Journal articles on the topic 'Arithmetic Study and teaching (Primary) Australia'
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Espinoza, Lorena, Joaquín Barbé, and Grecia Gálvez. "A study of didactics phenomena related to arithmetic teaching in Chilean primary school." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 27, no. 2 (June 9, 2009): 157. http://dx.doi.org/10.5565/rev/ensciencias.3728.
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Vahid qızı Əkbərova, Günel, Zəhra Nurbala qızı Abdullayeva, Nəzrin Zaur qızı İsmayılova, and Nailə Nəcəf qızı Baxşiyeva. "Teaching the solution of accounting problems at primary schools." SCIENTIFIC WORK 77, no. 4 (April 17, 2022): 80–87. http://dx.doi.org/10.36719/2663-4619/77/80-87.
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İbtidai sinif şagirdlərinin, hesab məsələlərinin lazımınca öyrənməsi və onların lazımınca başa düşməsi, araşdırılır. Şagirdlərə həyatda baş verən hadisələrlə bağlı məsələlər verilir və onların həlli üsulları ilə tanış edilir. Tədris prosesi zamanı şagirdin intellektual inkişafında irəliləyiş baş verir. Bu cəhətdən məsələ həlli vacib yer tutur.Şagirdlər hesab əməli nəticəsi ilə komponentləri arasında asılılığı, kəmiyyətlər arasındakı asılılığı öyrənir məsələdə verilənlərlə axtarılan arasında əlaqəni aşkar etmək üçün məsələnin şərtindən istifadə edirlər. Açar sözlər: hesab, həll, həll üsulları, ibtidai sinif, məsələ, məsafə , sürət, zaman Gunel Vahid Akbarova Zahra Nurbala Abdullayeva Nazrin Zaur Ismayilova Naila Najaf Bakhshiyeva Teaching the solution of accounting problems at primary schools Abstract Primary school students' proper study and understanding of arithmetic is investigated. Students are given questions related to life events and are introduced to their solutions. During the learning process, progress is made in the intellectual development of the student. In this regard, the issue is important.Students learn the relationship between the practical result of the calculation and its components, the relationship between the quantities, use the condition of the problem to find the relationship between the data in the problem and the sought. Key words: arithmetic, distance, primary class, problem, solution, solution methods, speed, time
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Gliksman, Yarden, Shir Berebbi, and Avishai Henik. "Math Fluency during Primary School." Brain Sciences 12, no. 3 (March 11, 2022): 371. http://dx.doi.org/10.3390/brainsci12030371.
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Math fluency is the ability to solve arithmetic facts quickly and accurately (i.e., addition and subtraction problems up to 20, and multiplication and division problems from the multiplication table). Curricula in primary school devote a significant period of time for learning and retrieval of arithmetic facts. Recently, a new computerized tool to assess math fluency—the BGU-MF (Ben-Gurion University Math Fluency) test—was developed and found to be a reliable and valid tool for adults. In the current study, we examine the performance of first to sixth-grade children in math fluency using the BGU-MF. The results present the performance of MF during childhood and emphasize that it continues to develop during primary school. Importantly, proficiency of MF differed by operations, and the automaticity of math facts was acquired in different grades. Moreover, we found that the BGU-MF is a reliable and valid tool not only for adults but also for children during primary school. Our study has educational implications for the teaching, practice, and retrieval of arithmetic facts.
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Nada Mohammed Al-Meziraee, Rehab Mohamed Al-Abed, Nada Mohammed Al-Meziraee, Rehab Mohamed Al-Abed. "A Suggested Proposal of a Vocational Program in the Light of the National Professional Standards for Developing Art Education Primary Teachers' Teaching Skills: تصور مقترح لبرنامج مهني في ضوء المعايير المهنية الوطنية لتنمية المهارات التدريسية لمعلمات التربية الفنية بالمرحلة الابتدائية." مجلة العلوم التربوية و النفسية 5, no. 42 (November 27, 2021): 135–09. http://dx.doi.org/10.26389/ajsrp.d300521.
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The current study aimed at defining the teaching skills required to be developed by art education female teachers in primary schools in light of the national professional standards for art education teachers, then defining the level of teaching performance of art education female teachers in primary schools in light of the targeted skills, And providing a suggested proposal for a professional program in light of the national professional standards to develop the teaching skills targeted for art education female teachers. To achieve the objectives of the study, the descriptive approach was used, and the researcher prepared a questionnaire to determine the teaching skills needed to be developed among art education female teachers, and the study used the observation card as a tool for data collection. It also prepared a suggested vision for a professional program in light of the national professional standards to develop the teaching skills targeted for art education female teachers. After ensuring the validity and reliability of the study tools, they were applied to a random sample of art education female teachers in primary schools in Buraidah, of (18) female teachers. The main results of the study: - The level of teaching performance of art education female teachers in light of the performance indicators related to the national professional standards is weak; as the arithmetic mean of the total scores in the observation card was (1.60) with a standard deviation of (0.198), and the performance level was (53.3%). - One of the standards came with a (high) degree; as the arithmetic mean was from (2.34 to 3.00). - Four of the standards came with a medium degree, as the arithmetic mean was from (1.67 to less than 2.34). - Seven of the standards came with (weak) degree; as the arithmetic mean was from (1.00 to less than 1.67). In light of the previous results, the study recommended to take advantage of the suggested proposal for the professional program prepared by the study in the training of female and male art education teachers during service to develop their specialized teaching skills in light of the national professional standards, and to take advantage of the observation card by the educational supervisors, when doing class visits for art education female teachers; in order to track the teaching performance, and by the female teachers to evaluate their level of performance. And to reconsider the pre-service preparation programs for art education female teachers and developing them to be built in light of the national professional standards for art education teachers.
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Engvall, Margareta, Joakim Samuelsson, and Rickard Östergren. "THE EFFECT ON STUDENTS’ ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS." Problems of Education in the 21st Century 78, no. 2 (April 15, 2020): 167–95. http://dx.doi.org/10.33225/pec/20.78.167.
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Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students’ procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students' conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm. Keywords: arithmetic skills, decomposition method, intervention study, mathematics education, traditional algorithm, written calculation.
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Temnikova, Maria. "SPECIFICS OF TEACHING THE INVERSE RELATIONS BETWEEN THE ARITHMETIC OPERATIONS ADDITION AND SUBTRACTION DURING THE EDUCATION IN MATHEMATICS IN GRADE 1." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 331–37. http://dx.doi.org/10.12955/pss.v2.242.
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One of the fundamental knowledge in mathematics in Primary school is related to the arithmetic operations addition and subtraction. According to the educational programs in mathematics in the Republic of Bulgaria, students start studying these operations in grade 1.
The article presents theoretical concepts affecting studying the arithmetic operations addition and subtraction in the education in mathematics at a primary school.
The research work identified the specifics of studying the inverse connections between the arithmetic operations addition and subtraction in the education in mathematics for grade 1 are also presented. Some of the significant tasks with importance for discovering the relations between the forward operation addition and the reverse operation subtraction were proposed in the study. A new methodology system of work with tasks where these relations are used was developed and tested.
The author studied the knowledge, skills, and competencies of the grade 1 students to solve arithmetic operations addition and subtraction tasks. After the exit diagnostic, it was found out that the students of the class where the new methodology system of work was applied during their education in mathematics have got a higher level of knowledge and skills from competency Cluster Numbers in respect of the arithmetic operations addition and subtraction.
The use of mathematical tasks with reverse relations between the arithmetic operations addition and subtraction help the students to develop both the overall mathematical knowledge and the logical thinking of the first-graders.
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Unodiaku, Sochima Stanislus. "Number Manipulation Strategy: A Model of Experiential Instruction and Interest in Arithmetic Learning of Pupils of Lower Basic Level in Enugu State, Nigeria." Journal of Education and Vocational Research 12, no. 1(V) (November 16, 2021): 19–29. http://dx.doi.org/10.22610/jevr.v12i1(v).3238.
