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1
Muhlebach, Robyn. "Curriculum and Professional Development in Environmental Education: A Case Study." Australian Journal of Environmental Education 11 (1995): 49–58. http://dx.doi.org/10.1017/s0814062600002962.
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This particular case study looks at the problem of curriculum and professional development in environmental education at a small semi rural primary school in south western Victoria. In this paper the ‘study’ refers to the case study research at Elliminyt Primary School and the ‘project’ refers to a wider OECD-CERI ENSI project which included many other case studies other than the one described here.
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Sok, Saran, Foster Gondwe, and Liang Wei. "Implementation of Teaching Practicum for Primary School Teachers: China, Cambodia and Malawi Case Studies." African Journal of Teacher Education 11, no. 1 (July 19, 2022): 190–217. http://dx.doi.org/10.21083/ajote.v11i1.6892.
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This paper reports findings of a qualitative study that compared the implementation of teaching practicum for primary school teachers in China, Cambodia and Malawi. The study used semi-structured interviews and document analysis. Data sources included policy documents, interviews and literature. The systems theory was employed to make explicit the implementation of teaching practicum, including processes and challenges. Findings show different approaches of teaching practicum in the three countries determined by different environmental expectations, all emphasizing providing student teachers with diverse learning experiences. The study also sheds light on some of the challenges of teaching practicum. These findings underpin the importance of local school authorities in ensuring effective teaching practicum.
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Allen, Sandy. "Case Studies in Music Consultancy." British Journal of Music Education 6, no. 2 (July 1989): 139–54. http://dx.doi.org/10.1017/s0265051700007014.
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This article gives an historical survey of the growth of music consultancy in primary education and follows on from the same author's Music Consultancy in Primary Education published in Vol. 5 No. 3 of BJME. It is postulated that the move towards the teaching of music by the generalist class teacher, supported by the consultant, has evolved gradually as a result of ideological factors, falling rolls and cuts in expenditure. The case studies represent contrasting accounts of music consultancy in operation in two primary schools. The more balanced music education was provided by the class teacher at School A, where the staff and head teacher appeared to be more committed to and more capable of including music in the curriculum.
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Liu, Shan, and Siyue Chen. "Research on TPR in English Vocabulary Teaching in Primary Schools: A Case Study of a Primary School in Hangzhou." Theory and Practice in Language Studies 11, no. 10 (October 1, 2021): 1249–57. http://dx.doi.org/10.17507/tpls.1110.12.
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As the basis of English learning, English vocabulary plays an important role in both teaching and learning. Therefore, the TPR approach proposed by James Escher is highly respected. By means of questionnaires and an interview, this paper studies the application of Total Physical Response in primary school English vocabulary teaching. It has been found that both students and teachers approve of the application of TPR in primary school English vocabulary teaching and then suggestions for children's English education have been proposed.
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Iwaneczko, Aleksandra. "Specificity of Teaching Vocabulary to Primary School Students with Asperger’s Syndrome in ELT: Case Studies." New Horizons in English Studies 7 (December 28, 2022): 3–17. http://dx.doi.org/10.17951/nh.2022.7.3-17.
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Bučiuvienė, Stasė. "ENVIRONMENTAL STUDIES DURING MATHEMATICAL EXCURSIONS IN PRIMARY SCHOOL (3rd year of teaching)." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 2 (August 25, 2007): 40–45. http://dx.doi.org/10.48127/gu-nse/07.4.40a.
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Although the General education programmes are aimed at developing children’s abilities to understand and communicate with the world of nature and to know the closest environment, the modern educational system devotes scant attention to environmental studies. Theoretically, everyone at school accepts the importance of research on environmental issues, however, practically only the teachers willing to discover something new are involved in such activities. Environmental education becomes more amateur. The believers in environmental research as the most efficient perception method do not have a feeling of disappointment. This is the exact media where social and ethical problems are successfully solved, socialization of children takes place, self-expression is encouraged, an attitude to protect nature is formed and abilities of scientific acquisition are developed. Mathematics is a valuable tool of environmental research in primary school. The author supposes that a right combination of mathematics and environmental studies can help with achieving positive results. Researching the immediate nature is the most efficient way to know it. The children acknowledge the environment through seeing, hearing, touching, smelling and sometimes tasting. Along environment acquisition, the valuable attitudes such as aesthetical perception and the moral culture are acquired. Environmental studies provides information necessary for successful teaching of natural sciences. The environment-centred activities assist the learners in gaining the initial skills at collecting and processing information. In the majority of cases, environmental studies cannot be imagined without mathematics, and therefore an accurate combination of mathematics and environmental education must be performed. In this case, a teacher experiences serious difficulties that can be overcome by the scientists fairly familiar with the methodologies of these subjects. The mother tongue, arts, physical education etc. encounter the same situation. The teachers and class mentors arrange plenty of nature trips, excursions and sightseeing tours. Nevertheless, due to lack of a clear policy and modern methodologies these activities are poorly coherent. Environmental studies are sponsored by private initiatives and thus not always are balanced and suffer from shortage of consistency, purposefulness and continuation. Key words: environmental studies, primary school, environment-centred activities.
