

Der volle Inhalt der Quelle
Annotation:
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.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Margaretha van der Poll, Huibrecht, und John Andrew van der Poll. „Towards an Analysis of Poor Learner Performance in a Theoretical Computer Literacy Course“. In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3102.

Der volle Inhalt der Quelle
Annotation:
An alarming number of learners in Accounting at a large distance teaching university fail an introductory course in computer literacy. The lecturers proposed over a period of three years various methods of studying and preparing for the examination in the subject, but with limited success. The problem seems to start at school level even as early on as primary school education. Distance-teaching institutions are furthermore faced with the absence of a classroom environment, a facility which many learners, fresh from school, still have a need for. However, having marked a few thousand scripts twice a year over the past three years, the lecturers identified a number of subproblems all part of the larger problem of learners having to use English as their second or third language to master a content subject. Other problems include an inability to determine the relevance of a formulated answer to a question.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Banfai, B., A. Pandur, B. Schiszler, B. Radnai, H. Banfai-Csonka und J. Betlehem. „40 The long term effects of a 3-day first aid programme for 7–14 years old primary school children“. In Meeting abstracts from the second European Emergency Medical Services Congress (EMS2018). British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjopen-2018-ems.40.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Stramkale, Ligita. „The Independence of Primary School Students in Learning Music at a Distance during Covid-19 Pandemic“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.022.

Der volle Inhalt der Quelle
Annotation:
As a result of the Covid-19 pandemic, the primary school students were forced to study at a distance of two and a half months starting from mid-March 2020. There was a situation where students had to learn music independently more than they had done so far. The study aims to determine 2nd and 3rd grade students’ perspectives on independent distance learning of music during the Covid-19 pandemic. To achieve the aim of the study, previous researches on this issue were analysed, as well as an empirical study was carried out. The study involved 105 (N=105) primary school students in grades 2-3 and occurred in the second term of the 2019/2020 school year in a public primary school located in Riga. A questionnaire consisting of 20 statements was conducted to determine students’ perspectives on music distance learning independently. The twenty statements were divided into four groups: students’ independence, provision of technical aids, difficulties and attitude. The study revealed that the students’ skills to find and complete the tasks that are given by the teacher in the E-class are at a middle level. The students assessed their ability to learn to sing songs and perform music listening tasks independently at a high level. The students mostly used computers or mobile phones when they learned music at a distance. However, the majority of students faced a lack of technical aids. The study found out that complete music listening task was the easiest for the students, but a little harder was learning to sing songs. The most difficult part of learning for students was to complete a writing task because the possibility of printing it was limited. The students rated their attitude towards music distance learning independently at a middle level. Many students missed the presence of their teachers and longed for social activities in the classroom. The study concluded that there is a significant difference between 2nd and 3rd grade students’ skills to find independently the tasks sent by the teacher. Moreover, the 3rd grade students wanted to learn music independently at a distance more than the 2nd grade students did. The study provides evidence-based data on primary school students’ readiness to learn music independently at a distance.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Métioui, Abdeljalil, und Louis Trudel. „ACQUISITION OF SCIENTIFIC AND PEDAGOGY COMPETENCES BY PRIMARY PRE-SERVICE TEACHERS: MYTH OR REALITY?“ In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.70.

Der volle Inhalt der Quelle
Annotation:
In the present research of a qualitative type, we present the results of an experimentation led with 94 pre-service primary teachers from Quebec in Canada. The experimentation, which lasts four months at the rate of three hours per week, took place in two phases. The first phase took place in 4 steps in order to help student teachers to acquire knowledge competency in science and pedagogical knowledge competency, in accordance with the curriculum of the ministry of the education of the government of Quebec. In the second phase, the students had to prepare two teaching sequences centered on laboratory experimentations to the intention of their future pupils of the first, second or third cycle (please note that each cycle lasts for two years). For it, they had to follow an approach similar to the one experienced in the first phase. Finally, they had to complete a questionnaire to specify the difficulties of a scientific or pedagogical nature that they encountered during the conceptions of their teaching sequences. The analysis of the sequences constructed and of the data of the questionnaire shows an effort important on their behalf, in spite of the difficulties they met and that will be presented. Key words: training, pre-service teachers, primary school, knowledge competence, pedagogical knowledge competence.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Răducu, Camelia Mădălina. „LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.

Der volle Inhalt der Quelle
Annotation:
"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Čech, Pavol, und Pavel Ružbarský. „Relationships between physical activity, motor performance and body composition in school-age children“. In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-28.

