Relevant bibliographies by topics / Primary school students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Primary school students'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 February 2023

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Journal articles on the topic "Primary school students"

1

Erol, Mustafa, and Mustafa Başaran. "How Primary School Students Perceive Primary School Teacher Exchange?" Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.6m.

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BALKAN KIYICI, Fatime. "Primary School Students' Perceptions Of Technology." Malaysian Online Journal of Educational Technology 6, no. 4 (October 1, 2018): 53–66. http://dx.doi.org/10.17220/mojet.2018.04.005.

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Faxriddin Qizi, Akmalova Gulhayo. "PSYCHOLOGICAL CHARACTERISTICS OF PRIMARY SCHOOL STUDENTS." American Journal Of Social Sciences And Humanity Research 02, no. 12 (December 1, 2022): 103–8. http://dx.doi.org/10.37547/ajsshr/volume02issue12-16.

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This article talks about the psychological characteristics of primary school students. When we say characteristics specific to students, it is meant that the child is objectively and subjectively suitable for school requirements. He will be ready for school education primarily from a physical and psychological point of view. Consequently, his psyche develops enough to acquire knowledge. From this age, the sharpness, clarity, purity, accuracy of the child's perception, his curiosity, kindness, benevolence, trustworthiness, the brightness of his imagination, the strength of his memory, the clarity of his thinking are different from those of his age.
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Rа’nоxоn, Shаrоfutdinоvа, Ahmedbekova Mahpuza, Аhrоrjоn Rаhmаtjоnzоdа, and Xursanova Zilola. "ATTITUDE TO MATHEMATICS IN PRIMARY SCHOOL STUDENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 208–12. http://dx.doi.org/10.55640/eijmrms-02-11-47.

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Most of the study of attitudes towards mathematics involved older children and adults. Checking the early development of attitudes towards mathematics is of particular importance in order to understand the relationship between them and real indicators and, if possible, to prevent the development of a strong negative attitude.
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Ceken, Ramazan. "Primary school teacher education students' misconception on waste." International Journal of Academic Research 6, no. 3 (May 30, 2014): 19–23. http://dx.doi.org/10.7813/2075-4124.2014/6-3/b.3.

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Sarsekeyeva, Zh, and A. Skakova. "Determinants of formation primary school students’ soft skills." Bulletin of the Karaganda University. Pedagogy series 98, no. 2 (June 30, 2020): 16–24. http://dx.doi.org/10.31489/2020ped2/16-24.

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Adxamjonovna, Qo'chqarova Mahmuda, and Nazirova Sevara Bahtiyorjon Qizi. "DEVELOPMENT OF CREATIVE THINKING OF PRIMARY SCHOOL STUDENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 106–10. http://dx.doi.org/10.55640/eijmrms-02-11-26.

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The article deals with the development of children's creative thinking in elementary school. The role of the teacher in the formation of the creative abilities of primary school students is described. The methods of interaction between the teacher and students for the development of creative potential are revealed.
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Mihov, Tsanko, Gencho Stoitsov, and Ivan Dimitrov. "Stem Robotics in Primary School." Mathematics and Informatics LXV, no. 2 (April 28, 2022): 149–59. http://dx.doi.org/10.53656/math2022-2-4-ste.

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Robotics has a significant role in modern life. Complex programmable devices are used in high-tech manufactures as well as in many households. More and more people encounter the need to control and program robotic devices. For this reason, STEM education aims to develop such digital competencies in modern students. This article represents the results from a questionnaire held for students from the primary school stage who participate in a STEM education in robotics and assess the activities positively. We suggest three variants of tasks with solutions suitable for the students and for the working process with the robot Edison and programming environment of EdBlocks.
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Kušlytė, Indrė, and Ieva Šaltanovaitė. "PRIMARY SCHOOL STUDENTS STUDENTS ENVIRONMENTAL ATTITUDES." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 82–88. http://dx.doi.org/10.48127/gu/14.20.82.

