Relevant bibliographies by topics / Post-primary students

Academic literature on the topic 'Post-primary students'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Post-primary students"

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Castley, Steve, and Rose Cunnington. "Post-Primary Program — Lockhart River." Aboriginal Child at School 23, no. 1 (March 1995): 47–51. http://dx.doi.org/10.1017/s031058220000506x.

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Prior to 1994, Lockhart River was a P-7 school. Students from the community wishing to undertake secondary studies had to leave the community and attend secondary school at Bamaga, Cairns or elsewhere. The emotional and cultural upheaval caused by such a move had a significant effect on these students' achievements.
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Tormey, Roland, and Jim Gleeson. "Irish post-primary students' attitudes towards ethnic minorities." Irish Educational Studies 31, no. 2 (June 2012): 157–73. http://dx.doi.org/10.1080/03323315.2012.676234.

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Lane, Ciara, Martin Stynes, and John O’Donoghue. "The image of mathematics held by Irish post-primary students." International Journal of Mathematical Education in Science and Technology 45, no. 6 (February 24, 2014): 879–91. http://dx.doi.org/10.1080/0020739x.2014.884648.

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Memon, Shabnam Iqbal, and Sirajul Haque Shaikh. "Female Medical Students’ Relationship Styles And Their Intended Primary Care and Non-Primary Care Postgraduate Specialty Preferences." Pakistan Armed Forces Medical Journal 72, no. 1 (February 28, 2022): 75–79. http://dx.doi.org/10.51253/pafmj.v72i1.4056.

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Objective: To compare the predominant relationship/attachment styles of final year female medical students of a Pakistani medical college with their intended primary care and non-primary care post-graduate speciality preferences. Study Design: Cross-sectional comparative study. Place and Duration of Study: Sir Syed College of Medical Sciences for Girls, Karachi, from Feb to Apr 2019. Methodology: Final year MBBS students were included in the study. Students were asked to complete a validated relationship scales questionnaire to determine the dominant relationship/attachment style. Students were also asked to identify their intended first choice for post-graduate specialization from a list of 28 primary care and non-primary care post-graduate specialities. Results: Out of 113 female students, 48 (43%) were found to have a predominantly dismissing relationship style (among four variants of relationship styles). Out of 95 (84%) students opted for a non-primary care speciality for pursuing post-graduation, out of which 37 (33%) students chose Obstetrics and Gynaecology. Comparison of participant’s relationship styles with postgraduate speciality showed no significant difference (p-value=0.40). Conclusion: Medical students should be provided adequate and timely exposure to various specialities available for postgraduation (primary and non-primary care specialities) and should be guided appropriately to help them make informed career choices.
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KAR, SANKAR. "Emotional Intelligence of Post Graduate Students: A Primary Data Centric Analysis." ENSEMBLE 2, no. 2 (May 19, 2021): 106–16. http://dx.doi.org/10.37948/ensemble-2020-0202-a012.

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Our emotional intelligence (EI) indicates our capability for learning the various practical skills that are based on its components: self-awareness, managing emotions, maturity, empathy, and social skills & social competencies. Most of the emotions and feelings are well-formed in raising up in the family. Family plays an active role to build constructive emotions. An emotional person is capable to set his/her own goal according to his/her strengths and weaknesses. S/he can also critically evaluate himself/herself. Family helps individuals to maintain a healthy balance between emotions and logic. Generally, children who belong to a joint family, get more opportunities to be familiar with the different emotions. Se/he tries to behave according to their family members. Se/he has to realise others’ point of view too that motivates them to live together.
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Shea, Carol O., Seamus O. Shea, and Maureen Killeavy. "The post-primary computing experiences of institute of technology computing students." Irish Educational Studies 25, no. 1 (March 2006): 107–19. http://dx.doi.org/10.1080/03323310600597683.

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Erol, Mustafa, Şüheda Köstekçi, and Ahmet Erol. "Perception of Turkish Primary School Students towards Syrian Students: The Role of Educational Activities Integrated with Children’s Books." Shanlax International Journal of Education 9, no. 4 (September 1, 2021): 91–101. http://dx.doi.org/10.34293/education.v9i4.4070.