Der volle Inhalt der Quelle
Annotation:
Introduction: Physical activity (PA) performed at recommended levels is associated with mul-tiple health benefits. However, as indicated by the available studies, the volume of habitual physical activity of children continuously decreases. Aim: The aim of the study was to assess the relationships between physical activity per-formed by school-age population and indicators of motor performance and body composition. Methods: The research group consisted of 144 students of the primary school assigned into groups according to the years of study (first, fifth and eighth-year students). The amount of physical activity was examined through a non-direct method, using Fels PAQ, recording four scores, namely sport index, leisure index, work (chore) index and total score. Body composition was tested using a direct segmental multi-frequency bioelectric impedance analysis (DSM-BIA). Motor performance was assessed in four categories. Endurance and strength endurance were assessed using Jacik’s motor test; strength abilities were measured using a hand grip test; speed abilities were tested in linear sprints at 5 and 10 meters and in the test of speed with changes of direction at 4 x 10 m and, finally, explosive strength was assessed from results of the countermovement jump (CMJ), squat jump (SJ) and 10-second repeated jumps tests. The strength of association between the selected factors was determined from the results using the Spearman’s rank correlation analysis. Results: The amount of physical activity was mainly associated with the indicators of active body mass (fat free mass, skeletal muscle mass) in all age categories. Low association was found in the parameters of adipose tissue (body fat percentage, visceral fat level). When assessing the strength of association between the characteristics of motor performance and physical activity performed, we observed various courses of associations, based on which it is not possible to determine the tendency. When assessing the relationship between the amount of physical activity and motor performance of students regardless of age, we found medium association only with indicators of strength abilities (hand grip test) and characteris-tics of speed abilities. Conclusions: The results are not explicit but they point to some tendencies in relationships between habitual physical performance and body composition indicators. With respect to mo-tor performance, it is not possible to consider these results decisive; therefore, further data collection and more accurate assessment of relationships are necessary.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Hight, Tim, Jorge Gonzalez und Ismael Sa´nchez. „International Community Based Senior Design Projects: Santa Clara University and Universidad Centro Americana“. In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81116.

Der volle Inhalt der Quelle
Annotation:
As part of an initiative to promote community based engineering education, Santa Clara University engineering students undertook two ambitious senior design projects during the 2004-2005 school year that have direct impact on communities in El Salvador. The two projects were coordinated through our sister school, Universidad Centro Americana, in San Salvador, and also involved other local and international partners. The first project consisted of the design, purchase, and installation of a 3 kW solar powered water pumping system for Isla Zacatillo off the southwest coast of El Salvador. The new system replaces a standard electrical system that was dependent on an expensive undersea power connection to the mainland. The new system promises higher reliability and independence while also promoting sustainable energy and water solutions. The second project involved the design and construction of a prototype Human Powered Utility Vehicle (HPUV) for use in rural transportation of goods and people. The team faced a number of challenges in order to improve upon existing designs. The primary goals were to create a design that was robust, reliable, highly functional, and inexpensive. The paper will discuss the planning and logistics involved in accomplishing these international senior design projects, the challenging communication issues, the benefits to students and faculty beyond those of a conventional engineering design project, the impacts on the local society, and the final results of the projects.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Pardo Baldoví, Maria Isabel, Diana Marín Suelves und María Isabel Vidal Esteve. „The use of EduBlog in initial teachers training: an experience of a teaching innovation project“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10983.

Der volle Inhalt der Quelle
Annotation:
Digital technologies are central elements of today's society. In this context to achieve an adequate degree of development of Digital Competence for professional performance is essential, as well as for life in society and the exercise of citizenship. Higher Education must actively contribute to develop Digital Competence, training students to effectively use digital technologies. That need is exacerbated in the case of initial teacher training, not only because of the progress towards a digitalized school, but also because of the fundamental role in the training of future generations. With the aim of promoting the development of Digital Teaching Competence, this paper presents an innovation project implemented in the Degree of Teacher of Nursery and Primary Education of the University of Valencia that is based on the didactic use of EduBlog. The selection of this digital tool responds to its multiple benefits on the work of curricular content, the development of digital skills and the creation of a positive climate in the classroom. The project developed with a total of 131 second-year students demonstrates that the use of EduBlog has a positive impact on the learning process and on the increase in student engagement and motivation.
APA, Harvard, Vancouver, ISO und andere Zitierweisen

Berichte der Organisationen zum Thema "Second year of primary school"

1

Leaver, Clare, Owen Ozier, Pieter Serneels und Andrew Zeitlin. Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants: Experimental Evidence from Rwandan Primary Schools. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/048.

Der volle Inhalt der Quelle
Annotation:
This paper reports on a two-tiered experiment designed to separately identify the selection and effort margins of pay-for-performance (P4P). At the recruitment stage, teacher labor markets were randomly assigned to a pay-for-percentile or fixed-wage contract. Once recruits were placed, an unexpected, incentive-compatible, school-level re-randomization was performed, so that some teachers who applied for a fixed-wage contract ended up being paid by P4P, and vice versa. By the second year of the study, the within-year effort effect of P4P was 0.16 standard deviations of pupil learning, with the total effect rising to 0.20 standard deviations after allowing for selection.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates und Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), Mai 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

Der volle Inhalt der Quelle
Annotation:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Smyth, Emer, Joanne Banks, Adele Whelan, Merike Darmody und Selina McCoy. Review of the School Completion Programme. ESRI, Oktober 2015. http://dx.doi.org/10.26504/rs44.