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Makarskaitė-Petkevičienė, Rita. "MOKYKLA, MOKYTOJAS IR RENGIMASIS MOKYTOJAUTI BŪSIMŲ PRADINIŲ KLASIŲ MOKYTOJŲ AKIMIS [SCHOOL, TEACHER AND TEACHER TRAINING FROM THE PERSPECTIVE OF FUTURE PRIMARY TEACHERS]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 3 (December 25, 2016): 98–105. http://dx.doi.org/10.48127/spvk-epmq/16.8.98.
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Students of the study programme of Primary Education experience what it means to be a teacher as early as first years of their studies. Their practical pedagogical studies (30 credits) consist of a 3-part teaching practice: Practice of Teacher Assistant; Teaching Practice under Supervision of Mentor and Independent Teaching Practice. The article discusses Teaching Practice under Supervision of Mentor-1, which was completed by the students in Semester 5. During their teaching practice the students observe lessons delivered by teachers and analyse them, teach lessons themselves, participate in activities of non-formal educational activities, familiarise with the school and its traditions, learn about support to school learners provided by the specialists working in the school and help school learners facing learning difficulties. The article presents the case of Vilnius Pranas Mašiotas Primary School, where 5 third year students of the study programme of Primary Education had their teaching practice. The analysis of practice diaries allows to reveal how teachers to be evaluate an educational institution and people working there, what they think about their own competency, personal development, how they obtain practical experience and what challenges they face during their teaching practice. Key words: pedagogical studies, pedagogical internship, primary education.
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Yusof, Mazlan Muhamad, Habibah Ab Jalil, and Thinagaran Perumal. "Exploring Teachers’ Practices in Teaching Robotics Programming in Primary School." Asian Social Science 17, no. 11 (October 15, 2021): 122. http://dx.doi.org/10.5539/ass.v17n11p122.
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Programming and coding are important skills and competencies in the 21st century. Due to this importance, robotics programming has been introduced in the Malaysian education system since 2013. Robotics is important in education because it could be used to cultivate various skills. Various studies have been conducted on robotics and its applications in education, and proponents of robotics believe that using robotics to teach programming could be impactful and effective in the Malaysian education context. On the other hand, many students think that programming is challenging. Consequently, some questions have arisen, such as the suitable programming language or platform to be used in Malaysian Primary School and the best instructional method. Studies have also examined the existing robotics modules used in the teaching and facilitation (T&F) process, in which it was found that the current curriculum is focused on introducing robotic programming. In this regard, there is a need to explore the current teaching design, pedagogy, and teachers’ practices. Therefore, this study is aimed to explore the teachers’ practice in teaching robotics programming as part of the Design and Technology (RBT) subject in Primary School. This study discusses teachers’ practices, the issues in robotics programming education, the importance of robotics to education, especially in primary schools, and the robotics kits and programming languages or platforms commonly used in schools. This study is a qualitative case study, and data were collected using in-depth interviews. The findings of this study have produced several key themes, namely: (a) RBT teacher practices (GRBT) in T&F, (b) Strategies in lesson planning, (c) Challenges and obstacles of T&F, (d) Use of technology, and (e) Teacher’s commitment. These are hoped to help educators, education administrators, and policymakers to understand the implications of robotics teaching in teaching programming.
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Mose, Peter. "Public libraries and public primary school literacy: a Kenyan case study." Library Management 41, no. 8/9 (August 12, 2020): 689–701. http://dx.doi.org/10.1108/lm-04-2020-0068.
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PurposeThe purpose of this paper is to explain how public libraries have been instrumental in early child school literacy teaching and learning. Most African public schools do not usually afford enough core textbooks and supplementary readers.Design/methodology/approachThis was a qualitative case study in Western Kenya amongst public library staff members, public primary school teachers and parents of library children clients. The following questions were addressed: What is the book situation in public primary schools in the study site? What school-type literacy-related services are offered by the sampled public library? and What are library staff members’, teachers’ and parents’ feelings about the public library services offered? Observations, interviews and document studies were used to collect data. Data were analysed thematically.FindingsPublic schools do not have enough core textbooks and the situation is worse for supplementary readers; the public library branch studied offers critical school-type literacies to school children both at the library building as well as at public schools registered with it; and library staff members, teachers, and parents express positive feelings about the services offered.Research limitations/implicationsThis was a case study whose findings might not apply to the larger situation and the study did not confirm actual literacy benefits of the library services amongst school children by, for instance, conducting literacy tests. The findings are, however, an index to the possible situation in the macro context.Practical implicationsThe relevant stakeholders should find ways of co-opting public libraries as associates of public schools in literacy teaching. This relationship is not straight forward in Kenya.Originality/valueThe findings reported are from original research.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
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Felayabi, Hasbie, Pupung Purnawarman, and Didi Sukyadi. "Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism." Mimbar Sekolah Dasar 9, no. 1 (April 30, 2022): 209–30. http://dx.doi.org/10.53400/mimbar-sd.v9i1.44130.