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The purpose of this study is to examine the effects of educational activities integrated with children’s books on Turkish primary school student’s perceptions of Syrian students. The research participants consisted of 51 Turkish primary school students educated in a primary school in Istanbul. The data in the study were obtained by scale prepared by the researchers. In the analysis of data obtained in the research, statistical techniques were used. According to the research findings, children’s books were influential on students’ immigrant perceptions. Accordingly, it was determined that there is a significant difference in favor of the post-test between the pre and post-test mean scores of the students in the experimental group. The study’s findings indicate that educational activities enriched with children’s books effectively affect primary school students’ perceptions of immigrant children.
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Lane, Ciara, Martin Stynes, and John O'Donoghue. "Post-primary students’ images of mathematics: findings from a survey of Irish ordinary level mathematics students." International Journal of Mathematical Education in Science and Technology 47, no. 7 (May 9, 2016): 1009–27. http://dx.doi.org/10.1080/0020739x.2016.1170899.

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ARSLAN, Yusuf. "AN INVESTIGATION ON POST TRAUMATIC REACTIONS OF TERROR VICTIM PRIMARY SCHOOL STUDENTS: EXAMPLE OF STUDENTS FROM ŞIRNAK." INTERNATIONAL JOURNAL OF PSYCHIATRY AND PSYCHOLOGICAL RESEARCHES, no. 7 (December 30, 2016): 101. http://dx.doi.org/10.17360/uhppd.2016723164.

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Hock, Tan Tong, Ahmad Fauzi Mohd Ayub, Aida Suraya Md Yunus, and Nur Raidah Mohd Salim. "Dynamic Google SketchUp Software and Conventional Teaching Strategy of Students’ Conceptual Knowledge and Procedural Knowledge in Learning Geometry." International Journal of Human Resource Studies 11, no. 4S (November 25, 2021): 274. http://dx.doi.org/10.5296/ijhrs.v11i4s.19253.

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The purpose of this study is to identify the effect of using dynamic software Google SketchUp (GSU), without software on van Hiele’s theory and conventional teaching strategy of students’ conceptual and procedural knowledge in learning geometry among primary school students. The study was conducted using pre and post-test true experimental methods. This true experimental research involved 96 students from Year Five primary schools in Malaysia. The selection of site or school take into account as convenience and voluntary participation. The study's findings showed significant differences in student's conceptual knowledge and procedural knowledge based on the different types of the strategy group. The post hoc test indicated that using software showed better conceptual and procedural knowledge when compared to without using software on van Hiele’s theory and conventional teaching strategy.
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Dissertations / Theses on the topic "Post-primary students"

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McCrory, W. P. "In secret of excitement and wonder - an investigation of how post-primary teachers can emotionally engage students in science through their performance." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534660.

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Madden, Emma. "School bullying : victim perspective past and present : an assessment of university students perceived long-term consequences utilising retrospective accounts and post-primary school pupils attitude and response to typical scenes of bullying." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551568.