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The study investigated the efficacy of the number manipulation strategy (NUMAS) as a model of experiential instruction and interest in arithmetic learning for pupils of lower basic levels. The population of the study consisted of 1205 lower basic III level pupils of the 2018/2019 session in Igbo-Etiti Local Government Area (L.G.A.) of Enugu State. A sample of 121 primary five pupils from 4 schools out of 53 primary schools in the study area was randomly sampled. The 121 pupils were composed of 42 males and 79 females used for the study. The study was guided by four research questions and four hypotheses. The hypotheses were tested at a p<.05 level of significance. The instruments used for the study were Arithmetic Test (ART) and Mathematics Interest Inventory Questionnaire (MIIQ) developed by the researcher. The ART and MIIQ instruments were faces validated by experts and their reliability indexes were 0.85 and 0.79 respectively, established using Cronbach alpha and split-half methods respectively. The data obtained with the instruments were analyzed using mean, standard deviations (SD), t-test and analysis of covariance (ANCOVA) statistics. Mean and SD was used in answering the research questions, while t-test and ANCOVA statistics were used in testing the hypotheses at P<.05 level of significance. The findings of the study showed that NUMAS is effective in teaching arithmetic, especially in enhancing the addition and subtraction skills acquisition of the pupils. Gender was found not to be a significant factor of variance in arithmetic achievement when the teaching of arithmetic is NUMAS based. The use of NUMAS was recommended to teachers, lower basic mathematics textbook authors and stakeholders in education, to ensure that NUMAS is adopted and adapted for use in Mathematics classroom instruction and learning.
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Ellerton, N. F., and M. A. Clements. "Reshaping School Mathematics in Australia 1788–1988." Australian Journal of Education 32, no. 3 (November 1988): 387–405. http://dx.doi.org/10.1177/000494418803200310.
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An examination of nineteenth and early twentieth century events reveals the origins of the following three traditions of school mathematics in Australia: 1. Many groups in society will not benefit from having access to any branch of mathematics other than elementary arithmetic. Such groups include females, working-class children, and Aboriginal and other children whose cultures differ from the dominant Anglo-Saxon culture. 2. The main purpose of school mathematics is to prepare students for tertiary courses. 3. Rote teaching and learning procedures associated with rigidly defined courses of study, prescribed text books, and written examinations are desirable. Over the last 25 years the validity of these traditions has been questioned. This paper argues that the heavy dependence on overseas ideas, and the acceptance of tertiary mathematicians' views on school mathematics, which characterised earlier times, have diminished because of the greater involvement of school teachers, and tertiary and government mathematics educators, in discussions on school mathematics.
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Mugyabuso, Witness Berthesa, and Felista Tangi. "The Impact of Talking Classroom in Teaching and Learning 3Rs in Public Pre-Primary Schools in Ilemela Municipality, Mwanza-Tanzania." Journal of Humanities and Education Development 4, no. 2 (2022): 38–44. http://dx.doi.org/10.22161/jhed.4.2.6.
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The study confined to public pre-primary schools based on assumption that early age is the best opportunity to teach children the skills of reading, writing and arithmetic (3Rs). The study aim is to assess the impact of talking classroom in teaching and learning basic 3Rs skills in public pre-primary schools in Ilemela Municipality, Mwanza, Tanzania. The study conducted in ten public primary schools which involved twenty participants whereby ten was pre-primary teachers and ten was public primary school head teachers. The study employed qualitative approach method with a case study design. In sampling technique, the study adopted convenience and purposeful sampling technique, which included critical case to obtain participants. Data collected through structured interviews, observation checklist and documentary review guideline. The study revealed that pre-primary teachers in public primary schools had positive perceptions on the use of talking classroom in teaching and learning 3Rs in pre-primary children. Also, the study revealed that for effective use of 3Rs in public pre-primary classroom, there must be enough teaching and learning materials. The study recommends that the government should ensure the increase of school capitation funds especially in primary schools.
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Taghreed Muslim Ateeq Aljehni, Ibrahim Awadhallah Raja Alofi, Taghreed Muslim Ateeq Aljehni, Ibrahim Awadhallah Raja Alofi. "Obstacles to creative teaching among Arabic language teachers at the primary level in Medina (from their point of view): معوقات التدريس الإبداعي لدى معلمي اللغة العربية بالمرحلة الابتدائية في المدينة المنورة من وجهة نظرهم." مجلة العلوم التربوية و النفسية 6, no. 18 (April 29, 2022): 24–43. http://dx.doi.org/10.26389/ajsrp.j290921.
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This study aimed to reveal the obstacles to creative teaching among Arabic language teachers at the primary school in Madina from their point of view. In order to achieve the goal, the researcher used the descriptive survey method. The researcher designed a questionnaire, that consisted of (29) items. The research sample was (328) male and female teachers, who were chosen by simple random method. the researcher found the following results: The axis of constraints related to the school environment came first, with an arithmetic mean (3.98) and The axis of student's constraints ranked second, with an arithmetic mean (3.46), and The axis of obstacles related to the textbook came in third place with an arithmetic mean (3.49) and The axis of the teacher’s obstacles ranked fourth and last in terms of verbal significance (medium) with an arithmetic mean (3.34) and There are no statistically significant differences at the level of significance (0.05) between the average responses of the sample members to the degree of severity of the creative teaching obstacles related to (the teacher and the textbook) in addition to the obstacles to creative teaching as a whole due to the gender variable. There are differences in the two axes (school environment, student) due to the variable of sex in favor of males (teachers). There are no differences in (obstacles specific to the teacher, obstacles specific to the textbook, obstacles for the student) in addition to obstacles to creative teaching as a whole, due to the variable of years of experience. However, there are differences in the axis (obstacles related to the school environment) due to the variable of years of experience, in favor of those with experience (5-10) years, and those with experience (more than 10 years) over those with less than (5 years) experience only.
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Vásquez, Claudia, and Ángel Alsina. "Analysing Probability Teaching Practices in Primary Education: What Tasks Do Teachers Implement?" Mathematics 9, no. 19 (October 5, 2021): 2493. http://dx.doi.org/10.3390/math9192493.
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This study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the ”probability tasks” dimension from the “Observation Instrument for Probability Classes” (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notations.
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Walker, Kim. "The Teaching and Learning of Environmental Education in N.S.W. Primary Schools: A Case Study." Australian Journal of Environmental Education 11 (1995): 121–29. http://dx.doi.org/10.1017/s0814062600003013.
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The aim of the doctoral study outlined in this paper is to contribute to the improvement of teaching and learning of environmental education. The significance of environmental education as a strategy to address environmental problems has been documented widely in Australia and overseas. This study shows that as a strategy to solve such problems its success so far has been questionable.The study assumes that there is a problem in the teaching and learning of environmental education and that the policy document, Environmental Education Curriculum Statement K-12 (New South Wales Department of Education, 1989) has not been adequately implemented.
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Reynolds, Ruth, Suzanne Macqueen, and Kate Ferguson-Patrick. "Educating for global citizenship: Australia as a case study." International Journal of Development Education and Global Learning 11, no. 1 (June 18, 2019): 103–19. http://dx.doi.org/10.18546/ijdegl.11.1.07.
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Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5–12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools.
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Alves, Antonio Mauricio Medeiros. "Livros Didáticos Integrados para o Ensino Primário Gaúcho: uma Análise da Abordagem das Operações Aritméticas da Soma e Subtração (1960-1978)." Jornal Internacional de Estudos em Educação Matemática 11, no. 1 (June 27, 2018): 55. http://dx.doi.org/10.17921/2176-5634.2018v11n1p55-63.