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Teachers’ autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers’ autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers’ perceptions about teachers’ autonomy, finding out what they have implemented in promoting teachers’ autonomy, and acknowledging their awareness of the importance of teachers’ autonomy. This study employed qualitative research and case studies as its framework. Online questionnaires were distributed to elementary school teachers of public and private schools, and interviews were conducted to follow up on the answers obtained from the questionnaires. The results suggest that teachers’ autonomy was driven by the teachers’ needs for personal and professional development. It was also revealed that the participants had practiced the five dimensions of autonomy-supportive practices, namely organizational and procedural autonomy, rationale and relevance, responsiveness, feedback, and cognitive autonomy support. Additionally, they also believe that the practice of teachers’ autonomy will be optimal with the support of the managerial system, be it the school, the stakeholders, or the government.
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Simon, Jean. "Interest of Teaching Programming for Primary Preservice Teachers." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 52–68. http://dx.doi.org/10.31578/jebs.v5i1.188.
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In the teachers’ training schools of Reunion Island and Mayotte, we have been training primary pre-service teachers in programming for the past three years. Most trainees have not learned programming before during their school and university curriculum. As a result, this subject is new to them and they find themselves in the situation of their own pupils. This is why we asked them, during their learning, to produce a “feelings” notebook in which they explain their successes, their failures and what it brings to them for understanding their own pupils. We held two types of studies of these documents: quantitative and qualitative. The analysis shows that if on the whole, the group of trainees have globally identified the key aspects of a learning situation, it is not the case for each trainee.
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Kerneža, Maja, and Metka Kordigel Aberšek. "ONLINE READING IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCHOOL STUDENTS." Problems of Education in the 21st Century 80, no. 6 (December 25, 2022): 836–50. http://dx.doi.org/10.33225/pec/22.80.836.
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Learning environments and teaching methods have been constantly changing over the past decades. As the shift in the learning environment is primarily toward a physical to an online learning environment, this study examines how to enable younger students to select appropriate content for learning in digital learning environments that they can then successfully read and evaluate using appropriate strategies. The study is based on 54 in-depth case studies. Using the Internet reciprocal teaching method (IRT), 54 implementers trained 54 primary school students from first to fifth grade in basic computer skills, Internet information searching, and website navigation, as well as analysing data obtained using the TICA Phase 1, 2, and 3 Checklists, the implementers' report, and the children notes in a text editor. Triangulation of the data in combination with selected statistical methods shows that there are differences in the use of the method between students according to age. While the latter can use an unadopted form of the method, younger students need some adjustments, which are suggested in the light of previous research. Keywords: digital literacy, e-reading, primary school, internet reciprocal teaching, online learning
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Huynh, Van-Son, Thien-Vu Giang*, Vinh-Khuong Nguyen, Chung-Hai Nguyen, and Hong-Quan Bui. "The Possibility of Applying the Social-Emotional Learning Model in Teaching of Primary Teachers: A Vietnamese Case Study." European Journal of Educational Research 12, no. 1 (January 15, 2023): 387–95. http://dx.doi.org/10.12973/eu-jer.12.1.387.
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<p style="text-align: justify;">Although the social-emotional learning model (SEL) has been researched in Vietnam for many years, studies on teachers' SEL-based teaching competence have not been the focus. This study explored the possibility of applying the SEL model to the teaching of Vietnamese primary school teachers. Our case study of 50 teachers who participated in previous SEL projects highlights three factors that prevented successful SEL application in Vietnamese schools, including (a) confusion about the SEL-based teaching perspective, (b) traditional teaching methods, (c) limited training in social-emotional skills, and mental health policies for primary school teachers. The findings have broadened and deepened our understanding of the possibility of successful application of the SEL model in the classroom, which would depend on SEL-based professional supervision, consistency in SEL-based teaching methods and SEL practice guides/manuals, and promotion or adaptation of policies for SEL-based practice and application in schools.</p>
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Danielsson, Anna T. "Science for whom? Case studies of two male primary school student teachers’ constructions of themselves as teachers of science." Nordic Studies in Science Education 9, no. 2 (November 18, 2013): 145–55. http://dx.doi.org/10.5617/nordina.766.