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One of the main aims of this research was to determine the perceived long-term consequences of bullying behaviour in schools. Furthermore, this study examined individual's recollections of the nature and prevalence of bullying and experiences of other forms of violence throughout their life-course; in doing so the reliability of individual's retrospective accounts were also assessed. Further still, school pupil's experiences of bullying and exposure to violence and trauma was also examined, as were their typical behavioural responses to scenes of school bullying. This thesis presents the findings of three studies, focusing on individuals experiences of bullying in school, in a sample of undergraduate university students and post- primary school pupils. In Chapter One, a review of the literature surrounding bullying behaviour research is presented, in addition to an overview of the 'cycle of violence' hypothesis, which permeates all aspects of this research. Chapter Two provides an outline of the continuing debate concerning the use of retrospective in bullying behaviour research and a detailed review of all the scales utilised in the first study. The results of Study One are presented in Chapter Three, in which a short-term longitudinal study assessed the reliability and stability of participants (N = 824) memories, the nature of their life-course victimisation experiences and perceived negative consequences of such experiences. A qualitative approach was adopted in Study Two, involving a series of in-depth interviews with self-reported victims (N = 13) of child abuse, bullying in school and domestic violence, all of whom had previously taken part in the first quantitative study; the results of which are presented in Chapter Four. In Chapter Five, the questionnaire booklet was administered to a sample of post-primary pupils (N = 213), within the local area, to assess their experiences of bullying in school and evaluate their perceived 'rules' for behaviour according to their status group. Finally, a summary and discussion of the results are presented in Chapter Six. Results suggest that 31.1 % (N = 256) of university participants recalled having been bullied in school at some point, and a further 11.9% (N = 98) acknowledged having actively taken part in victimising other pupils at school, with individuals most commonly citing verbal bullying (i.e. name calling). Just over two in five victims (44%) stated that they attempted suicide, with the majority reporting more than one attempt. It was determined that 43.0% of victims reported having experienced abuse during childhood (i.e. physical abuse/neglect, sexual abuse, etc), 35.9% indicated that they had experienced bullying in later-life (i.e. workplace harassment); resulting in one in five participants (N = 53; 20.7%) revealing that they had experienced both abuse and further victimisation. Measures in the questionnaire booklet revealed that participants were more likely to experience depression, anger and hostility, compared to those with no experience of bullying in school. Over one in three 'victim only' participants reported a 'fearful' relationship style, and moreover reported the lowest mean scores relating to same and opposite sex self-esteem, but the highest levels regarding emotional loneliness and social isolation. Further still, symptornology analogues with PTSD were found in 11 % of victims. Finally, reliability analysis revealed that individual's recollections were both accurate and stable across the three data collection point (initial, 6 months post, and 12-14 months post). Reponses from the face-to-face interviews supported these findings with participants expressing how their experiences of bullying in school have affected many aspects of the adult life. Results from the schools based research revealed that 18.8% of pupils reported to be 'victim only' and a further 6.6% stated that they were both the victim and a perpetrator of bullying in school, with name calling and exclusion the most commonly cited forms of behaviours reported. With regards to pupil's experiences of violence, individuals reported experiencing 'vivid memories' recollections and feelings of distress in situations which remind victims of their experiences, leading to outbursts of anger and a general sense of wariness. Furthermore, 'bully only' pupils reported the highest overall mean on a measure of aggression, and on a measure of parenting style reported the highest means relating to 'indifference', 'over-control' and 'abuse'. Self- identified victims reported lowest levels of both same and opposite-sex self-esteem and general self-esteem; and highest levels of both emotional loneliness and social isolation.
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Shaughnessy, Julie M. "Student experience of a Primary Post-Graduate Certificate in Education (PGCE)." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298897.

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O'Gorman, Aileen. "Student councils and the delivery of equality, quality, partnership, pluralism and accountability in Cork post primary schools." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:7041.

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The following study is based on the hypothesis that the setting up of student councils in second level schools in Cork will support the key considerations of quality, equality, partnership, pluralism and accountability as set out in the government White Paper on Education, 1995. To provide a general background to the research, the study starts by reviewing, in chapter one, the state of education in Ireland to-day. This will include a brief look at student councils in other countries e.g. the USA, England, Canada and Norway. The study will chronicle the path of the recent Irish Education Act from Green Paper to White Paper to Education Bill to Education Act in 1998. The second chapter will examine the literature on student councils in Ireland to date. It will then review the literature on the five key considerations of quality, equality, partnership, pluralism and accountability and state how the setting up of a student council might support these. Chapter three will outline the research methods of the study. A questionnaire will be created, the ftrst part of which will seek information regarding the present position of student councils in Cork second level schools. The second part of the questionnaire will solicit the respondents' perceptions as to whether a student council can help to deliver these principles and whether the present student councils are actually delivering within the schools. All second level schools in Cork will be asked to pat1icipate. The questionnaire will be directed at the teacher co-ordinator of the student councils. In the schools where there is no student council, the deputy principal will be asked to complete the survey. A second questionnaire will be assembled to solicit the perceptions of the students regarding the work of the councils. Chapter four will chronicle the administration of the survey and present its findings. Conclusions will be drawn and stated. Chapter five will discuss the findings of the research and present recommendations that will point the way forward for the Department for Education and Science, teachers and students.
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Sibiya, Nontuthuzelo Elizabeth. "Work integrated learning experiences of primary health care post basic nursing students in clinical settings." Thesis, 2014. http://hdl.handle.net/10321/1052.