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Em meados do século XX um importante movimento de renovação do ensino da Matemática se desenvolveu mundialmente, influenciando as práticas docentes e também a produção didática para o ensino dessa disciplina. Esse texto apresenta um estudo sobre as transformações decorrentes desse movimento na abordagem das operações aritméticas da soma e subtração em três coleções de livros didáticos produzidos no Rio Grande do Sul, para o ensino primário, no período de 1960-1978: Estrada Iluminada e Nossa Terra Nossa Gente (em duas versões). O estudo, de cunho histórico, privilegiou a análise documental de 17 volumes de livros das coleções citadas e adota como referencial teóricometodológico a História Cultural, a partir de autores como Roger Chartier. Verificou-se que as operações aritméticas da soma e da subtração tiveram sua abordagem modificada em função de um novo conteúdo, a Teoria dos Conjuntos.Palavras-chave: Livro Didático. Matemática Moderna. Ensino Primário. Operações Aritméticas.Abstract An important movement of teaching Mathematics renew was developed, in the world, in the middle of the XX century, influencing the teaching practices and also didactic production for the teaching of this discipline. This text presents a study about the results of transformations from this movement in the approach to the arithmetic operations of addition and subtraction in three collections of didactic books produced in Rio Grande do Sul for primary education in the period 1960-1978: Estrada Iluminada and Nossa Terra Nossa Gente (in two versions). The historical study was developed in a methodological approach that privileged the documentary analysis of 17 volumes of books of the aforementioned collections and adopts as a theoretical and methodological studies on the Cultural History from authors such as Roger Chartier. It was verified that the arithmetic operations of addition and subtraction had their approach modified in function of a new content,the Set Theory.Keywords: Didactic Book. Modern Mathematics. Primary Education. Arithmetic Operations.
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Borges, Rosimeire Aparecida Soares, and Cristiano José de Oliveira. "Em Foco a Aritmética do Curso Primário: Um Estudo de Cadernos Escolares e do Manual “Práticas Escolares”." Jornal Internacional de Estudos em Educação Matemática 11, no. 1 (June 27, 2018): 47. http://dx.doi.org/10.17921/2176-5634.2018v11n1p47-54.
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Este estudo histórico investigou apropriações das propostas reformistas da Escola Nova no que tange ao ensino da Aritmética para a escola primária em cinco cadernos de um aluno, de terceiro e quarto anos do curso primário, dos anos de 1952 e 1953, respectivamente, e no primeiro volume do manual didático “Práticas Escolares” que teve sua primeira edição em 1940 e décima edição em 1965, de autoria de Antonio D’Ávila. Utiliza-se como base teórico-metodológica a História Cultural na direção de dar significado às apropriações que foram feitas em relação à aritmética da escola primária em tempos da Escola Nova. Há uma predominância da resolução de problemas aritméticos ligados ao cotidiano dos alunos, indicando uma preocupação com a abstração dos conceitos com foco em uma aritmética prática, que tinha por finalidade preparar o aluno para a vida fora da escola após quatro anos de estudo no curso primário. Observa-se uma valorização do aluno como indivíduo, com respeito ao seu ritmo e dificuldades apresentadas na aprendizagem da Aritmética, um dos aspectos marcantes da Escola Nova, o aluno considerado como protagonista do processo de ensino e de aprendizagem, podendo interagir no meio social em uma formação mais humana.Palavras-chave: Aritmética. Ensino Primário. Manual Didático para Professores. Cadernos de aluno. Cultura escolar. História da Educação Matemática.AbstractThis historical study investigated appropriations of the New School for the teaching of Arithmetic for the primary school in five books of a student, of the third and the fourth years of the primary course, of the years of 1952 and 1953, respectively, And in the first Volume of the didactic manual “School Practices” that had its first edition in 1940 and tenth edition in 1965, authored by Antonio D’Ávila. It is used as a theoretical-methodological basis for the Cultural History in the direction of provide meaning the appropriations that were made in relation to the primary school in times of the New School. There is a predominance of solving arithmetic problems related to students’ daily life, indicating a preoccupation with an abstraction of concepts with a focus on an arithmetic practice, whose purpose was to prepare a student for the life outside of school after four years of primary school. It is observed the evaluation of the student as an individual, with respect to its rhythm and difficulties presented in the learning of Arithmetic, one of the markers of the New School, the student considered the protagonist of the process of teaching and learning, being able To interact in the social environment in a more humane formation.Keywords: Arithmetic. Primary school. Didactic Manual for Teachers. Books of a student. School culture. History of Mathematics Education.
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Giorgetti, Daniela, Emilio López-Navarro, and Enric Munar. "Efecto del entrenamiento en ábaco mental sobre la flexibilidad cognitiva: un estudio exploratorio." Revista de Investigación en Educación 18, no. 3 (December 20, 2020): 316–23. http://dx.doi.org/10.35869/reined.v18i3.3270.
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Mental Abacus (MA) training teaches students to solve math problems by visualizing a physical abacus structure to perform arithmetic operations. Research shows that MA practice relates with enhanced working memory in children, but other cognitive processes that could mediate the benefits registered remain unknown. The aim of the study was to analyze the effect of MA training in a cognitive flexibility task in twelve-year-old children, and compare it with a control group. 121 children from the sixth course of primary education were recruited. 54 students received MA training added during the academic year, while the control group received normative arithmetic instruction. MA training was provided by UCMAS Mental Arithmetic Spain S.L. To assess cognitive flexibility, we used the Trail Making Test (TMT). Data analysis entailed parametric assumptions check and a one-way ANOVA between MA and control group. There were no differences between groups in age. There were statistical differences in TMT-A (Z=-5,78, p<,001, d=,67) and TMT-B scores (Z=-2,24, p=,021, d=,08). Our data suggest that MA enhances cognitive flexibility in children. MA is a promising tool teaching math which benefits go beyond arithmetic calculation.
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Duarte, Aparecida Rodrigues Silva. "Lições de Coisas na Instrução Pública do Estado de São Paulo: Saberes Aritméticos e Geométricos em Periódicos Educacionais." Jornal Internacional de Estudos em Educação Matemática 11, no. 1 (June 27, 2018): 27. http://dx.doi.org/10.17921/2176-5634.2018v11n1p27-33.
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Este texto discute como foram interpretadas, para o ensino de saberes aritméticos e geométricos, orientações oferecidas pelo método intuitivopara a escola primária paulista, entre o final do século XIX e início do século XX, detendo-se particularmente em revistas pedagógicas veiculadas no estado de São Paulo, que circularam após a publicação da obra Primary object lessons de autoria de Norman Allison Calkins, traduzida por Rui Barbosa, em 1886, sob o título “Primeiras lições de coisas”. Busca-se compreender como os pressupostos pedagógicos do ensino intuitivo figuraram em discursos veiculados em periódicos educacionais paulistas que circularam no referido período no que tange à aritmética e geometria do ensino primário. Tomam-se como fontes de pesquisa revistas pedagógicas constantes no repositório de conteúdo digital da Universidade Federal de Santa Catarina e se considera como fundamentação teórica e metodológica as ideias de Catani e Nóvoa sobre a importância da imprensa pedagógica para estudos históricos da Educação. Os resultados indicaram que em diversas revistas paulistas daquela época circularam estratégias diferenciadas para auxiliar os professores a colocarem em prática o método intuitivo. Por meio deste estudo espera-se melhor compreender os mecanismos pelos quais foram se instituindo sentidos para os saberes de aritmética e de geometria na escola primária, na perspectiva do ensino intuitivo e das lições de coisas.Palavras-chave: Instrução Primária. Ensino Intuitivo. Revistas Pedagógicas.AbstractThis text discusses how the orientations offered by the intuitive method for the primary school in the state of São Paulo were interpreted for the teaching of arithmetic and geometric knowledge between the late nineteenth and early twentieth centuries, particularly in pedagogical journals published in the same state. These journals circulated after the publication of Norman Allison Calkins called Primary Object Lessons,which was translated by Rui Barbosa, in 1886, under the title “First lessons of things”. This text seeks to understand how the pedagogicalpresuppositions of the intuitive teaching appeared in discourses onveyed in educational periodicals of São Paulo that circulated in thereferred period when it comes to the arithmetic and geometry of the primary education. As research sources, pedagogical journals from thedigital content repository of the Federal University of Santa Catarina were used, and also the ideas of Catani and Nóvoa on the importance ofthe pedagogical press for historical studies of education are considered as theoretical and methodological foundations. The results indicatedthat, during that time, several journals from São Paulo published different strategies to help teachers put into practice the intuitive method. Through this study it is expected to better understand the mechanisms by which meanings have been established for the arithmetic and geometry knowledge in primary school, from the perspective of intuitive teaching and the lessons of things.Keywords: Primary Education. Intuitive Teaching. Pedagogical Journals.