Der volle Inhalt der Quelle
Annotation:
The School Completion Programme (SCP) aims to have a significant positive impact on levels of student retention in primary and second-level schools. This report draws on a survey of SCP coordinators and chairpersons, in-depth case-studies of local clusters and interviews with key stakeholders to review the programme in terms of the students targeted, the kinds of activities offered, governance and funding, and perceived effects at the school level.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Oza, Shardul, und Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), Mai 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

Der volle Inhalt der Quelle
Annotation:
In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes und Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003236.

Der volle Inhalt der Quelle
Annotation:
In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive impact on medium-term academic outcomes like standardized tests scores and overall grades.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Peters, Vanessa, Barbara Means, Maria Langworthy, Phil Neufeld, Ryan Coe, Kenneth Meehan und Stevin Smith. Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative. Digital Promise, September 2018. http://dx.doi.org/10.51388/20.500.12265/53.

Der volle Inhalt der Quelle
Annotation:
Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims to share with other education systems the lessons learned from this journey.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston und Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

Der volle Inhalt der Quelle
Annotation:
Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez und Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0003123.

Der volle Inhalt der Quelle
Annotation:
In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Bakhshaei, Mahsa, Angela Hardy, Jason Ravitz und John Seylar. Scaling Up Classroom Coaching for Impactful Technology Use. Digital Promise, September 2019. http://dx.doi.org/10.51388/20.500.12265/82.

Der volle Inhalt der Quelle
Annotation:
Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Hilbrecht, Margo, David Baxter, Alexander V. Graham und Maha Sohail. Research Expertise and the Framework of Harms: Social Network Analysis, Phase One. GREO, Dezember 2020. http://dx.doi.org/10.33684/2020.006.

Der volle Inhalt der Quelle
Annotation:
In 2019, the Gambling Commission announced a National Strategy to Reduce Gambling Harms. Underlying the strategy is the Framework of Harms, outlined in Measuring gambling-related harms: A framework for action. "The Framework" adopts a public health approach to address gambling-related harm in Great Britain across multiple levels of measurement. It comprises three primary factors and nine related subfactors. To advance the National Strategy, all componentsneed to be supported by a strong evidence base. This report examines existing research expertise relevant to the Framework amongacademics based in the UK. The aim is to understand the extent to which the Framework factors and subfactors have been studied in order to identify gaps in expertise and provide evidence for decision making thatisrelevant to gambling harms research priorities. A social network analysis identified coauthor networks and alignment of research output with the Framework. The search strategy was limited to peer-reviewed items and covered the 12-year period from 2008 to 2019. Articles were selected using a Web of Science search. Of the 1417 records identified in the search, the dataset was refined to include only those articles that could be assigned to at least one Framework factor (n = 279). The primary factors and subfactors are: Resources:Work and Employment, Money and Debt, Crime;Relationships:Partners, Families and Friends, Community; and Health:Physical Health, Psychological Distress, and Mental Health. We used Gephi software to create visualisations reflecting degree centrality (number of coauthor networks) so that each factor and subfactor could be assessed for the density of research expertise and patterns of collaboration among coauthors. The findings show considerable variation by framework factor in the number of authors and collaborations, suggesting a need to develop additional research capacity to address under-researched areas. The Health factor subcategory of Mental Health comprised almost three-quarters of all citations, with the Resources factor subcategory of Money and Debt a distant second at 12% of all articles. The Relationships factor, comprised of two subfactors, accounted for less than 10%of total articles. Network density varied too. Although there were few collaborative networks in subfactors such as Community or Work and Employment, all Health subfactors showed strong levels of collaboration. Further, some subfactors with a limited number of researchers such as Partners, Families, and Friends and Money and debt had several active collaborations. Some researchers’ had publications that spanned multiple Framework factors. These multiple-factor researchers usually had a wide range of coauthors when compared to those who specialised (with the exception of Mental Health).Others’ collaborations spanned subfactors within a factor area. This was especially notable forHealth. The visualisations suggest that gambling harms research expertise in the UK has considerable room to grow in order to supporta more comprehensive, locally contextualised evidence base for the Framework. To do so, priority harms and funding opportunities will need further consideration. This will require multi-sector and multidisciplinary collaboration consistent with the public health approach underlying the Framework. Future research related to the present analysis will explore the geographic distribution of research activity within the UK, and research collaborations with harms experts internationally.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Die Auswahlen zum Thema "Second year of primary school" für konkrete Quellenarten können Sie auch interessieren:
Zeitschriftenartikel Dissertationen Bücher
Wir bieten Rabatte auf alle Premium-Pläne für Autoren, deren Werke in thematische Literatursammlungen aufgenommen wurden. Kontaktieren Sie uns, um einen einzigartigen Promo-Code zu erhalten!

Zur Bibliographie