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The main purpose of this article is to represent the results of research in which 66 third class students took part. The main valuable attitudes of scholars are showed. Analysis of the results revealed that primary school student scanidentify tragedy of life, can name feelings and senses, reasons which cause particular consequences. The fact that the majority of surveyed third class students had positive endings (78,8 %) in their works, shows that student stend to protect an drespectlife. Even works with negative endings showed that authors have a sense of reality, can realize tragedy when life can not be saved. Empathy develops compassion, altruism and compassion; it is foundation of many moral decisionsandactions, so it has to be developed. Key words: valuable attitudes, sentence completion method, primary school, third class students.
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Ostwal, Sakshi V. "Infrastructure and Primary School Students." International Journal for Research in Applied Science and Engineering Technology 9, no. 4 (April 30, 2021): 547–50. http://dx.doi.org/10.22214/ijraset.2021.33683.

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Dissertations / Theses on the topic "Primary school students"

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Okesli, Tayyibe Fulya. "Relationship Between Primary School Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609970/index.pdf.

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The purpose of this thesis was to investigate environmental literacy of 6th, 7th and 8th grades primary school students in public schools of Bodrum, Turkey. The study was carried out during the spring semester of the 2006-2007 academic years. A total of 848 students enrolled in four public primary schools completed the 49-item Environmental Literacy Questionnaire (Kaplowitz &
Levine, 2005). The components of environmental literacy which are defined as knowledge, attitude, use and concern of students about environmental issues were examined by means of frequency distributions. Results displayed that although students had low levels of knowledge about the environent, they displayed positive attitudes and high levels of concern toward the environment. They were also aware of the importance of interaction between humans and the environment. Relationships among the components of the ELQ (knowledge, attitudes, uses, and concerns) have been analyzed by means of zero order correlations. The strongest correlation found between &lsquo
attitude and use&rsquo
and &lsquo
use and concern&rsquo
variables among the components of the ELQ indicating that the students with positive attitude towards environmental issues have positive views on environmental uses and service and students concerning about environmental problems have more positive views on environmental use and service. Canonical correlation analysis was used to examine the relationship, if any, between the background characteristics of students and the set of environmental literacy variables in the questionnaire. The results showed that students who were interested in environmental issues, who gave importance to environmental problems, who thought they had good knowledge about environmental issues, whose parents&rsquo
were interested in environmental issues and involved in environmental activities had better knowledge about environmental issues, more positive attitude towards environmental issues, more positive view on environmental uses and service and concern environmental problems. In addition, the results of analysis by means of Multivariate Analysis of Variance (MANOVA) demonstrated that female students had more positive attitudes towards environmental issues, more positive views on environmental use and more concern about environmental problems than male students&rsquo
had but same level of knowledge on environmental issues.
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Soo, Wai-man. "Primary students' perception of bullying." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278928.

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Soo, Wai-man, and 蘇慧雯. "Primary students' perception of bullying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961903.

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Chau, Tat-sing, and 鄒達成. "A forgiveness education programme with primary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247767.

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Demie, Asheber [Verfasser]. "Primary School Students in Bale Zone / Asheber Demie." München : GRIN Verlag, 2019. http://d-nb.info/1189903997/34.

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Lam, Sze-ching Cici. "Hong Kong primary students' perception of satisfaction with their schools." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37338304.

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Horobin, Margaret Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school /." St Andrews, 2009. http://hdl.handle.net/10023/693.

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Gronn, Donna, and res cand@acu edu au. "Teachers Mentored by Students in Using ICT." Australian Catholic University. Trescowthick School of Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010.

