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Relevant bibliographies by topics / Pre-schools

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Books
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Academic literature on the topic 'Pre-schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Pre-schools"

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Sowerby, Jennifer. "Partnering pre-schools." Child Care 10, no. 6 (June 2013): 4–5. http://dx.doi.org/10.12968/chca.2013.10.6.4.

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Wildeboer, Beverley. "Schools and pre-schools: working together." Practical Pre-School 1999, no. 17 (September 1999): 11–12. http://dx.doi.org/10.12968/prps.1999.1.17.41120.

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Siraj‐Blatchford *, Iram, and Kathy Sylva. "Researching pedagogy in English pre‐schools." British Educational Research Journal 30, no. 5 (September 2004): 713–30. http://dx.doi.org/10.1080/0141192042000234665.

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Levin, Henry M., and Heather L. Schwartz. "Educational vouchers for universal pre-schools." Economics of Education Review 26, no. 1 (February 2007): 3–16. http://dx.doi.org/10.1016/j.econedurev.2005.10.006.

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Eriksson, Mattias, Christopher Malefors, Luca Secondi, and Stefano Marchetti. "Guest attendance data from 34 Swedish pre-schools and primary schools." Data in Brief 36 (June 2021): 107138. http://dx.doi.org/10.1016/j.dib.2021.107138.

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Tamburrini, Joan, and David Soskin. "Pre-Schools for All - A Market Solution." British Journal of Educational Studies 43, no. 4 (December 1995): 484. http://dx.doi.org/10.2307/3121826.

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Waaland, Torbjørn. "Job characteristics and mentoring in pre‐schools." Journal of Workplace Learning 25, no. 5 (June 28, 2013): 310–27. http://dx.doi.org/10.1108/jwl-mar-2012-0027.

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HONZÍKOVÁ, Jarmila, and Pavla SOVOVÁ. "INNOVATION STUDY PROGRAM TEACHING FOR PRE-SCHOOLS." Journal of Technology and Information 5, no. 3 (December 1, 2013): 20–25. http://dx.doi.org/10.5507/jtie.2013.029.

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HONZÍKOVÁ, Jarmila. "DETERMINANTS OF POLYTECHNIC EDUCATION IN PRE-SCHOOLS." Journal of Technology and Information 8, no. 2 (October 27, 2016): 67–75. http://dx.doi.org/10.5507/jtie.2016.012.

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Hampton, Bonita, Long Peng, and Jean Ann. "Pre-service Teachers’ Perceptions of Urban Schools." Urban Review 40, no. 3 (February 13, 2008): 268–95. http://dx.doi.org/10.1007/s11256-008-0081-2.

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Dissertations / Theses on the topic "Pre-schools"

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Mtahabwa, Lyabwene. "Pre-primary educational policy and practice in Tanzania observations from urban and rural pre-primary schools /." Thesis, Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38877028.

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Sheridan, Victoria Frances. "Relationships between theory and practice in London Montessori pre-schools." Thesis, University of Sussex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357295.

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Erskine, Peter, and n/a. "Montessori : method or response : a practitioner's investigation into Montessori pre-school education." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060707.143251.

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This thesis argues that the practice and discourse of Montessori education should be explicitly concerned with the creation of a culture of response rather than with the implementation of a method. It is argued that in order for a culture of response to occur there must be within Montessori discourse and practice an explicit recognition of the need for teachers to engage critically and continuously with the assumptions that underpin Montessori thought and practice. This is difficult, however, because there is a tension between Montessori as a method and Montessori as response. An attempt is made to examine Montessori discourse in order to understand the nature of this tension. This involves looking at Montessori discourse from a perspective that borrows from Poststructuralist thinking. It is suggested that in Montessori discourse there exists a relationship between certain elements of the discourse and its practices that may bind tightly together the subjectivity, or identity, of the teacher; the claims to legitimacy and truth of the discourse itself; and particular, positivist, notions of the individual, of truth, nature, change, society, and knowledge. From a Postructuralist perspective this constellation of relationships begins to unravel when Montessori discourse is seen to arise from specific beliefs and assumptions that underpin apparently common sense understandings regarding children, learning, society and change. These understandings may result in the maintenance of the dichotomy between the observer and the observed, the teacher and the child, the knower and the known and the inevitable power relations that accompany such dichotomies. This Poststructuralist concern with the issue of power is thus a significant issue for educators who are attempting to provide a learning environment that is responsive to children's diverse attempts to make sense of the world and to find a voice. A critical engagement with Montessori discourse, and practice, thus requires an engagement with the ways in which it may construct a relationship between teacher and child that may be inimical to the development of a culture of response in Montessori schools.