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Submitted in fulfilment of the requirements for the Degree in Master of Technology: Nursing, Durban University of Technology, 2012.
Background : Work Integrated Learning is an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. Work Integrated Learning like in any other nursing course is essential in primary health care as required by the South African Nursing Council. In the clinical setting, students develop clinical and diagnostic reasoning; they also learn how to make the appropriate clinical decisions which they need as qualified primary health care practitioners. This is achieved through instruction and guidance by lecturers, mentors and clinical staff. However it has been noted that the clinical learning environment confronts students with challenges that are absent from the classroom situation. So this study seeks to explore and describe the experiences of post basic nursing students in primary health care clinics so as to address the challenges that are faced within the clinical settings. Aim of the study The aim of the study was to explore and describe primary health care post basic nursing students’ experiences during clinical placements. Methodology : A descriptive exploratory qualitative approach was used to guide the study. In-depth interviews were conducted with ten primary health care post basic nursing students who were allocated for Work Integrated Learning at the clinics in District A and District B in 2011. The main research question for this study was asked: ‘What are the experiences of primary health care post basic nursing students regarding Work Integrated Learning?’ Results : The findings of this study revealed that Work Integrated Learning is vital for the development of clinical skills amongst primary health care post basic nursing students. However, shortage of staff, inadequate material/ non-human resources, lack of supervision in the clinical facilities, distant clinical facilities and insufficient practice in the clinical skills laboratory were identified as challenges that students experience during Work Integrated Learning placement.
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Books on the topic "Post-primary students"

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Mark, Morgan. Drinking among post-primary schoolpupils. Dublin: Economic and Social Research Institute, 1994.

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Morgan, Mark. Drinking among post-primary school pupils. Dublin: Economic and Social Research Institute, 1994.

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Ireland. Department of Education and Science. Inspectorate. Inclusion of students with special educational needs: Post-primary guidelines. Dublin: Stationery Office, 2007.

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Smyth, Emer. Moving up: The experiences of first-year students in post-primary education. Dublin: Liffey Press in association with the Economic and Social Research Institute, 2004.

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Crane, C. D. Applying for a primary school post: A guide for students and teachers. [U.K.]: Education Appointments Council, 1993.

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Subject availability and student performance in the senior cycle of Irish post-primary schools. Dublin: Economic and Social Research Institute, 1986.

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Douglas, Ken-Garfield. Patterns of substance use and abuse among post primary students in Jamaica: National adolscent students' drug survey 1997/ 1998. Kingston, Jamaica: Policy Development Unit, Planning Institute of Jamaica, 2000.

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Maura, Boyle, ed. Schooling decisions: The origins and consequences of selection and streaming in Irish post-primary schools. Dublin: Economic and Social Research Institute, 1987.

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Balfe, Lorcan. Student motivation, learning strategy and achievement: A case study in a Dublin post-primary school. Dublin: University College Dublin, 1997.

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Ewing, Carol Anne. The primary to secondary school transition: The effects of a group work intervention programme on students' self-esteem and coping following transition to post-primary education. [s.l: The Author], 2001.

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Book chapters on the topic "Post-primary students"

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Fionda, Rachael. "4. Teaching English to Immigrant Students in Irish Post-primary Schools." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 57–72. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-006.

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Kearney, Fiona. "5. Inclusion or Invasion? How Irish Post-primary Teachers View Newcomer Students in the Mainstream Classroom." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 73–96. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-007.

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Kostopoulou, Stergiani. "9. A Corpus-based Analysis of the Lexical Demands that Irish Post-primary Subject Textbooks Make on Immigrant Students." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 147–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-011.

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Rose, Richard, and Michael Shevlin. "Student Transition from Primary to Post-Primary School." In Establishing Pathways to Inclusion, 146–59. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Connecting research with practice in special and inclusive education: Routledge, 2020. http://dx.doi.org/10.4324/9781003144045-15.

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Cárdenas, Sergio, Dulce Lomelí, and Ignacio Ruelas. "COVID-19 and Post-pandemic Educational Policies in Mexico. What is at Stake?" In Primary and Secondary Education During Covid-19, 153–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_6.

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AbstractThe Latin American region is experiencing an educational crisis due to the COVID-19 pandemic since efforts to contain the outbreak will grow the deep educational and economic gaps characterizing this region. During the pandemic, Mexico’s central intervention to continue instructional activities in the basic education system was implementing distance education based on educational television. As expected, this intervention raised different concerns on its effectiveness and how different student populations will be affected. This chapter has four main goals: (a) to describe and analyze educational gaps before the pandemic, identifying the central educational policies implemented in previous decades; (b) to describe and analyze educational policies implemented during the pandemic and how these may affect students at risk; (c) to conduct a prospective analysis to identify potential effects of the sanitary crisis in the administration of the education system in Mexico, and (d) to identify the main policy lessons resulting from the Mexican government initial response to the COVID-19 sanitary crisis.
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Hamilton, Laura S., and Kadriye Ercikan. "COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning." In Primary and Secondary Education During Covid-19, 327–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_13.