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This paper investigates intersections of gender and the teaching and learning of science in case studies of two male primary school student teachers, exploring how these student teachers negotiate identities as teachers of science. The project works from dual theoretical starting points. Firstly, the project is founded in a feminist post-structural understanding of gender as performative, something ‘done’ in a social context rather than an inherent characteristic of a person. Secondly, learning is, following situated learning theory, conceptualised as involving the constitution of an identity. Empirically, the paper draws on semi-structured interviews with two primary school student teachers specialising in science. The paper explores the two student teachers’ classed and gendered interpretations of school science, in particular how they use these interpretations as a means for them as male teachers to fit into the primary teacher role with its feminine connotations. Finally, some implications for teacher education are discussed.
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Et al., Muhammad Sofwan Mahmud. "Implementation of Oral Questioning in Assessing Student Learning In Mathematics Teaching In Primary Schools." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 137–43. http://dx.doi.org/10.17762/turcomat.v12i5.805.
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POral questioning has various roles in teaching mathematics and is often used as one of the strategies for assessing student learning formatively. However, not much is known about how primary school mathematics teachers use oral questioning to assess student learning because previous studies have focused more on oral questioning in general in terms of its implementation in teaching. Therefore, this study was conducted to explore how primary school mathematics teachers use oral questioning to assess student learning in mathematics teaching. This study is qualitative in the form of a case study involving six school mathematics teachers selected using the purposive sampling method. Data for this study were collected using observation methods, interviews and field notes. Next, the data obtained were analysed using constant comparative analysis using Atlas ti. 8 software to obtain themes and sub-themes. The study found that oral questioning helps teachers gather information about student learning to improve, make decisions on teaching and ensures that students master the topics taught. Thus, it is clear that oral questioning has a broad role in teaching, especially in assessing student learning while improving teaching quality. This study has a significant impact on teachers' instruction. The use of oral questioning needs to be intensified and expanded to enable mathematics teaching activities to be implemented more meaningfully through a formative assessment conducted through oral questioning activities.
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Бойкова and A. Boykova. "Application of Case Study Technologies in Primary and Middle School Via Contemporary Narrative Table Games." Socio-Humanitarian Research and Technology 4, no. 3 (September 17, 2015): 49–51. http://dx.doi.org/10.12737/13359.
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This article discusses the creation of case studies/theme
projects based on modern table story-games. Case technologies are
a group of educational technologies, methods and techniques of
teaching, based on the solution of specific problems and tasks.
Board game, like any other, can serve as a tool for development of
various skills (communication, logic, motor, visual, etc.), as well
as a material for a case study or project theme. The result of the
joint use of case-method and gaming technology can form diverse
knowledge among students, teach reasoning algorithms, solve intellectual
problems, promote love for working with a book or other
sources of knowledge, teach tolerance and team work.
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Jiew, Fui Fong, Kin Eng Chin, and Al Jupri. "MATHEMATICS TEACHERS’ ONLINE TEACHING EXPERIENCE IN TIMES OF SCHOOL CLOSURES: THE CASE OF MALAYSIA." Malaysian Journal of Learning and Instruction 19, no. 1 (January 31, 2022): 59–84. http://dx.doi.org/10.32890/mjli2022.19.1.3.
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Purpose – Given that students were out of school in response to the COVID-19 pandemic public health measures, traditional teaching practices have been forced to switch to online mediated learning environments. This study represents the first research effort to capture the experience of Malaysian mathematics teachers about their teaching during the pandemic. This includes investigating digital education tools mathematics teachers used, issues they encountered, and the knowledge and skills they need to improve during the enforced online teaching situation. Methodology – This study employed a survey design and qualitative data were collected using an online questionnaire. A total of 202 primary and secondary mathematics teachers from Malaysia participated in the study. The data were analysed through thematic analysis and descriptive statistics. Findings – First, it was found that the mathematics teachers employed a variety of digital education tools during the pandemic and the most commonly used tool was WhatsApp. Second, the top two issues faced by the teacher respondents were due to internet problems and students’ engagement during the online learning. A particular striking finding revealed that three-fifths of the teacher respondents who were concerned about the issue of students’ engagement were secondary mathematics teachers. Third, findings of the study further clarified that most of the teacher respondents wanted to improve their technological skills. Significance – This study supports mathematics teachers in making informed decisions about their teaching during school closures. The findings of this study also serve to alert the education sector about the issues related to the implementation of online education in times of the pandemic. In general, this study necessitates in developing preparedness for future pandemics.