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Hershey, Kristen. "Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3317.

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Safety culture has been demonstrated to be a key factor in high-reliability organizations (HROs), yet healthcare has not achieved a safety culture as seen in HROs despite decades of effort. Student nurses are enculturated into their profession during their pre-licensure education. This period offers an excellent opportunity to teach students the values, norms, and practices of safety culture. However, little is known about the state of safety culture in schools of nursing. The purpose of this study was to examine the state of patient safety culture as perceived by students in pre-licensure nursing programs in the US using a modified version of the Hospital Survey on Patient Safety Culture (HSOPSC). The School of Nursing Culture of Safety Survey (SON-COSS), the modified instrument created for this study, was administered electronically to a sample of pre-licensure nursing students (N=539) drawn from membership in the National Student Nurses Association (NSNA). The SON-COSS was found to maintain its reliability and validity for use in pre-licensure nursing students. Perceptions of patient safety culture ranged from 81.6% to 23% positive for the 10 dimensions of patient safety culture measured by the SON-COSS. The highest percent positive dimensions for this study were Faculty Support for Patient Safety (81.6%), Teamwork Within Groups (78.3%), and Faculty Expectations and Actions Promoting Patient Safety (68.6%). The lowest percent positive dimensions for this study were Frequency of Events Reported (47.3%), Communication Openness (34%), and Nonpunitive Response to Error (23%). Participants in this study perceived patient safety culture significantly lower for eight of the 10 dimensions measured by the SON-COSS compared to aggregate national data from the HSOPSC (AHRQ, 2016). Only Faculty Support for Patient Safety (81.6%) was significantly higher than the corresponding dimension in the HSOPSC. The results of this survey indicate that students recognize the importance of safety to their faculty, but they do not perceive the presence of a just culture, an essential prerequisite for a culture of safety. This study provides a reliable and valid instrument to measure safety culture in schools of nursing and baseline data to understand the state of safety culture in this population.

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Thornbury, Robert. "The teaching of philosophy and the pre-philosophical curriculum in schools and colleges." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019155/.

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Chapter 1 introduces the main issues including those of definition, within a history of ideas context, and explains how the argument will proceed in the succeeding chapters. Chapter 2 considers a wide range of claims and counter-claims concerning the teaching of philosophy and a pre-philosophical curriculum. The transcendental claim that pre-philosophical and higher order thinking are de facto taught in all schools, is combined with other strong claims to make the case for developing a philosophy and pre-philosophical curriculum. Chapter 3 argues the claim from transcendental realism, following Kant and Bhaskar, that philosophical concerns are pervasively present in the curriculum, pedagogy and organisation of schools. Chapter 4 shows how a philosophically-driven pedagogy can be informed by philosophical theory concerning conditionals, counter-factual and possible worlds thinking. Chapter 5 demonstrates the importance of the claims for benefits from thinking and phiosophising in relation to the intellectual and moral dispositions, and the virtues. Chapter 6 examines discussion and practice of the canonical in philosophy and prephilosophy, through a series of comparative case studies. The extent to which the National Curriculum for England and Wales might present a canonical form of the prephilosophical curriculum is examined. Chapter 7 recommends, in practical and theoretical ways, how a strategy for a whole school or college approach to the philosophy and pre-philosophical curriculum can be devised and implemented. Chapter 8 considers particular issues of personal, professional and pedagogic ethics which teachers will need to address. The importance of narrative and philosophical auto-biography is argued. It is claimed that a teacher should be a transformative professional and public intellectual. A concluding over-view envisages prospects for further philosophical and scholarly enquiry, and empirical and public policy research. Thirty-eight Appendices of reference and teaching materials, together with a Bibliography of works referred to in the text and notes, illustrate the argument of the thesis and provide teaching material for teacher education.

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Hengari, Job Uazembua. "What counts as literacy in Windhoek urban pre- and primary schools in Namibia?" Doctoral thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30073.