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Cemaloglu, Necati. "THE EXPOSURE OF PRIMARY SCHOOL TEACHERS TO BULLYING: AN ANALYSIS OF VARIOUS VARIABLES." Social Behavior and Personality: an international journal 35, no. 6 (January 1, 2007): 789–802. http://dx.doi.org/10.2224/sbp.2007.35.6.789.
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The aim of this study was to analyze the variables involved in the bullying experiences of primary school teachers who attended in-service courses at the Aksaray and Esenköy training centers in Turkey. There were 315 participants in the study. A Turkish adaptation of the Negative Acts Questionnaire Scale (NAQ) developed by Einarsen and Raknes (1997) was used. Cronbach's alpha = .97, factor loads were determined to be between .42 and .82. Frequency, percentage, arithmetic mean, chi-square and variance analysis were also measured. The results were tested at p < .05 level. The research showed that 50% of the Turkish primary school teachers had experienced bullying. There was a significant relationship between the incidence of bullying and the branch of teaching. However, there was no relationship between bullying experiences and the variables of sex, age and marital status.
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Rodriguês, Jeremias Stein, and David Antonio da Costa. "The Committee of Fifteen and the First Movements about the Teaching of Algebra in the Brazilian Primary School." Acta Scientiae 21, no. 6 (January 6, 2020): 150–72. http://dx.doi.org/10.17648/acta.scientiae.5450.
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At the end of the XIX century, movements that propose the reform of the primary school in the United States are started. The aim of this paper is to find out what changes proposed to the American teaching of mathematics are, specifically about the teaching of algebra and the knowledge related to it, while seeking indications of the circulation of those ideas in Brazil. To perform an historiographic research, which aims to the writing of a historic narrative, we use the theoretical contributions of the Cultural History based on Burke and Chartier and the studies about the circulation and appropriation of ideas by Oliveira and Warde. As sources of the research are the reports of those movements, textbooks on algebra and arithmetic teaching, notes from a conference given by Othello S. Reis about the insertion of algebra in the primary school, and other documents. It was found that a Committee of fifteen was created to propose changes in the U.S. primary school because of a previous study, done by the Committee of ten. One of the proposals of both committees can be highlighted: the teaching of algebra topics in the two last years of the primary school. The ideas of the committee about algebra were brought to Brazil, in an explicit way, in one conference presented by Othello S. Reis, and it was revealed that those ideas had already been presented in Antonio Trajano’s textbooks, in editions that preceded the committee’s study.
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Mega Sari Juane Sofiana, Gusti Eva Tavita, Amriani Amir, Asri Mulya Ashari, Warsidah,. "PROFILE OF LEARNING LITERACY AND NUMERACY FOR STUDENTS OF ELEMENTARY SCHOOL THROUGH CAMPUS TEACHING 3 ACTIVITIES." Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) 5, no. 3 (October 31, 2022): 85–89. http://dx.doi.org/10.55215/jppguseda.v5i3.6394.
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Literacy and numeracy are basic human abilities and skills in accessing and understanding everyday life phenomena, including reading, viewing, simple counting, and speaking activities. This study aimed to examine the literacy and numeracy abilities of class 3 students at Elementary School SDN No. 16 North Pontianak through Campus Teaching 3. The research was conducted using a descriptive qualitative method, where primary and secondary data were collected and then described along with factual documentation in the field. We are interviews with the principal and third-grade teachers and students of the KM3 team assigned to the class as primary data. At the beginning of the activity, several students were not fluent in reading and arithmetic. It was caused by online learning at home during the Covid 19 pandemic. The activity's end showed that all 33 students had completed reading and writing skills. They can solve thematic problems through the ability to read, count, write and listen to reading material. They were able to deal with primary operations in math, such as adding, subtracting, dividing, and multiplying numbers.
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Wikholm, Miikka, and Juli-Anna Aerila. "Teaching mathematics with children’s literature in Finland." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.
Full textAbstract:
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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Polo-Blanco, Irene, and Eva M. González López. "Teaching addition strategies to students with learning difficulties." Autism & Developmental Language Impairments 6 (January 2021): 239694152110453. http://dx.doi.org/10.1177/23969415211045324.
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Background & aims In recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been highlighted. Observing how these strategies emerge and develop in children with learning difficulties is crucial, as it allows us to understand how they develop a subsequent understanding of arithmetic operations. In this paper we study the effect of explicit instruction in addition strategies, focusing on the minimum addend strategy, and analyze the difficulties that arise during this process. Methods An adapted multiple-probe design across students with a microgenetic approach was employed to assess the effectiveness of the teaching instruction and the acquisition of the minimum addend strategy while solving addition word problems. The participants were three primary-school children (two boys and one girl) with learning difficulties, one of them diagnosed with autism spectrum disorder. The instruction on the minimum addend strategy was sequenced into levels of abstraction based on the addends represented with and without manipulatives. Results The results show that the three participants were able to acquire the minimum addend strategy and transfer it to two-step problems. They all showed difficulties during the instructional process, with quantity comparison difficulties predominating. The instruction provided to address these and other difficulties is detailed for each participant. Conclusions The teaching of the minimum addend strategy has proven effective, and all three students acquired it throughout the instruction. The results concerning the student diagnosed with autism spectrum disorder are especially interesting given the lack of studies that focus on the strategies employed by students with this disorder to solve arithmetic problems. In this sense, the use of the microgenetic approach was especially useful to observe the type of spontaneous strategies used by this participant, and how they varied in response to the instruction. Implications Each study participant faced different difficulties and needed different periods of time to assimilate the new strategy. Conclusions are drawn for educators to help children with learning difficulties advance to more sophisticated strategies, so they can acquire these and subsequent mathematical concepts.
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Mustafa Banihani, Abdallah Nabih. "The Effect of Using Blended Learning in Teaching English on Direct and Deferred Achievement of Primary School Students." International Business Research 14, no. 4 (March 19, 2021): 50. http://dx.doi.org/10.5539/ibr.v14n4p50.
Full textAbstract:
The study aimed at recognizing the effect of using integrated learning methods in teaching English on immediate and later achievement for primary phase students. The study followed a quasi-experimental method by using an experimental group, which learned English through integrated learning and a controlled group, which learned the same subject by using the traditional way. To achieve the study's objectives, the researcher prepared an achievement test. The validity and reliability of the test have been checked by introducing it to a group of specialized teachers in addition to finding Cronbach's alpha value, which worked out at (0,627). After data collection has been completed, the arithmetic means of the immediate achievement test and later achievement test have been calculated. The results indicate that there are statistically significant differences in the achievement of the primary phase in favor of the experimental group, which has been taught the English subject by integrated learning method. The study recommends that it is necessary to apply an integrated learning strategy since it is effective in students' scientific achievement, and improving motivation for learning, and considering the rules of the integrated educational process to train the teaching staff to apply integrated learning.
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Cruz, Maria do Carmo Alves da, and Neuza Bertoni Pinto. "Joaquim de Oliveira Santos e a modernização da aritmética da escola primária ludovicense." Ensino & Multidisciplinaridade 7, no. 2 (December 31, 2021): 13. http://dx.doi.org/10.18764/2447-5777v7n2.2021.9.