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Burnell, Iona, Jodi Roffey-Barentsen, and Andrea McMahon. "Widening graduate employment opportunities for students on Education Studies degrees: a case study at a School of Education in one London university." Widening Participation and Lifelong Learning 23, no. 1 (June 1, 2021): 178–90. http://dx.doi.org/10.5456/wpll.23.1.178.
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The purpose of this small-scale study was to explore the aspirations of a final year cohort of students on an Education Studies degree programme at one School of Education, within a London university, with the intention of widening graduate employment opportunities. The Education Studies degree attracts candidates who are almost always aspiring for a career in the teaching profession, and in particular, the primary sector. The responses collected via a survey revealed that thirty per cent of respondents were going to take up jobs in non-graduate employment, a job that they could have secured without a degree. The School of Education, in a bid to increase graduate employment opportunities, widened the choice of career routes into teaching by providing two additional teacher training courses for the post compulsory sector. This is the first phase of the research. The following phase, planned for next year, will track the students into their teaching roles in order to evaluate the popularity and success of these graduate courses.
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Veliyeva, S. "Psychological Foundations of the Formation of Ecological Education in Primary Schoolchildren." Bulletin of Science and Practice 7, no. 8 (August 15, 2021): 339–46. http://dx.doi.org/10.33619/2414-2948/69/39.
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The psychological foundations of the formation of ecological education in young schoolchildren are analyzed in the article. The importance of teaching young schoolchildren to be sensitive and respectful to nature is emphasized. It is shown that young schoolchildren first feel and perceive nature and natural phenomena, and then filter them with their imagination and thinking. They come to a specific conclusion after filtering natural phenomena through imagination and thinking. After all, they express their discoveries through speech. Their findings are reflected in a sensitive and careful attitude towards nature. The article also emphasizes the importance of motivating the cognitive activity of children of primary school age, as well as teaching them sensitivity and care for nature and natural phenomena. The article also shows how to determine the psychological basis for teaching students of primary school age sensitivity and care for nature. In this case, the article scientifically substantiates and makes references to the psychological foundations of the manifestation of a sensitive and caring attitude to nature and natural phenomena, which are determined not only in the lesson of Environmental Studies, but also in the lessons of the Azerbaijani language and Fine Arts. It is also noted that the formation of the personality of schoolchildren also ensures the development of their self-awareness. In this case, the self-awareness of children of small school age is ultimately determined by their relationship. Thus, a psychologically correct approach to the formation of environmental education in children of small school age is manifested in self-esteem, self-respect and the level of psychological claims of the student. That is, such psychological relationships that arise between young schoolchildren ensure their sensitive attitude to nature, natural phenomena, including flowers, plants, trees, clean water and their protection from environmental disasters
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MASEKO, THAMSANQA, SITHULISIWE BHEBHE, and MAFU THABISO. "EXPLORING HOW SCIENCE TEACHERS USE MANIPULATIVE TEACHING MATERIALS IN THE CLASSROOM: A CASE OF SCHOOLS IN MANZINI REGION." International Journal of Social Sciences and Management Review 05, no. 03 (2022): 191–203. http://dx.doi.org/10.37602/ijssmr.2022.5315.
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This study sought to explore how science teachers use manipulative teaching material in the classroom. The study was based on the following objectives: establish the benefits of using manipulative teaching materials, determine the challenges faced by science teachers towards using manipulative teaching materials and suggest how science teachers may overcome the challenges faced in using manipulative teaching materials. Underpinned by the constructivism learning theory, a qualitative research approach was adopted where a case study research design was employed with a purposely selected sample of twelve (12) primary school science teachers who were randomly selected from four schools. Data were analyzed using thematic analysis. The findings of the study revealed that there are benefits of using manipulative teaching materials. These were that, learners make sense of the theory and have a clear understanding of the concepts taught, learners also acquired scientific skills and manipulative teaching materials motivate learners to participate in the lesson, therefore this makes it hard for learners to lose attention. The study also revealed the challenges faced by teachers in using manipulative teaching materials were lack of resources needed in the science lessons, failure to meet the demands of the subject, and the number of learners in the classroom. The study further revealed that all these challenges could be minimized by the government building science laboratories in the schools and that teachers should improvise the manipulative teaching materials. Based on the findings, the study concludes that manipulative teaching materials play an important role in the teaching and learning of science.
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Urban, Maria, Daina Vasilevska, and Alesia Abchynets. "VISUAL MODELS AS A MEANS OF TEACHING IN PRIMARY MATH’S EDUCATION: PROBLEMS OF TEACHER TRAINING." Acta Prosperitatis 12 (2021): 193–202. http://dx.doi.org/10.37804/1691-6077-2021-12-193-202.