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AbstractShortly after the COVID-19 pandemic arrived in the United States, schools across the country had to enact significant, rapid changes to their instructional models, and schools varied widely in their access to the resources needed to support these efforts. Researchers across the U.S. quickly launched surveys, website reviews, and other data-collection methods to document these shifts. In this chapter, we draw on this research to describe the U.S. K-12 educational context, the policies states adopted, the practices and resources schools offered, and the potential effects on students’ academic, social, and emotional learning. In these discussions we draw particular attention to inequities in educational opportunities across schools serving different student populations. We then discuss how different sources of data will be needed to help identify educational needs and mitigate disparities in instruction and learning post-pandemic.
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Graham, Charles R., and Lisa R. Halverson. "Blended Learning Research and Practice." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_68-1.

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AbstractThe strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other domains? Finally, the chapter overviews some of the current BL research around institutional, faculty, and student issues. The global pandemic from 2019 to 2021 has increased administrator, instructor, and student awareness and familiarity with many online learning options. It is likely that blended practices that combine both online and in-person instruction will become increasingly prevalent. Scholars will need to better understand how different blended models and pedagogical practices within those models work to improve learning outcomes, increase access and flexibility for learners, and impact cost efficiencies.
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Graham, Charles R., and Lisa R. Halverson. "Blended Learning Research and Practice." In Handbook of Open, Distance and Digital Education, 1159–78. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_68.

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AbstractThe strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other domains? Finally, the chapter overviews some of the current BL research around institutional, faculty, and student issues. The global pandemic from 2019 to 2021 has increased administrator, instructor, and student awareness and familiarity with many online learning options. It is likely that blended practices that combine both online and in-person instruction will become increasingly prevalent. Scholars will need to better understand how different blended models and pedagogical practices within those models work to improve learning outcomes, increase access and flexibility for learners, and impact cost efficiencies.
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Yang, Yin, and Yanjie Song. "Examining primary student self-regulated vocabulary learning behavioural patterns and vocabulary learning outcomes leveraged by the mobile app with a self-regulation scheme." In Proceedings of the XXIst International CALL Research Conference, 204–11. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-28.

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This research reports a case study which provides insights into primary students’ SRVL processes and behaviours that interact over time in authentic learning environments beyond the classroom, leveraged by a mobile app with a self-regulation scheme. The participants were 44 grade four students in a government-funded primary school in Mainland China. Data collection included log data on the app, and pre- and post-vocabulary tests. Data analysis included clustering, progress-mining techniques, and Kruskal Wallis tests. The findings showed that (1) students’ SRVL behaviours leveraged by a mobile app with a self-regulation scheme could be clustered into three groups, (2) the characteristics of SRVL behavioural patterns among three clusters were discussed, and (3) a significant association between the identified three clusters and the students’ vocabulary learning outcomes was observed.
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Keogh, Katrina A. "Using Mobile Phones for Teaching, Learning and Assessing Irish in Ireland." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 237–58. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch013.

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This chapter outlines the processes, benefits and challenges of two pilot projects which investigated the integration of mobile phones into the teaching, learning and assessment of Irish in post-primary schools in Ireland. Existing literature examining the status of Irish in Ireland and previous research into the use of mobile phones for teaching and learning languages are described. Findings from the two pilot projects indicate that mobile phones can help to promote the increased use of oral language skills, can increase student motivation and enjoyment for the task at hand and increase students’ competency in the language being taught. Mobile phones also proved successful in providing opportunities for students’ oral language practice and self-assessment and teachers’ formative and summative assessment of students’ language skills.
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Conference papers on the topic "Post-primary students"

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Bai, Yuwei. "A Case Study on Kenyan Female Students’ High Post-Primary Drop-out Rate." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.424.

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Houston, Kenneth. "The Learning Skills Deficit among Higher Education Students." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.012.