Full textAbstract:
Este estudo tem como objetivo compreender as contribuições do professor Joaquim de Oliveira Santos na modernização da Aritmética da Escola Primária ludovicense. O texto busca responder ao questionamento central: quais as contribuições de Joaquim de Oliveira Santos na modernização da aritmética da escola primária ludovicense? Para tanto, vale-se do aporte teórico-metodológico ancorado na História Cultural, com base nos trabalhos de Chartier (2017), e na História da educação matemática, com base em Valente (2017) e Pinto (2017). Quanto ao corpus investigativo, as fontes incluem documentos oficiais e, principalmente, livros didáticos escritos pelo professor. A produção do professor Joaquim de Oliveira Santos, identificada nos documentos aos quais tivemos acesso, evidencia incessante busca pela modernização da Aritmética da escola primária ludovicense, bem como pela melhor qualidade da formação de professores primários maranhenses em tempos da vaga intuitiva. As análises permitem inferir que o professor Joaquim de Oliveira Santos desenvolveu trabalhos com vistas à modernização da Aritmética do ensino primário em São Luís, em harmonia com aquilo que era evidenciado no cenário educacional em níveis nacional e internacional.Joaquim de Oliveira Santos and the modernization of arithmetic in the Ludovician primary schoolThis study aims to understand the contributions of Professor Joaquim de Oliveira Santos in the modernization of Arithmetic at Escola Primária Ludovicense. The text seeks to answer the central question: what are the contributions of Joaquim de Oliveira Santos in the modernization of Arithmetic at Elementary School Ludovicense? For that, it makes use of the theoretical-methodological contribution anchored in Cultural History, based on the works of Chartier (2017), the History of Mathematics Education, Valente (2017), Pinto (2017). As for the investigative corpus, the sources include official documents, and mainly textbooks written by the professor. The production of teacher Joaquim de Oliveira Santos, identified in the documents to which we had access, shows the teacher's incessant search for the modernization of Arithmetic in the ludovician Elementary School, as well as for the better quality of education for primary teachers in Maranhão, in times of the intuitive wave. The analyzes allow us to infer that Professor Joaquim de Oliveira Santos developed works with a view to modernizing Arithmetic in primary education in São Luís, in harmony with what was evident in the educational scenario at national and international levels.Keywords: Joaquim de Oliveira Santos; Teaching math; Primary School; History of Education in Maranhão.
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K.T.D. Pradipta, D.K. Tantra, and D.P. Ramendra. "AN ANALYSIS OF LESSON PLAN IMPLEMENTATION THROUGH ZOOM IN TEACHING WRITING BASED ON INTERNATIONAL PRIMARY CURRICULUM IN SUNRISE SCHOOL BALI." Jurnal Pendidikan Bahasa Inggris Indonesia 9, no. 2 (September 16, 2021): 56–66. http://dx.doi.org/10.23887/jpbi.v9i2.409.
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The present research studied teachers’ ability and constraints in preparing and implementing the lesson plan for writing through Zoom during the pandemic Covid-19 in the Year 6 Primary School Denpasar. The research was designed using a Mixed Method. Data were collected by means of five instruments and the obtained data on the five variables were analyzed descriptively to measure the arithmetic means, range, standard deviation, and variance. This study showed that the teachers’ ability in preparing for lesson plan were categorized in high category. The teachers’ ability in implementing the lesson plan were also categorized as high category. Some constraints were encountered by the teachers in preparing and implementing lesson plan for writing through Zoom. It is suggested that EFL students and teachers to be trained to improve the use of online learning as well as their literacy in information technology, especially the one related to EFL instruction online.
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Chapman, A. R., and E. L. Litton. "Primary Prevention in the Intensive Care Unit: A Prospective Single-Centre Study of the Risk Factors for Invasive Pneumococcal Disease." Anaesthesia and Intensive Care 45, no. 4 (July 2017): 448–52. http://dx.doi.org/10.1177/0310057x1704500406.
Full textAbstract:
Invasive pneumococcal disease is a significant health burden in Australia, with immunisation recommended for children and at-risk adults. Health benefits of immunisation are clear, but less effective when immunisation rates are low, as in Western Australia. We hypothesised that patients admitted unplanned to the intensive care unit (ICU) would have high eligibility for pneumococcal immunisation, but low rates of recorded vaccine administration. We performed a prospective observational study of 119 emergency admissions to Royal Perth ICU, a 20-bed mixed ICU at a tertiary teaching hospital in Western Australia. Each admission was screened for vaccine eligibility (age and risk factors as per Australian Technical Advisory Group of Immunisation guidelines), with patients’ health records examined and primary care providers contacted after ICU discharge. Risk factors for invasive pneumococcal disease were common, with 52% of the study population having one or more. Fifty-four of 119 admitted patients (45%) were assessed as eligible for immunisation after ICU discharge. ICU survivors represent a high-risk population for which intervention against modifiable targets, such as invasive pneumococcal disease, may reduce both their chronic health burden and future health expenditure. Future efforts should concentrate on assessing the feasibility of a screening program for modifiable factors in ICU survivors, and the logistics of delivering these interventions in a timely manner during their hospital stay.
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Mulcock, Jane, and Natalie Lloyd. "Human-Animal Studies in Australia: Current Directions." Society & Animals 15, no. 1 (2007): 1–5. http://dx.doi.org/10.1163/156853007x169306.
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AbstractIn 2004, Natalie Lloyd and Jane Mulcock initiated the Australian Animals & Society Study Group, a network of social science, humanities and arts scholars that quickly grew to include more than 100 participants. In July 2005, about 50 participants attended the group's 4-day inaugural conference at the University of Western Australia, Perth. Papers in this issue emerged from the conference. They exemplify the Australian academy's work in the fields of History, Population Health, Sociology, Geography, and English and address strong themes: human-equine relationships; management of native and introduced animals; and relationships with other domestic, nonhuman animals—from cats and dogs to cattle. Human-Animal Studies is an expanding field in Australia. However, many scholars, due to funding and teaching concerns, focus their primary research in different domains. All authors in this issue—excepting one—are new scholars in their respective fields. The papers represent the diversity and innovation of recent Australian research on human-animal interactions. The authors look at both past and present, then anticipate future challenges in building an effective network to expand this field of study in Australia.
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Aerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 564–72. http://dx.doi.org/10.18844/prosoc.v3i1.1821.
Full textAbstract:
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 towhich 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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Coleman, Jackie, and Jacqueline Coleman. "Realising the Pedagogical Potential of Multilingual Pre-service Primary Teachers." Exchanges: The Interdisciplinary Research Journal 2, no. 1 (August 27, 2014): 35–52. http://dx.doi.org/10.31273/eirj.v2i1.100.
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This paper reports on a small, qualitative study undertaken by an early career researcher in an Australian university into the meanings which multilingual and bilingual pre-service teachers attach to their linguistic ‘funds of knowledge’ (Moll, Amanti, Neff and Gonzalez, 1992) in relation to their university studies, and to their emerging identities as teachers. Current pedagogical best practice in Australia indicates that drawing on students’ existing funds of knowledge in teaching and learning results in increased intellectual quality, such as higher order thinking skills, and higher academic outcomes. However, the participants in this study did not conceptualise their linguistic abilitiesas having any value in relation to their higher education. They also appeared to tacitly accept reported institutional and pedagogical practices,which marginalisedthese abilities both as tools for learning and for informing their developing identities as teachers. On the basis of these findings, broad preliminary recommendations are made as to how the learning experiences of bilingual andmultilingual pre-service primary teachers, and of their monolingual peers, may be improved at this university.The study’s findings point to the need for a larger-scale research study into this under-investigated aspect of pre-service teacher education in Australia. Photo credit: By Fluss (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
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Miller, Andrew, Narelle Eather, Shirley Gray, John Sproule, Cheryl Williams, Jennifer Gore, and David Lubans. "Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?" European Physical Education Review 23, no. 2 (April 8, 2016): 171–95. http://dx.doi.org/10.1177/1356336x16642716.
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The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention ( n = 4 teachers) or the 7-week wait-list control ( n = 3) condition. The PLUNGE intervention (weeks 1–5) used an instructional framework to improve teachers’ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects ( p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.
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Devina, Devina, and Santiago Varona-Domblas. "LINGUISTIC PROFICIENCY DEVELOPMENT THROUGH SCAFFOLDING: A SPANISH TEACHER’S BELIEFS AND PRACTICES IN AUSTRALIA." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (January 3, 2020): 31–44. http://dx.doi.org/10.21460/saga.2020.11.29.