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The modern teaching of mathematics relies heavily on the modeling method. At the same time, visual models are the most preferred means of teaching mathematics in primary school. Numerous scientific studies suggest methods for improving the practice of teaching mathematics using visual models. However, much less attention has been paid to the problem of preparing a primary school teacher for the use of visual models in mathematics lessons. The purpose of the study is to identify and describe the features of teachers' use of visual models in mathematics lessons, to identify the problems of preparing students for the use of visual teaching models and to propose one of the approaches to its improvement. To achieve the result, various methods were used: theoretical analysis of modern sources on the use of visual models in teaching mathematics; an observation method for identifying the features of the use of visual models by teachers in mathematics lessons, a case method for determining the attitude of future primary school teachers to the use of visual models. As a result of the research, the problems of preparing students for the use of visual models in primary teaching of mathematics are highlighted. One of the main problems of this training is the discrepancy between the verbal‐logical thinking of an adult and the visual‐ figurative thinking of a child. Therefore, when developing the ability to teach using visual models, it is important to start not with mastering the technical aspects of building models, but with understanding and accepting the value of educational modeling by students.
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Wan Yusoff, Wan Mazwati, Shamilati Che Seman, and Rahimah Embong. "Exploring Primary School Teachers' Language of Thinking: A Case Study (Bahasa Berfikir Guru Sekolah Rendah: Satu Kajian Kes)." Journal of Islam in Asia (E-ISSN: 2289-8077) 14, no. 3 (January 21, 2018): 271–95. http://dx.doi.org/10.31436/jia.v14i3.633.
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Abstract
The aspiration of Malaysian education system as mentioned in the Malaysia Education Blueprint 2013-2025 is to produce students who are highly critical and creative. Since teaching for higher order thinking was made explicit since 1989, a systematic evaluation of the adequacy and pitfalls of teaching for thinking programs was not done extensively. If examination result is the yard stick to measure the impact of teaching for thinking, then it can be concluded that 2016 UPSR result painted a dismal picture of failure in teaching for thinking. Studies showed that there is a positive correlation between language teacher used to communicate in the classroom and the development of thinking dispositions among students. Using the framework of language of thinking put forward by Costa and Marzano (2001), this study was conducted to explore language of thinking used by teachers during teaching and learning sessions in several primary school classrooms. This preliminary study attempted to gain in-depth understanding of the phenomenon in the actual setting so that the insight can illustrate a wider picture of the issue. This exploratory case study employed structured observations to collect data in the classroom of nine primary school teachers. The data was analysed based on theoretical proposition by Costa and Marzano. Findings revealed that teachers needed to improve their language of thinking.
Keywords: Thinking skills, language of thinking, teaching for thinking, higher order thinking.
Abstrak
Aspirasi pendidikan Malaysia sebagaimana yang disebut dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 adalah untuk melahirkan pelajar yang berupaya berfikir secara kritis dan kreatif. Semenjak kemahiran berfikir pada aras tinggi disebut secara eksplisit dalam kurikulum sekolah menengah dan rendah dari tahun 1989 lagi, satu penilaian yang sistematik terhadap kejayaan dan kelemahan pengajaran untuk kemahiran berfikir tidak dibuat secara meluas dan menyeluruh. Jika keputusan peperiksaan dijadikan kayu ukur untuk mengukur keberkesanan pengajaran untuk berfikir, keputusan peperiksaan UPSR 2016 melukis gambaran kegagalan projek mengajar untuk kemahiran berfikir aras tinggi yang menyedihkan. Kajian menunjukkan ada perkaitan positif antara Bahasa yang digunakan oleh guru ketika berkomunikasi dalam bilik darjah dengan perkembangan disposisi berfikir dikalangan pelajar. Disposisi berfikir pula berkait langsung dengan tabiat berfikir dan kemahiran berfikir aras tinggi. Kajian ini bertujuan untuk meneroka Bahasa berfikir yang digunakan oleh guru dalam proses pengajaran dan pembelajaran di sekolah rendah. Bahasa berfikir yang diterangkan oleh Costa dan Marzano (2001) digunakan sebagai kerangka teori kajian ini. Kajian ini cuba untuk meneroka amalan berbahasa guru untuk memahami fenomena ini dalam situasi sebenar supaya hasilnya dapat memberi gambaran luas terhadap isu ini. Kajian kes eksplorasi ini menggunakan pemerhatian secara berstruktur untuk mengumpul data. Sembilan orang guru sekolah rendah terlibat dalam kajian ini. Data telah dianalisis menggunakan toeri Bahasa berfikir Costa dan Marzano. Dapatan kajian ini menunjukkan guru perlu menambahbaik Bahasa berfikir yang mereka gunakan semasa berkomunikasi dalam bilik darjah supaya aspirasi melahirkan pelajar berkemahiran berfikir aras tinggi dapat dicapai.
Kata Kunci: Kemahiran berfikir, bahasa berfikir, mengajar untuk berfikir, berfikir aras tinggi.