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Abstract Remedial learning has been an ongoing trend within higher education for some time, but a cumulation of structural issues at both post primary and tertiary/higher education level has compounded the problem. This paper analyses the problem and considers the extent to which intervention at practitioner level can alleviate problems (and to what extent structural change is required). Keywords Education, Higher Order Thinking, Higher Education, University, Learning Skills
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Bahar, Bahar, and Soegiarto Soegiarto. "Instructional Media Model Based on Mobile Technology to Enriching Teaching Material for Primary School Students in Indonesia Post-Learning in the Classrooms." In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298387.

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Frischemeier, Daniel, and Rolf Biehler. "Design of a teaching unit to develop primary school students ́ reasoning about uncertainty in multi-step chance experiments." In Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19304.

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Statistical reasoning and the confrontation with first ideas of uncertainty can already be enhanced in primary school. A challenge is how to relate theoretical-combinatorial aspects to empirical frequency aspects, given that fraction concepts are usually not available at primary school. In the frame of a Design Based Research approach we have designed and realized a teaching sequence consisting of seven lessons to develop statistical reasoning about uncertainty of grade 4 students (age 10-11). To supervise their learning processes we collected data on different levels: (a) written pre/post-tests, (b) working notes after each lesson and (c) interviews after the teaching unit. In this paper we will mainly present the design of teaching unit and first results from the analysis of pre- and posttests.
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Aledamat, Rania Mohammed, Azza Abouhashem, Ruba Ali, Shahad AlKhair, Jolly Bhadra, and Noora Jabor Al-Thani. "A STEM Model to engage students in Environmental Sustainability Program through Collaborative Problem-solving Approach: A Case Study in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0181.

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Following the launch of Qatar’s National Vision 2030, environmental development was highlighted as one of the Vision’s four pillars, emphasizing the importance of developing people’s awareness of their duty in maintaining the country’s environment for future generations. In addition, environmental education can be combined with various approaches, such as STEM and problem-solving skills, making it an excellent way to engage students in a sustainable program. A distinctive E-STEM program titled “Problem-Solving” (PS) was developed in Qatar amid regular educational reforms to improve primary school pupils’ problem-solving abilities. During this study, 346 kids (202 females and 144 males) from 14 different public and private primary schools were involved in STEM workshops on environmental issues, encouraging them to develop solutions to the problem. The study used a mixed-method approach to measure program efficacy, with a statistical analysis performed using data collected from four separate workshops over two years from 2018 to 2019. This research and development project used pre and post-questionnaires and a qualitative method for evaluating student problem-solving skills. The outcomes of the SWOT analysis also provided an overview of the program’s efficacy in involving students by demonstrating their collaborative problem-solving skills about environmental issues.
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Islam, Nazmul, and Amy A. Weimer. "Outcomes of the Student Mentoring and Research Training (SMART) Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88684.

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Engaging undergraduate students in research not only improves discipline-specific knowledge and skillsets, but also exposes them to increased research-related career paths, and motivates their pursuit of graduate study. With an interest in increasing these outcomes among students, the University of Texas Rio Grande Valley (UTRGV) developed the Student Mentoring and Research Training (SMART) program. The primary objective of the program was to provide an increasing number of undergraduate student (UG) research opportunities by building triadic teams comprised of (1) a faculty mentor, (2) a graduate student assistant, and (3) at least three undergraduate students. By utilizing graduate student mentors, in collaboration with faculty researchers, an increased number of undergraduates could benefit from participation in these experiential learning opportunities. SMART also encouraged graduate student professional development as each graduate student oversaw a research project and was responsible for mentoring the UGs over a five-week period of employment. Three professional development workshops were implemented for graduate mentors. Workshops focused on teaching graduate students best practices in teaching of research skills, and building motivation, teamwork, and leadership. Pre- and post-test surveys were used to assess program effectiveness. Findings are reported on SMART program outcomes, which include analyses of quantitative and qualitative data collected from undergraduate student mentees and graduate student mentors during the first year of program implementation.
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Gatt, Suzanne, Charmaine Bonello, Josephine Deguara, Rosienne Farrugia, Tania Muscat, Josephine Milton, Lara Said, and Jane Spiteri. "Exploring The Influence of COVID-19 on Initial Teacher Education in Malta: Student Participation in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12794.