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This study aims to investigate what counts as literacy in Windhoek urban pre-and primary schools in Namibia. Using an ethnographic-style research paradigm the study examines literacy practices in social contexts to answer the question as to what counts as literacy in these schools. As teachers and learners and parents/caregivers and their children occupy the classroom/home as a social space, they engage each other in literacy events, during which literacy development is scaffolded and encouraged as a culturally valued activity. The study focused on three children and studied their early literacy development in their classrooms and at home by observing them and recording them during those practices. The data was collected in two phases, each stretching over a six months’ period. The focus during phase one was on the preschool phase of early literacy learning, while phase two continued to collect the data at lower primary school phase. At pre- and primary school, the classroom is the place where teachers provide literacy practice and guidance to the learners. It is this ‘school literacy’ that defines what counts as literacy, a specific kind of literacy that is planned and offered to learners in a classroom setting. In Windhoek urban settings, the ‘traditional’ conception of literacy as a largely psychological ability – something true to do with our intellect, and thus a private possession – remains dominant. As some literacy is more dominant, visible and influential than others, the ‘school-based literacy’ in this study dominates and marginalizes the vernacular and techno-literacies that occur at home. I want to suggest that Namibia endorse the sociocultural approach to literacy learning by way of a paradigm shift in order to create room for other literacy practices outside of school, in homes and in communities, so as to become recognized and legitimized as they already are broadening what counts as literacy. I argue for a new curriculum that can account for similar variations in children’s home backgrounds.

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Ho, Sook Wah. "Instructed English vocabulary learning in Malaysian pre-schools for children from low income families." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654556.

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This study sought to describe and evaluate the 'process' of instructed English vocabulary learning in Tabika Perpaduan CTP) Pre-Schools for Malaysian children from low income families with regards to words presented to the pre-school children, teachers' vocabulary instructional methods and students' vocabulary achievement. Data collection was carried out by means of questionnaire for teachers, classroom observations of four teachers' instructional vocabulary methods at four pre-schools, and a series of one-to-one vocabulary tests for twenty-two students in these four pre-schools. Findings of the study have revealed, firstly, that the main sources of word learning were the two textbooks used by all TP pre-schools, and a variety of other commercial and teacher adapted language materials. It was also noted that many nouns were presented, with some verbs, adjectives and very few adverbs, and that many words were introduced to the students but with inadequate repetitions. Secondly, teachers used a variety of teaching techniques to present word meaning and to teach · listening vocabulary, reading vocabulary, speaking vocabulary and writing vocabulary. It is also found that teachers' instructional practices did appear to affect the students' achievement in the vocabulary tests. Thirdly, the students' mean vocabulary achievement revealed that the children had a greater ability to hear and read words, than to say and write words (with writing vocabulary being the weakest of their vocabulary knowledge), and mean vocabulary achievement differed across lexical fields. Analysis of students' spoken and written production mistakes revealed the students' developmental stages of language learning, the influence of Ll, and the different abilities in being able to spell words. The students' vocabulary achievement also showed that TP pre-schools were lacking in preparing the students to meet the guidelines/requirements stipulated by the National Pre-school Standard Curriculum, and the requirements for English vocabulary learning for Primary Year One.

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Linell, Daniel. "Estimating and Improving Cyclists Spatial Accessibility : to Daycares, Kindergartens and Pre-schools in Umeå." Thesis, Umeå universitet, Institutionen för geografi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172083.

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Hilson, Patricia F., and n/a. "From oracy to literacy via writing : a Montessori approach for the pre-school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060724.131835.

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Traditionally, children's formal introduction to print has occurred when they enter primary school around five years of age. The progress of this literacy development typically has been from the child's spoken language into reading. In this approach writing emerges out of reading experience. Montessori's theory suggests that children can come to literacy via writing, specifically via the sounds of the alphabet. Her approach rests on the view that the alphabet can represent the sounds of spoken language. Given the sounds/symbols to write the child can learn to map spoken language to print. As children explore the print system in writing they will build up knowledge and understanding sufficient to support easy access to reading. According to Montessori the pre-school years offer an optimal time for this development to occur. She maintains that where literacy acquisition emerges out of spoken language via writing into reading the potential for creative written expression may be more available to the child than where the progression is first into reading. In this latter approach the thoughts and conventions of other writers (reading) may limit the child's expression. Theoretical issues regarding young children's capacities to learn as well as issues surrounding the writing/reading precedence are discussed. To examine the process from children's spoken language into writing, a series of naturalistic observations were carried out in three Montessori classes. Children's progress from oracy to literacy and the learning environments which facilitated this process are documented and discussed. In presenting the children's learning environments an informal exposition of Montessori's approach to language learning at the pre-school level is given.