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Kosasih, Aceng, Tedi Supriyadi, Mokh Iman Firmansyah, and Nan Rahminawati. "Higher-Order Thinking Skills in Primary School: Teachers’ Perceptions of Islamic Education." Journal of Ethnic and Cultural Studies 9, no. 1 (December 30, 2021): 56. http://dx.doi.org/10.29333/ejecs/994.
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One curriculum policy in countries, including Indonesia, is to provide students with higher-order thinking skills (HOTS) to meet the challenges of the 21st century, and success in doing so is closely related to the competence of teachers in integrating HOTS in the learning process. This study investigated HOTS implementation in Islamic Education (PAI) in primary schools in Indonesia. This study employed a case study design involving 58 PAI teachers in primary schools from several West Java, Indonesia regencies. The data were collected by distributing questionnaires with short answers followed by semi-structured interviews of 10 participants. Inductive and thematic data analysis was carried out to identify, evaluate, and create themes expressed by participants with the assistance of NVivo 12. Triangulation and expert review methods were used for instrument and data validation. This study explored five findings: teacher understanding, teaching resource support, instructional strategies, and student knowledge levels. This research contributes to improving the quality of PAI learning in HOTS-oriented primary schools, and policymakers can use its findings in determining the direction of the HOTS-based PAI curriculum. Policymakers should stress the importance of increasing teacher competence in mastering the HOTS concept comprehensively in planning, implementation, and evaluation. Support from various parties in optimizing HOTS-oriented PAI learning is a necessity for teachers.
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García-Vera, Antonio Bautista, Laura Rayón Rumayor, and Ana María De la Heras Cuenca. "Use of Photo-elicitation to evoke and solve Dilemmas that prompt changes Primary School Teachers’ Visions." Journal of New Approaches in Educational Research 9, no. 1 (January 15, 2020): 137–52. http://dx.doi.org/10.7821/naer.2020.1.499.
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The present article investigates the potentialities of photo-elicitation as a technique in teacher professional development. This study analyses the process of eliciting dilemmas in four primary teachers, whose solution has proved to contribute to the teachers´ education. To this end, the effect of different types of external observers' intervention in dilemma generation, participating in sessions developed with a specific photo-elicitation procedure, is explored. The knowledge pursued in order to meet the study objectives concerned inconsistencies between goals and practices and teachers’ dilemmas. These inconsistencies and dilemmas are tacit and with multiple possible interpretations, and are therefore not measurable. They consequently require an interpretative research approach using a qualitative method of inquiry based on collective case studies. The results show that the inconsistencies introduced to the teachers, by questioning their teaching practice, are enough but not necessary to pose professional dilemmas. Solving these dilemmas led the teachers to change their conceptual and processual beliefs, as well as their teaching activities.
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Callinan, Carol, and Emile van der Zee. "A comparative study of two methods of synthetic phonics instruction for learning how to read: Jolly Phonics and THRASS." Psychology of Education Review 34, no. 1 (2010): 21–31. http://dx.doi.org/10.53841/bpsper.2010.34.1.21.
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The National Strategy for Primary Schools in England (2006) advocates synthetic phonics as a means for teaching children to read. No studies exist to date comparing the effectiveness of different commercially available synthetic phonics methods. This case study compared two schools at which Jolly Phonics (JP) was taught with one school at which THRASS (Teaching Handwriting, Reading and Spelling Skills) was taught at Reception level (4 to 5 years) over a one-year period. Reading ability for words and non-words as well as short-term memory ability for words and phonemes improved in all schools. However, reading ability improved more in one JP school compared to the THRASS school, with no differences between the other JP school and the THRASS school. This paper considers how particular variables may mask instruction method effects, and advocates taking such factors into account for a more comprehensive future evaluation of synthetic phonics methods.
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Doug, Roshan. "Handwriting: Developing Pupils’ Identity and Cognitive Skills." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 177. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.177.
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This paper synthesises some of the recent studies that have made links between handwriting as an orthographic-motor strategy and the quality of pupils’ learning and literacy skills. A poor standard of literacy is evident in many British school leavers and, in some cases, university graduates. The paper outlines the implication of this situation for educationalists, policy makers and future interventionist programmes. It also highlights a stark incongruity in British schooling. For instance, after primary school there is no legal requirement in the National Curriculum for teachers to teach handwriting skills. Despite that good handwriting improves pupils’ level of literacy, enhances creative skills and develops their sense of identity, the process of abandoning the teaching of handwriting altogether has already begun in some countries. With reference to some key studies, this polemic paper puts the case that handwriting should be in the foreground not only at primary school stage but throughout pupils’ secondary school education.