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In determining the implementation and execution of the classroom activities, the teacher’s beliefs plays an important role as one of the fundamental aspects of language teaching. In-depth, the beliefs also influence the learner’s competency and the achievement of learning outcomes. This research aims at observing the beliefs of a Spanish language teacher in a private language school in Australia. Data were gathered through interview and classroom observations. The interview was designed to explore the teacher’s beliefs regarding the language learning approach. Furthermore, the classroom observations were conducted through 1) complete observer observation and 2) complete participants observation. They were carried out to see to what extent the teacher implemented the beliefs into action. Pre-classroom questionnaires on the learner’s background were distributed to know the learners’ background. In the era where communicative approach becomes the axis of language teaching, this study suggests “scaffolding” as an alternative approach to language teaching. The finding indicates that some primary factors affecting the teacher to hold his beliefs are: limited classroom duration, small class size, and the condition of Spanish as a foreign language (FL) in Australia – where learning resources are limited. In the learning condition where the target language (TL) resources found to be scarce, this ‘scaffolding’ approach successfully and effectively equips learners with adequate knowledge of Spanish. Taking the ‘scaffolding’ as the major foundation to develop learners’ linguistic proficiency, this research provides insight regarding the use of ‘scaffolding’ toward language teaching and learning.
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Suprapto, Nadi, Woro Setyarsih, and Husni Mubarok. "Information Spectrum over Twelve Public Teaching Universities in Indonesia." DESIDOC Journal of Library & Information Technology 42, no. 4 (July 19, 2022): 265–74. http://dx.doi.org/10.14429/djlit.42.4.17880.
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This paper gives an information spectrum of public teaching universities in Indonesia as viewed from their publication during 2000-2019. The data were collected through the Scopus database and then analysed based on the number of documents, language, author affiliation, document type, source type, source title, top authors, top citations, co-authorship, and international collaboration. The results indicated that the number of publications until 2019 was 11,993 documents. In the period 2016-2019, publication stretches have begun to appear, and there has been a significant increase in the number of conference proceedings as the primary source of publication. The publication’s subject area was dominated by physics and astronomy, engineering, and social sciences, with English being the primary language of communication. Authors from Universitas Negeri Malang (UM), Universitas Pendidikan Indonesia (UPI), and Universitas Negeri Yogyakarta (UNY) dominated the output of public teaching universities in Indonesia. Top citations from documents produced were dominated by UNNES, which collaborates a lot through World Class Professor (WCP). Co-citation, co-authorship, and co-occurrences network visualisation were also illustrated to complete the information of top authors and top citations in this study. The most collaborated authors of public-teaching universities were Malaysia, the USA, Australia, Japan, and Taiwan. Some future considerations were also illustrated as the recommendation of this study to increase the performance of publications among public teaching universities.
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James, Sarah Margaret, Suzanne(Sue) M. Hudson, and Alexandra Lasczik. "Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement." International Journal of Mentoring and Coaching in Education 11, no. 2 (December 24, 2021): 195–212. http://dx.doi.org/10.1108/ijmce-07-2021-0080.
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PurposeBeing literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.Design/methodology/approachThis investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.FindingsFindings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.Research limitations/implicationsThe preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.Practical implicationsThis research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.Originality/valueWhile the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.
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Nijemčević Perović, Marija. "Using Social Strategies in Teaching German as a Foreign Language at Primary School Level." Филолог – часопис за језик књижевност и културу 22, no. 22 (December 30, 2020): 216–37. http://dx.doi.org/10.21618/fil2022216n.
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The major purpose of this quantitative research is to investigate the frequency of social learning strategies used in teaching German as a foreign language within the population of primary school students of the higher grade (corresponding to the age of 11 to 14). Furthermore, the aim of this study is to explore the statistically significant differences between pupil’s gender, age, second language performance assessment as predictors and social learning strategies as dependent variables. The research was done during the first semester of the school year 2019 / 2020 with 218 students. The modified questionnaire Strategy Inventory for Language Learning designed by Rebecca Oxford, Likert and Guttman scale were used for data collection. The Cronbach’s Alpha reliability coefficient of the modified scale was α = .89. The research data was analysed by a quantitative method with IBM SPSS 23 and the results revealed that the primary school learners employed social learning strategies with an average value of 3.30, which represents a medium frequency of use. Results have shown that female students tend to use social learning strategies more frequently than males (Mf = 11.05; Mm = 9.74) and their usage becomes less intense with age (М5 = 4.14, М6 = 3.69, М7 = 2.42, М8 = 2.39). Performance assessment is not contributing significantly to their frequency (rho = .18, p = .39). The Mann - Whitney U test is used to compare whether there is a statistically significant difference in the dependent variable for two independent groups: students in late childhood and students in early adolescence. Results have shown that the second group of students use rarer social learning strategies than the first. Therefore, older learners were exposed to the strategies input. The Wilcoxon signed - rank test was used to compare repeated measurements on a single sample to assess whether their population mean ranks differ. Results have shown that strategies input contributing statistically significant to the detected changes in a date caused by strategies input (z = - 5.24 , p = .01). The slight difference between arithmetic means (М1 = 3.22; М2 = 3.36) was explained with the Affective filter hypothesis Stephen Krashen developed in the 1980s. This paper points out the importance of using social strategies in teaching and learning German as a foreign language. Pedagogical implications refer to some important indicators of social learning strategies – symmetrical and complementary interpersonal communication and the use of cooperative learning principles in the classroom.
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Chelliah, Susila Devi, and Nasir Masran. "USING INTERACTIVE MULTIMEDIA COURSEWARE TO IMPROVE ALGEBRA THINKING AMONG YEAR 4 STUDENTS." International Journal of Modern Education 2, no. 7 (December 8, 2020): 59–75. http://dx.doi.org/10.35631/ijmoe.27005.
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Multimedia technology impacts and creates interactive learning between students and teachers as well as information technology creates a conducive environment for active learning. According to an assessment done by Trends in International Mathematics and Science Study (2011), cognitive skills such as application and reasoning need to be improved among Malaysian. Hence, it is important to implement these skills among students at the primary school level who will be changing from concrete arithmetic to the symbolic language of algebra as stated in Pelan Pembangunan Pendidikan Malaysia (2013-2025). The rationale of this study is to expose year four students in the field of Algebra to the understanding of variables, expressions, and equations. Algebra thinking courseware is used as a teaching aid to facilitate learning and teaching. This research includes the understanding and mastering Algebra thinking in the learning and teaching approach in Mathematics subject Year 4. The first objective of the study is to design and produce interactive multimedia courseware using the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). The second objective is to study the effectiveness of interactive multimedia thinking courseware by using the Kieran framework (2016) in improving the thinking concept of Algebra among year 4 students. A quasi-experimental design was applied to the treatment group and the control group. The sample size used was 84 students, who are from SJKT Menglembu School and SJKT Desa Pinji. The findings of the post-test clearly show that learning through Algebra thinking courseware has successfully improved the level of Algebra thinking which the mean for the treatment group was 14.69 (SD:2.694) while the pre-test of the mean for the treatment group was 6.76 (SD:2.750). Studies on Algebra thinking need to be extended by involving a larger sample size and ensure that such studies can be used via information technology media to improve the teaching and learning process at the primary school level.
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Joseph, Dawn. "Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing." British Journal of Music Education 36, no. 02 (July 2019): 183–96. http://dx.doi.org/10.1017/s0265051719000159.
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AbstractMusic is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.
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Syaiputra Wahyuda Meisa Diningrat, Luluk Janah, and Sakinatul Mardiyah. "Modified Bottle Cap for Improving Children’s Arithmetic Ability." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 1, 2019): 249–63. http://dx.doi.org/10.21009/jpud.132.04.
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The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition which consisted of 30 students, received the instructional activities as usual. Before and after two weeks of the intervention with the game tool of a modified bottle cap, measures of arithmetic ability were administered to either experiment or control class. The results of the study indicated that in the experiment class, children’s arithmetic ability increased significantly compared to children in the control class. The differences may have been due to the intervention. To conclude, the modified bottle cap as an educational game tool effective to improve children’s mathematics skill, especially for arithmetic ability. However, the findings required the extended study on other research methods and the bigger size of the samples.
Keywords: Early Childhood, Modified bottle cap, Early Arithmetic Ability.