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Etheredge, Corrie. "Willingness to Adopt Restorative Discipline in Schools: An Analysis of Northwest Justice Forum Pre-Training on Restorative Justice and Schools Survey Data." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18550.

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Concerns over skyrocketing school disciplinary rates have driven the search for alternative methods to address disruptive student behavior. Restorative disciplinary practices are a promising option for our nation's schools. This investigation explores the willingness of educators to adopt restorative discipline by analyzing survey data from the Northwest Justice Forum Pre-Training on Restorative Justice in Schools. Data analysis was conducted using the Theory of Planned Behavior as a model for understanding and predicting future behavior--in this instance, willingness to be contacted for more information or willingness to participate in a future study. A concurrent review of the participant's school disciplinary policies demonstrated how participant views are reflected in practice. The analysis suggested that the respondent's attitude significantly predicted intention, and both attitude and intention predicted behavior. Furthermore, the policy review confirmed that restorative discipline is largely absent and cautioned that there may be misconceptions about its use.

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Books on the topic "Pre-schools"

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Henderson, Ann. Management in pre-schools. London: Pre-School Learning Alliance, 1996.

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McGivney, Veronica. Adults learning in pre-schools. Leicester: National Institute of Adult Continuing Education (England & Wales), 1998.

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Eshach, Haim, ed. Science Literacy in Primary Schools and Pre-Schools. Dordrecht: Kluwer Academic Publishers, 2006. http://dx.doi.org/10.1007/1-4020-4674-x.

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Repp, Anne. Report on pre schools in Namibia. [Namibia: s.n., 1990.

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Soskin, David. Pre-schools for all: A market solution. London: Adam Smith Institute, 1995.

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Manson, Judy. Discovering letterland: A guide for pre-schools. Edited by Wendon Mark and Wendon Lyn. Barton, Cambridge: Letterland, 1995.

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Ireland. Department of Education and Science. Pre-schools for travellers: National evaluation report. Dublin: Stationery Office, 2003.

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Soskin, David. Pre-schools for all: A market solution. London: Adam Smith Institute, 1995.

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Rollnick, M. An updated inventory of pre-schools in Swaziland. [Kwaluseni, Swaziland]: UNISWA, 1990.

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Council, Nigerian Educational Research. Curriculum guidelines for Nigerian pre-primary (nursery) schools. Ibadan, Nigeria: Evans Brothers (Nigeria Publishers), 1988.

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Book chapters on the topic "Pre-schools"

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Leighton, Ralph, and Laila Nielsen. "Pre-university Programmes in Mainly Vocational Schools." In The Citizen in Teaching and Education, 251–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38415-9_8.

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Leighton, Ralph, and Laila Nielsen. "Pre-university Programmes in Cultural Oriented Schools." In The Citizen in Teaching and Education, 265–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38415-9_9.

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Dai, Wusan. "Pre-Qin Period: Science and Technology in Contending Schools." In History of Science and Technology in China, 39–87. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-7853-3_2.

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García Terceño, Eva M., Ileana M. Greca, Andreas Redfors, and Marie Fridberg. "Implementation of an Integrated STEM Activity in Pre-primary Schools." In Advances in Intelligent Systems and Computing, 30–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57799-5_4.

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Lampert, Jo. "Preparing Pre-service Teachers for Schools in Historically Vulnerable Communities." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_201-1.

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Abidogun, Babajide Gboyega, Muraina Adeniyi Lamidi, and Aderemi Folashade Adebowale. "Caregivers’ Knowledge of Improvisation of Materials in Pre-Primary Schools in Nigeria." In The Education Systems of Africa, 1–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_49-1.

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Abidogun, Babajide Gboyega, Muraina Adeniyi Lamidi, and Aderemi Folashade Adebowale. "Caregivers’ Knowledge of Improvisation of Materials in Pre-Primary Schools in Nigeria." In The Education Systems of Africa, 769–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_49.