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Despite considerable expenditure by school systems on ICT in terms of hardware, software, and related professional development programs, the impact on classroom practice remains disappointing to many. Current models of teacher professional learning in ICT appear to have had minimal impact. Based in the interpretative paradigm, this thesis describes the experience of the participants in a unique professional development program in which students in Grades 3 and 4 mentored teachers in their school in the use of ICT. The study was undertaken in two schools in Melbourne, Australia, and involved the professional development of teachers in the use of digital cameras and related software. Following their initial training with the researcher in one school and a focus teacher in another, the children worked in pairs to conduct three semi-structured sessions with a teacher, mentoring them in the use of the technology. The children were also available to the teachers for further consultation or assistance. It was intended that the mentoring program would enhance teachers’ knowledge of the technology and also their classroom practice. This thesis reports the benefits of student mentors in ICT as seen by teacher mentees involved in the project. In particular, the focus of this study is on the teachers’ perceived effect of the student mentoring approach to professional development in relation to their skills and confidence with ICT, their classroom practice with ICT and their recognition of other values inherent in the program. Data were collected throughout the project in the form of surveys, interviews, observations and student and teacher journals. Using NVivo, these data were analysed into themes to ascertain teachers’ reported benefits of the program in relation to their skills, confidence and classroom practice with ICT. Findings of the project included the improvement in teachers’ skills and confidence and an impact on their thinking and practices with technology in the classroom. As well as these intended outcomes, teachers also reported a greater knowledge of their personal learning preferences, which influenced the way they saw the children’s learning and therefore their classroom practice. Child mentors flourished in the mentoring relationships, showing their prowess in mentoring teachers with ICT, with several surprising their teachers with their capabilities. Overall, the teachers were very positive about the mentoring experience and the influence it had on their confidence, skills and classroom practice. This study showed the potential impact of children as mentors of teachers in ICT, and offers a model for consideration by schools and school systems in the way in which they approach professional learning in ICT of their teachers.
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Wills, Robin C. "Teaching primary school children in single-gendered classes." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.

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Sun, Ka-yu Maggie. "Attitudes of primary students towards their hearing-impaired peers." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36208036.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.
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Books on the topic "Primary school students"

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Olembo, Jotham Ombisi. Practical primary school administration: For students, teachers and heads. London: Edward Arnold, 1986.

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Training, Gujarat Council of Educational Research and. Baseline information on students' achievement: An appraisal of students' achievement. Gandhinagar: Gujarat Council of Educational Research and Training, 2004.

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1943-, Miller Thomas W., ed. School violence and primary prevention. New York: Springer, 2008.

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Kay, Montgomery Paula, ed. Library media skills: Strategies for instructing primary students. 2nd ed. Englewood, Colo: Libraries Unlimited, 1991.

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

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M, Gallagher A., ed. Transfer and the upper primary school. [Belfast]: Northern Ireland Council for Educational Research, 1986.

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Sinclair, Robert L. Reaching marginal students: A primary concern for school renewal. [Berkeley, Calif.]: McCutchan Pub. Corp., 1987.

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Tian, Huisheng, and Zhichang Sun. Assessment Report on Chinese Primary School Students’ Academic Achievement. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57530-7.

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Freedman, Elaine. Records of achievement in primary schools. London: School Examinations and Assessment Council, 1990.

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R, Beech John, and Harding Leonora 1944-, eds. Educational assessment of the primary school child. Windsor: NFER-Nelson, 1991.

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Book chapters on the topic "Primary school students"

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Friess, Regina, Anke Blessing, Johannes Winter, Meike Zöckler, Felix Eckerle, Felix Prosch, and Philip Gondek. "Film Education for Primary-School Students." In Interactive Storytelling, 321–28. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27036-4_30.

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Hudson, Melissa E. "The Primary School Years." In Parents and Families of Students With Special Needs: Collaborating Across the Age Span, 194–221. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506315973.n14.

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Rao Seshadri, Shreelata, and Jyoti Ramakrishna. "Malnutrition Among Students in Primary School: A Profile of Government School Students." In Nutritional Adequacy, Diversity and Choice Among Primary School Children, 47–62. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3470-1_3.

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Miller, Thomas W., William Weitzel, and Janet Lane. "School Shootings in Middle School, High School, and College: Clinical Management and School Interventions for High-Risk Students." In School Violence and Primary Prevention, 355–76. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-77119-9_18.

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English, Lyn D. "Modeling with Complex Data in the Primary School." In Modeling Students' Mathematical Modeling Competencies, 287–99. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_25.

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Brown, Carol T. "Equipping Students’ Minds with a Cognitive Training Program for Preventing School Violence." In School Violence and Primary Prevention, 545–603. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13134-9_23.

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Bartoli, Alice Jones. "Social inclusion in the primary school years." In Supporting social inclusion for students with autism spectrum disorders, 71–83. Abingdon, Oxon; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315641348-7.