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The COVID-19 pandemic forced a rapid transition from onsite to online learning spaces for initial teacher education (ITE); with Universities even adopting new modes of pedagogy and assessment. This study explores: (1) how Maltese ITE undergraduate early years and postgraduate primary education students dealt with more remote forms of learning during the pandemic in Malta, and (2) the teaching/lecturing modes used, by lecturers, for remote learning, assessment and concerns that tie-in with broader student wellbeing. The data were gathered through an online quantitative survey designed to collect information about ITE students’ views. Student responses strongly suggest that in the eventuality of an ongoing vaccination ‘post-COVID’ era, ITE within HE programmes should consider revisiting the course content and delivery, supporting and fostering, blended and online approaches. A ‘blind spot’ reflecting the struggle for independence, autonomy, and control during COVID-19 in a postcolonial Maltese Higher Eduction context also emerged. The insights gained highlight how ITE students’ views on their experiences of online pedagogy, assessment, and how these new modes impacted their wellbeing within a Maltese HE context can serve to inform policy and practice. These results emphasize the need to promote participatory research amongst university students as key to inform HE policy and practice. Keywords: Initial Teacher Education; Online learning; Covid-19; student participation; Higher Education
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Brasili, Simone, and Riccardo Piergallini. "A QUESTIONNAIRE FOR EVALUATING PUPILS’ COGNITIVE PATH ABOUT SYMMETRY AT PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end103.

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The fundamental role of symmetry has to be more closely enhanced in the interplay between mathematics and physics to foster the teaching of the Nature of Science. In our presentation, we explore the positive effect of introducing the modern concept of symmetry viewed as “sameness within change”. A teaching-learning sequence (TLS) was conducted to test the challenges of an interdisciplinary approach based on symmetry and invariance in the educational context, namely at the primary school level. In the design of this sequence, solving the game of closing special cardboard boxes provides a fundamental role. The study evaluates how the specific teaching action makes the modern concept of symmetry in principle appropriate for primary school students through manipulative games. We investigate the students’ cognitive paths about symmetry during the sequence by analysing pre- and post-sequence questionnaires. The questionnaire comprises four questions with dichotomous choice, items text, narrative text, and open justification. It is structured mainly in three domains devoted to cognitive, affective, and psychomotor dimensions. The analysis is composed of a mixed method approach. The investigations incorporate qualitative data with Text Analytics and Natural Language Processing (NLP) statistics to identify and extract information from pupils’ written reflections. Our study also explores whether the emotion experienced by students plays a role in the TLS. Results show that educational activities induce the increasing knowledge and skills of students. In particular, most students interpreted the lessons as experiences rich in stimuli and insights on symmetry and mathematics in general. The findings also bring important suggestions and contents of reflection that teachers can consider for exploiting the potential learning path on symmetry and invariance.
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Dubover, D. A. "MULTISUBJECT SUDENTS’ PROJECTS AS A FACTOR OF FLEXIBLE COMPETENCE DEVELOPMENT IN STUDENTS OF AGRICULTURAL QUALIFICATIONS." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.399-402.

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The article is devoted to the urgent problem of the pedagogical search for the development of soft skills and self-control among students of agricultural sectors. The pedagogy of instrumentalism was chosen as a discursive basis and justification of the appropriateness of the application of project work technologies as an element of the development of self-awareness and self-determination in a dynamically developing post-industrial society. The experience of developing project activities at the university is compared with the practice of full-time education in the field of primary and general education. The case of organizing and conducting design and analytical sessions within the framework of the Agrofest-2019 festival was considered.
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Howell, Barbara. "Making a CASE for Using the Students Choice of Software or Systems Development Tools." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2801.

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This positioning paper focuses on the selection of software for educational purposes and how the selection process may encourage usage. Computer Aided Software or Systems Engineering (CASE) tools provided an appropriate e software example for this study. The paper also seeks to examine if the use of Information Communication Technology (ICT) such as CASE can aid the students’ understanding of systems analysis and design techniques. Entity relationship modelling has been used as the primary technique. Focus groups comprising postgraduate and undergraduate students were used as the main data collection instrument supported by a pre and post assessment test. The findings provided a clear indication of which CASE tool the participants found easiest to use and which tool they were interested in using. It was further found that some tools have unique properties that may assist the user in their understanding. This paper also provides a valuable platform for defining future research in this area.
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Reports on the topic "Post-primary students"

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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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