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Barańska, Barbara, and Małgorzata Zambrowska. "What do we mean by mean?" Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 13 (December 31, 2021): 5–28. http://dx.doi.org/10.24917/20809751.13.6.
Full textAbstract:
In order to be successful with a certain concept at school, it is often sufficient to master some types of tasks, without having to be aware of the different perspectives that a concept can be viewed from. It is, however, definitely not enough when the goal is to understand mathematics and become flexible and creative in solving mathematical tasks. Not only school students, but also prospective teachers should be encouraged to reflect on what particular concepts actually mean and how they can be thought of.
In this article we focus our attention on the concept of mean. In the introduction we outline the gaps that our paper partially fills. Then we provide a brief review of how the Polish core curriculum and two very popular mathematics textbook series (one each for primary and secondary school) treat the topic of means. Next, we present results from a study conducted on a group of first-year students of mathematics and a group of teachers undertaking postgraduate studies qualifying for teaching mathematics as a second subject. We show the results obtained in two tasks concerning the arithmetic and geometric mean. The paper ends with several teaching suggestions and recommendations for mathematics teachers’ educators.
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Lisova, Liudmyla. "Peculiarities of difficulties at the stage of abridged recording of arithmetic tasks by younger schoolchildren with severe speech disorders." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 161–66. http://dx.doi.org/10.33310/2518-7813-2019-66-3-161-166.
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The proposed article presents the results of the study of the peculiarities of difficulties in solving arithmetic problems, in particular at the stage of abbreviated writing of the text of the arithmetic problem by younger students with severe speech impairment and on the basis of this level of formation of this skill. Arithmetic problems play an important role in elementary school mathematics. They, on the one hand, form a specific section of the program, the content of which students should learn, on the other – act as a didactic tool for teaching, upbringing and development of students. In our opinion, it is the solving of arithmetic problems that promotes the development and emergence of cognitive interest. It addresses the issues that students have. After all, in the course of work, the teacher does not give them ready answers, and makes them participants, learners of knowledge. It encourages them to think over the incomprehensible and prompts questions. Younger students are discovering new knowledge that can help them gain more information. According to the results of the analysis of the scientific literature, we can see that the scientists point out that the reasons for learning difficulties of children with severe speech disorders are due to the following: difficulties in solving arithmetic problems. In students with severe speech impairment there is a selective lack of cognitive functions and processes, which are the basic prerequisites for the formation of knowledge in mathematics and solving arithmetic problems, in particular, students with severe speech impairment with difficulty recognize even well-known objects, familiar objects, functions, simultaneity and succession of perception, disturbance of visual gnosis. The explanatory note to the school's program for children with severe speech impairment notes that the level of mastery of students with severe speech impairment in mathematics is lower than that of children with typical development. Most elementary students with severe speech impairment experience difficulty in learning mathematical material (such as arithmetic solving) throughout primary school. One of the most important reasons for the emergence of such features of mastering children with severe speech impediments in this discipline is the lack of basic mental processes and functions in them. The proposed article draws attention to what types of difficulties are encountered in younger students with severe speech disorders at the stage of constructing a shortened arithmetic problem. As a result of the analysis of the materials of the study, we found that three types of difficulties encountered in the construction of the reduced arithmetic problem data record for the younger students with severe speech impairments: inaccurate recording of numbers and symbols in the design of the shortened arithmetic task record; incorrect recording of words and numbers when constructing a shortened task record; wrong spatial arrangement of words and symbols when designing a short record of an arithmetic problem on a piece of paper. In particular, such types of difficulties as inaccurate recording of numbers and symbols when designing a short record of an arithmetic problem are manifested in the following errors: insufficient calligraphic recording of numbers; replaced with a number different to a certain element (1-7, 3-8) or location (14-41); did not misuse arrows, brackets; the incorrect spelling of words and numbers when constructing a shortened task record was manifested in the following errors: mistakes were made in words: letters, syllables were omitted; replaced some letters with others; incorrect placement of words, symbols while designing a short record of an arithmetic problem on a piece of paper manifested in such errors as: incorrectly maintained the distance between words, numbers and examples; improperly placed shortening and arithmetic on a piece of paper; incorrectly entered numeric data into a column. As a result of the final analysis of the materials of the study, we determined the levels of underdevelopment of the ability to design a short text entry arithmetic problem for younger students with severe speech impairment (sufficient, significant, minor, sufficient). We found that among the 1st grade students the highest percentage of students was observed with a significant level of underdevelopment of this skill (63%), the lowest percentage was students with a deep level of underdevelopment of this skill (2%). Grade 2 students with deep underdevelopment were not found, the smallest number of students (16%) had a significant underdevelopment level and the highest – 50% was a sufficient level. In grade 3, students with a deep level of underdevelopment were not found, only 3% of students had a significant level of underdevelopment, and a significant proportion of students (82%) were students with a sufficient level of development. Fourth grade students had no profound and significant level of underdevelopment, a slight underdevelopment in 12% of children and a sufficient level of development was observed in 88% of younger pupils with severe speech impairment. According to the results of the analysis of the study materials, we see a fairly large percentage of younger students with severe speech impairment by the end of el.
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Mills, Reece, and Louisa Tomas. "Integrating Education for Sustainability in Preservice Teacher Education: A Case Study From a Regional Australian University." Australian Journal of Environmental Education 29, no. 2 (December 2013): 152–64. http://dx.doi.org/10.1017/aee.2014.3.
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AbstractEducation for Sustainability (EfS) has been prioritised in the School of Education at James Cook University (JCU), Townsville, Australia. This article presents a case study that explores the ways in which teacher educators integrate EfS in their teaching in the Bachelor of Education (BEd) (Primary) at JCU, and their perceptions of enablers and constraints. Two key findings arose from the analysis of semi-structured interviews conducted with four subject coordinators, and their subject outlines: (1) teacher educators at JCU integrate EfS in different ways through their choice of assessment, content and/or pedagogy; and (2) constraints operating at the school level, namely teacher educators’ perceptions and understanding of EfS, were perceived to be salient challenges to the integration of EfS in the program. Vision, leadership and funding at the university level were also identified as enabling factors that warrant further investigation. Findings contribute to existing literature regarding the integration of EfS in preservice teacher education, and serve to inform practice at JCU and universities more broadly.
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Anaam, Abdulqawi, Kamarulzaman Bin Abdul Ghani, and Ahmad Bin Abdul Rahman. "Istiratijiyyat al-Dzaka’at al-Muta’addadah Ru’yah Jadidah li Tanmiyah al-Tadzawwuq al-Adaby fi al-Marhalah al-Tsanawiyah." Arabiyatuna : Jurnal Bahasa Arab 6, no. 1 (April 11, 2022): 259. http://dx.doi.org/10.29240/jba.v6i1.4146.
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This study aimed to examine the effectiveness of multiple intelligence strategies in developing the literary appreciation of second-year secondary students in Yemen. The study adopted the quasi-experimental approach, deploying a two-group quasi-experimental design, an experimental and a control group. The sample of this study was represented by the second-year students of secondary school at Al-Farouq Primary Secondary School in Taiz governorate. There were 30 students in the experimental group and 29 students in the control group. The data for two correlated and two independent samples were analysed using a statistical program (SPSS, 28) with arithmetic means, standard deviations, and T tests. The results showed a statistically significant difference between the average scores of the experimental group students in the pre- and post-applications of the literary taste test, in favour of the post-application, with a very large effect size, in addition to the superiority of the experimental group over the control group in the post literary taste test. The results portrayed that teaching strategies based on the theory of multiple intelligence effectively developed the literary appreciation skills of second-year secondary students.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
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Safitri, Lis. "CONTEMPORARY EDUCATION IN AUSTRALIA: WELLBEING EDUCATION AT BALCOMBE GRAMMAR SCHOOL MOUNT MARTHA VICTORIA." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 23, no. 1 (June 30, 2020): 33. http://dx.doi.org/10.24252/lp.2020v23n1i4.