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Özgelen, Sinan. "Primary School Students’ Views on Science and Scientists." In Drawing for Science Education, 191–203. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-875-4_17.

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Chancellor, Barbara, and Brendon Hyndman. "Adult Decisions on Students’ Play Within Primary School Playgrounds." In Contemporary School Playground Strategies for Healthy Students, 37–55. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4738-1_4.

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Nikolov, Marianne. "12. Students’ and Teachers’ Feedback on Diagnostic Tests for Young EFL Learners: Implications for Classrooms." In Learning Foreign Languages in Primary School, edited by María del Pilar García Mayo, 249–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-014.

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Conference papers on the topic "Primary school students"

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Ahmed, Gashawa, Jalal Nouri, Eva Norén, and Lechen Zhang. "Students perceptions of programming in primary school." In WiPSCE'19: 14th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3361721.3362112.

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Stramkale, Ligita, and Laila Timermane. "Primary School Students’ Self-Regulated Learning Skills in Music Lessons." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.12.

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The topicality of the study was determined by the increasing role of self-regulated learning (hereinafter SRL) in primary education. The aim of the study is to compare the teacher’s assessment with the students’ self-assessment, to identify whether there are differences in awareness of the required level of SRL skills in music learning. Previous researches on SRL have been analysed, and an empirical study involving 86 (N=86) 4th- grade students of primary school has been conducted to achieve the aim of the study. To determine the level of primary school students’ SRL skills in music learning, the SRL skills of each student during music lessons were observed by the music teacher and were recorded in the observation protocol according to four criteria: motivation, setting learning outcomes, monitoring of learning and outcomes assessment. The questionnaire provided an opportunity to reveal the self-assessment of each student’s SRL skills and compare them with the results obtained by pedagogical observation. The study found that there is no difference between the teacher’s assessment and students’ self-assessment. Both teacher and students believe that the students’ skill of setting learning outcomes in a music lesson is at a low level, while the skills of monitoring their learning and assessing the outcomes are at a medium level. The study concluded that primary school students understand their SRL skills level, which is a prerequisite of monitoring learning and outcomes assessment strategies for joint learning.
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Ruxanda (Șuhan), Alina. "Anxiety Tests in Primary School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/30.

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The purpose of this paper is to present both theoretical and practical aspects related to student’s test anxiety. The role of this paper is to inform the teachers about haw the word” test” should be used in the school context and to highlight the aspects of anxiety and everything that lies behind this rich subject. The main objective underlying this paper is the detailed analysis of what anxiety means and haw it manifests itself among the students. The paper is structured of 3 chapters, two of them presenting the theoretical part and one practical part. In the first part called, Theoretical Approach” the paper aims to analyse the following: anxiety, anxiety theories and contemporary theories and implications of anxiety towards the test. In the second chapter called, Anxiety and stress towards tests” the paper focuses on the following aspects: anxiety about test, anxiety disorders and their effects on personality development, the role of tests in education children of primary school, blocking anxiety and recovering from failure, affectivity and perfectionism. In the third chapter named, the research methodology” I will try to analyse haw children are affected during the assessment and haw high their level of anxiety is when they are faced with these situations. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. Thus, after centralizing the results of the students participating in the study, we reached the following conclusions: during the tests some of students trembled their hands, often students forget what they have learned or have problems in remembering. Many students do not give 100% performance when undergoing tests because they are stressed, became anxious and they block. The teacher has to teach children that the role of testing is to figure out where you went wrong or what needs to be improved. From study the material needed for this paper I was able to discover what each child (even myself) felt and lived when he heard the word, test”.
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Ivanova, A. N. "Generalization of pedagogical experience of teachers of the Russian Federation on the development of cognitive interest of primary school children in primary school." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair E. V. Nikolaev. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-141.

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Gubo, Stefan. "USING HANDHELD GPS RECEIVERS IN PRIMARY SCHOOL EDUCATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-145.