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Bao Fente, Maria C., Inmaculada C. Báez Montero, and Nancy Vázquez Veiga. "Differing attitudes toward Spanish sign languages in three Galician pre- and primary schools." In New Approaches to Language Attitudes in the Hispanic and Lusophone World, 62–81. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.25.03bao.

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Li, Xiaohua, and Ardiana Sula. "Developing National Digital Library of Albania for Pre-university Schools: A Case Study." In Research and Advanced Technology for Digital Libraries, 341–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24469-8_35.

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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education, 705–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.

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Conference papers on the topic "Pre-schools"

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Svanhalova, Renata. "SOCIAL SKILLS IN PRE-SCHOOLS BASED ON MONTESSORI EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2142.

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Westermo, Bruce. "A National Pre-Engineering Program for Middle and High Schools." In Space 2004 Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.2004-5883.

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Liskinasih, Ayu, Riza Weganofa, and Thermutis Paulina Renyaan. "Students Insights on Indonesian EFL Pre-Service Teachers in Malaysian ESL Schools." In 2nd International Conference on Education and Social Science Research (ICESRE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200318.036.

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Millere, Ingrida, Rita Riekstina-Dolge, and Linda Medne. "Factors impacting the preparation of special diet meals in pre-schools of Riga." In 13th Baltic Conference on Food Science and Technology “FOOD. NUTRITION. WELL-BEING”. Latvia University of Life Sciences and Technologies. Faculty of Food Technology, 2019. http://dx.doi.org/10.22616/foodbalt.2019.032.

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Smerdel, Snježana, and Meliha Zejnilagić-Hajrić. "PRE-LEARNING ACTIVITIES USING A TEXTBOOK: A CROATIAN VIEW." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.125.

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A pilot research was carried out on a sample of teachers in order to determine the frequency of textbook usage within the pre-learning strategy for teaching chemistry and biology in primary and secondary schools. Data were collected through a questionnaire, and processed with descriptive and inferential statistics. Teachers use a textbook with written materials, as well as online resources within the frame of the pre-learning strategy quite rarely, and there is no difference in textbook usage regarding the education level. Keywords: cognitive load, pre-learning activities, using a textbook, working memory capacity.

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Dunbar-Krige, Helen, and Jean Fourie. "CONCEPTUALISING PRE-SERVICE TEACHER TRAINING PROGRAMMES THAT FOCUS ON SUPPORTING LEARNERS WITH SPECIAL NEEDS IN SCHOOLS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1865.

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Li, Aizhen. "Study on Pre-service Cultivation Mechanism of General Practitioners in Rural Primary Schools in Jiangxi Province." In 2021 International Conference on Internet, Education and Information Technology (IEIT). IEEE, 2021. http://dx.doi.org/10.1109/ieit53597.2021.00102.

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Deruyter, Greta. "EVALUATING SPATIAL INEQUALITY IN PRE-SCHOOLS IN GHENT, BELGIUM BY ACCESSIBILITY AND SERVICE AREA ANALYSIS WITH GIS." In 13th SGEM GeoConference on INFORMATICS, GEOINFORMATICS AND REMOTE SENSING. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/bb2.v1/s11.014.

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Tan Chia Chun, Desmond. "LEARNING TO TEACH IN SCHOOLS: TRANSITIONS IN FIELD EXPERIENCES AND IT'S IMPLICATION TO PRE-SERVICE TEACHERS' LEARNING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1764.

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

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.

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Reports on the topic "Pre-schools"

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Bartik, Timothy J., and Brad Hershbein. Pre-K in the Public Schools: Evidence from within U.S. States. W.E. Upjohn Institute, May 2018. http://dx.doi.org/10.17848/wp18-285.

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Filmer, Deon, James Habyarimana, and Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.

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This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.

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Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.024.

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The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: children and all school staff must be educated with regards to hand hygiene; hand hygiene stations must be provided at entrances and exits; hand washing must be frequent and requires sufficient water and soap; school buses should have hand hygiene measures in place; and the school environment must be disinfected daily. Environmental, or nudge-based, cues are recommended to support behaviour change in children based on pre-COVID-19 evidence. Examples include colourful footprints leading to a handwashing facility, images of eyes above handwashing facilities, embedding toys in soap, and putting pictures of germs on surfaces.

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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.

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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.048.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.

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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.

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