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Abstract:Australian schools paid a great attention to the students’ wellbeing at school. This study aimed to explain wellbeing education in Australia with Balcombe Grammar School as a sample of the study. This research was qualitative research using descriptive method. The primary data had been collected through interview, documentation, and observation at Balcombe Grammar School (BGS) Mount Martha, Victoria in 2017. The data had been analyzed using Miles and Huberman framework. The result showed that wellbeing education in Australia was instructed by the Australian Government, organized by the school, and helped by independent institutions named KidsMatter, MindMatters, and CASEL. Balcombe Grammar School had some programs on wellbeing education, such as the golden time, circle time, faith and wellbeing classes, pastoral care classes, and health classes. These programs were not only conducted as part of BGS curriculum but also integrated into the teaching instruction in all of the subjects and daily life at school.Abstrak:Sekolah-sekolah di Australia telah memberikan perhatian yang cukup besar terhadap pendidikan wellbeing para siswa. Penelitian ini bertujuan untuk menjelaskan pendidikan wellbeing di Australia dengan mengambil Balcombe Grammar School sebagai sampel penelitian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Pengumpulan data dilaksanakan dengan metode wawancara, dokumentasi, dan observasi di Balcombe Grammar School (BGS) Mount Martha, Victoria pada tahun 2017. Data dianalisis dengan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa pendidikan wellbeing di Australia diatur oleh Pemerintah Federal Australia, dijalankan oleh masing-masing sekolah, dan dibantu oleh lembaga independen yang bernama KidsMatter, MindMatters, dan CASEL. Balcommbe Grammar School memiliki beberapa program dalam mengembangkan pendidikan wellbeing di sekolah, misalnya golden time, circle time, faith and wellbeing classes, pastoral care classes, dan health classes. Program-program tersebut tidak berjalan secara parsial melainkan terintegrasi di kelas dalam pelajaran lain serta dalam kehidupan keseharian selama jam sekolah berlangsung.
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Hallinan, Christine M., and Kelsey L. Hegarty. "Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education." Australian Journal of Primary Health 22, no. 2 (2016): 113. http://dx.doi.org/10.1071/py14072.
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The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.
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Alvi, Effat, and Robyn Gillies. "Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context." Education Sciences 10, no. 4 (April 6, 2020): 98. http://dx.doi.org/10.3390/educsci10040098.
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Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Australia. The model builds on teachers’ beliefs and understandings about SRL, the different ways through which they adopt SRL-supportive practices and the enactment of SRL in classrooms. It represents a complex structure of nested and mutually dependent systems with teachers having a central position, thereby forming the microsystem. However, teachers’ efforts to support students’ SRL are influenced by the exosystem (e.g., school, curriculum) and macrosystem (e.g., home, community) in a reciprocal fashion. The SRL-in-context model has implications for both theory and practice.
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Doyle, E. K., S. W. Walkden-Brown, and P. J. Sommerville. "Development, implementation and evaluation of a hub and spoke multi-institutional national model to tertiary education in sheep and wool science." Animal Production Science 61, no. 16 (2021): 1734. http://dx.doi.org/10.1071/an21056.
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Context The sheep and wool industry is an important and established primary production entity for Australia. Specialised tertiary education in the field of sheep and wool is pivotal to the advancement of the industry. Sheep and wool education has evolved over time synchronously with changes in the presentation of tertiary teaching. The face-to-face teaching and 4-year specialised degree in animal and wool science has now developed into an online learning system, with individual units made available to students across the country. This is delivered using a hub institute, University of New England and spoke universities across Australia. Aims The study evaluated the development and delivery of the hub and spoke method of tertiary education in sheep and wool science. Methods The data for this study comprised routine information gathered during university enrolment and specific student survey data from two questionnaires. The first questionnaire was an annual (2010–2017) survey of enrolled students (n = 289) and the second questionnaire was a survey of graduates from 2012 to 2015 (n = 128) from sheep and wool science. Key results Student numbers studying sheep and wool science in the hub and spoke program have increased three and a half fold in 10 years. The employment success of students studying the sheep and wool units is over 50%. Conclusions Utilising a hub and spoke model for online education delivery allows one university to specialise in a specific curriculum that can be offered across multi-institutions. Implications The tertiary training package, developed by the sheep and wool industry, has provided an estimated 400 graduates into the industry in 10 years.
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Pincombe, Jan, Margaret Brown, and Helen Mccutcheon. "No Time for Dying: A Study of the Care of Dying Patients in Two Acute Care Australian Hospitals." Journal of Palliative Care 19, no. 2 (June 2003): 77–86. http://dx.doi.org/10.1177/082585970301900202.
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Objectives Research was conducted in two teaching hospitals in Australia to collect data on the care of patients dying in the acute care setting. Methodology Non-participant observation of the care of dying patients in medical wards was the primary method of data collection and selected staff were interviewed. Observers collected data on the type of care, who gave the care, and the time given to care. Thematic analysis was applied to both the observational and interview data. Participants Patients selected were over the age of 18 years, with a terminal diagnosis and an estimated six days to live. Results Three major factors emerged from the data to form the context in which patients were cared for and died: 1) the organizational factor, 2) the environmental factor, and 3) the human factor. The presence or absence of family members influenced the amount of care given. If family members were not present, dying could be an isolating experience, with minimal care focused on routine hospital activities. Conclusion This research indicated that the principles of palliative care are yet to be incorporated in the acute care hospital setting.
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Barton, Christopher, Joanne Reeve, Ann Adams, and Ellen McIntyre. "Australian academic primary health-care careers: a scoping survey." Australian Journal of Primary Health 22, no. 2 (2016): 167. http://dx.doi.org/10.1071/py14129.
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This study was undertaken to provide a snapshot of the academic primary health-care workforce in Australia and to provide some insight into research capacity in academic primary health care following changes to funding for this sector. A convenience sample of individuals self-identifying as working within academic primary health care (n = 405) completed an anonymous online survey. Respondents were identified from several academic primary health-care mailing lists. The survey explored workforce demographics, clarity of career pathways, career trajectories and enablers/barriers to ‘getting in’ and ‘getting on’. A mix of early career (41%), mid-career (25%) and senior academics (35%) responded. Early career academics tended to be female and younger than mid-career and senior academics, who tended to be male and working in ‘balanced’ (teaching and research) roles and listing medicine as their disciplinary background. Almost three-quarters (74%) indicated career pathways were either ‘completely’ or ‘somewhat unclear’, irrespective of gender and disciplinary backgrounds. Just over half (51%) had a permanent position. Males were more likely to have permanent positions, as were those with a medical background. Less than half (43%) reported having a mentor, and of the 57% without a mentor, more than two-thirds (69%) would like one. These results suggest a lack of clarity in career paths, uncertainty in employment and a large number of temporary (contract) or casual positions represent barriers to sustainable careers in academic primary health care, especially for women who are from non-medicine backgrounds. Professional development or a mentoring program for primary health-care academics was desired and may address some of the issues identified by survey respondents.
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McKinnon, David H., Lena Danaia, and James Deehan. "The Design Of Preservice Primary Teacher Education Science Subjects: The Emergence Of An Interactive Educational Design Model." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 1 (June 6, 2017): 1. http://dx.doi.org/10.19030/jaese.v4i1.9972.
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Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly action–research approach to the teaching of science and science–method subjects to Australian preservice primary-school teachers in the state of New South Wales. We present an interactive educational design model founded on a solid theoretical literature base that incorporates Pedagogical Content Knowledge as an integrative mediating framework and which drives students’ interactions with the elements of the design model. The results from our mixed-methods study suggest that the approaches adopted through two extended vignettes show significant increases in preservice teachers’ competence and confidence. Together, the qualitative and extensive quantitative data suggest participants obtain a newly developed sense of enthusiasm for science and an understanding of the role that it can play in the primary- school curriculum. The data provide strong evidence that the approaches being called for in some of the earlier reforms and most recently by Bybee (2014) are effective
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Yurniwati, Yurniwati, and Gusti Yarmi. "Promoting prospective teachers’ conceptual knowledge through web-based blended learning." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 2 (June 28, 2020): 187–201. http://dx.doi.org/10.23917/jramathedu.v5i2.10418.
Full textAbstract:
Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.