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The Global Positioning System (GPS), as the first fully operational global navigation satellite system, is one of the modern technologies which have been expanding in our everyday life. This system continuously provides accurate three-dimensional position (often indicated in terms of latitude, longitude and altitude) and time data to a user located on the surface of the Earth or in the air. Currently, there are millions of users of GPS receivers worldwide. Not only can these units be used for military, scientific, industrial, agricultural purposes or during outdoor free-time activities, but also in teaching certain subjects from upper primary school level to university level. Using GPS receivers and GPS-based activities gives teachers opportunities to transform their classrooms from teacher-centered environments to environments that focus on student engagement in the learning process. The main purpose of this paper is to outline the possibilities of using handheld GPS receivers in teaching mathematics at primary school level. We introduce and discuss the results of an activity conducted in primary schools in Slovakia and Hungary. The activity included a theoretical as well as a practical part, and the participants were 7th grade (12-13 year old) students. During this activity, the students have learned how to use the handheld GPS receiver, and then solved measuring tasks around the school. Data were gathered by means of observation, analysis of students' tracks, a survey and interviews with students. The results show highly motivated students, who enjoyed participating in the activity. Students indicated they learned how to determine their position, the distance between two locations and the area of polygonal plot of land using a handheld GPS receiver.
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Yongqiang, Chen, Wu Xiaojun, and Quan Chengbin. "Computer Programming Education for Primary School Students." In 2018 13th International Conference on Computer Science & Education (ICCSE). IEEE, 2018. http://dx.doi.org/10.1109/iccse.2018.8468824.

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"GEOGEBRABOOK: PRELIMINARY RESEARCH WITH PRIMARY SCHOOL STUDENTS." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l035.

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Nurmasari, Linda, Budiyono, Joko Nurkamto, and Murni Ramli. "Mathematical literacy profile of primary school students." In INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION (I-CMME) 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0116799.

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Nolimal, Fani. "THE LEVEL OF READING LITERACY OF PRIMARY SCHOOL STUDENTS AND SECONDARY SCHOOL STUDENTS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1605.

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Sarkar, Amitrajit, and Tim Bell. "Teaching black-box testing to high school students." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532764.

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Reports on the topic "Primary school students"

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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Smyth, Emer, Joanne Banks, Adele Whelan, Merike Darmody, and Selina McCoy. Review of the School Completion Programme. ESRI, October 2015. http://dx.doi.org/10.26504/rs44.

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The School Completion Programme (SCP) aims to have a significant positive impact on levels of student retention in primary and second-level schools. This report draws on a survey of SCP coordinators and chairpersons, in-depth case-studies of local clusters and interviews with key stakeholders to review the programme in terms of the students targeted, the kinds of activities offered, governance and funding, and perceived effects at the school level.
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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

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

Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, October 2021. http://dx.doi.org/10.18296/rep.0016.

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This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.
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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Khrystyna V. Berladyniuk, Khrystyna V. Buzhdyhan, Liliia V. Baziuk, and Aleksandr D. Uchitel. Augmented reality in process of studying astronomic concepts in primary school. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4411.

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The objective of the research is development a mobile application (on the Android platform) designed for visualization of the Solar System with the AR technology and the alphabet study, applying the astronomic definitions, which can be used by the teacher and the students for an effective training for studying the subjects of the astronomic cycle in primary school. Augmented Reality cards with the images of the Solar System planets and other celestial bodies were developed, as well as the “Space alphabet” was created. In the developed alphabet every letter of the alphabet becomes a certain celestial body or a different astronomic definition. Augmented Reality gives the opportunity to visualize images of the Solar System as much as possible, in other words to convert 2D images into 3D, as well as “make them alive”. Applying this tool of ICT while studying new data gives the ability to develop and improve the pupils’ spatial thinking, “to see” the invisible and to understand the perceived information in a deeper way, which will be beneficial for its better memorizing and development of computer skills. Studying the alphabet in the offered mobile app will definitely help nail the achieved knowledge and get interesting information about celestial bodies that are invisible and superior for kids; to make a journey into the space, prepare a project on “The Space Mysteries” subject; to stimulate the development of curiosity, cognitive motivation and learning activity; the development of imagination, creative initiative, including speaking out.
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