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Mao, Qiao. "Design Models and Practices of Competencies-oriented Cross-Disciplinary Aesthetic Curriculum in Primary School." International Journal of Social Sciences and Artistic Innovations 2, no. 2 (June 30, 2022): 68–79. http://dx.doi.org/10.35745/ijssai2022v02.02.0006.
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This study aims to explore the design models and practices of the competencies-oriented cross-disciplinary aesthetic curriculum in primary schools. Using observation, interview, and document analysis, case studies are performed to analyze and explore the effects, difficulties, and possible solutions in the competencies-oriented design. Classroom observation records, teacher interview records, student works, teaching design, and research notes are collected for this study. Research findings include the following. (1) Teachers can flexibly choose the design mode of the competencies-oriented interdisciplinary aesthetic curriculum according to students' needs, social resources, and the social context. (2) Combined with the art domain curriculum guideline, we develop a competencies-oriented interdisciplinary aesthetic curriculum and teach with local characteristics. (3) Developing and implementing a competencies-oriented interdisciplinary aesthetic curriculum promote the professional growth of teachers.
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Kibani, Leoncia Henerico. "Support Children to Develop Desire in Science, Technical and Technology Education: The Case of Kinondoni Pre-Primary Classroom, Tanzania." International Journal of Childhood Education 2, no. 2 (December 20, 2021): 1–12. http://dx.doi.org/10.33422/ijce.v2i2.33.
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Recent studies have shown that science, technical and technological fields are underrepresented academically and professionally from school to university level. The interests in learning such fields can be traced back from early childhood education to higher learning levels. Recent studies have shown that science, technical and technological fields are underrepresented academically and professionally from school to university level. The interests in learning such fields can be traced back from early childhood education to higher learning levels. Studies revealed that teaching and learning materials either guided or free when integrated into children's games and plays become valuable resources that create desires int learning these subjects. This study therefore, explored on the supportive teaching and learning materials employed by teachers and parents in children's game and plays to build their desire and interests of learning the subjects. The study was conducted in Kinondoni district, Tanzania. The study employed a mixed method approach based on descriptive survey design. The study collected data from 230 participants in 20 pre-primary classes. Purposive sampling was for teachers and parents. Random stratifies sampling technique adopted to get pre-primary classes. Findings revealed that children curiosity and interest in learning science, technical and technological elements are impacted by improper and inadequate supportive learning materials. Also, types of plays and games engaged in, classroom environment, parent's participation in children plays and communication done to children. Majority 20 (100%) teacher were employing certain common games and plays those bored children. Many 16 (80%) teachers do not implement recommended supportive materials effectively. The study concluded that supported children demonstrate curiosity and interest which build foundation for future professionals, expertise and specialists. The study recommends for positive support to children's ideas, natural curiosity and perspectives to enhance their interest in learning science, technical and technology aspects.
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Karageorgos, Christos, Athanasios Kriemadis, Antonios Travlos, and Dimitrios Kokaridas. "PLANNING AND IMPLEMENTING TOTAL QUALITY MANAGEMENT IN EDUCATION: THE CASE OF CYPRUS." International Journal of Educational Management and Innovation 2, no. 1 (January 20, 2021): 1. http://dx.doi.org/10.12928/ijemi.v2i1.2627.
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The transition of TQM from the business field in education started in 1994 to strengthen the humanistic nature of education and improve quality service with the full participation of all involved. Cyprus recognized as a country with highly developed education services and qualitative characteristics that are easily identifiable. However, no studies are published yet concerning the implementation of TQM in Cyprus. The purpose is to examine the design and implementation of TQM at primary and secondary school settings in Cyprus and create a reference point of collecting all partial findings of TQM implementation in Cypriot education. A systematic recording of research included the design and implementation of TQM in education settings using ten electronic databases and keywords including education, TQM and the six factors determining the quality of TQM services. The research included peer-reviewed articles, doctoral theses, and conference abstracts during the last 20 years, leading to future TQM implementation conclusions. Cyprus nowadays focuses on the overall evaluation and implementation of TQM through innovation and quality improvement in education, differentiated and virtual teaching, adapted learning and inclusion of students with disabilities, and hiring new teaching staff that will implement a holistic approach of promoting TQM within school settings.
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O'Dea, Molly, Amy Cosby, Jaime Manning, Nicole McDonald, and Bobby Harreveld. "Industry perspectives of industry school partnerships: What can agriculture learn?" Australian and International Journal of Rural Education 32, no. 3 (November 18, 2022): 1–21. http://dx.doi.org/10.47381/aijre.v32i3.334.
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This paper aims to identify and synthesise research related to industry perspectives of industry school partnerships (ISPs) with primary and secondary students globally. A systematic review of ISP studies published between 2001 and 2021 that included industry perspectives was undertaken in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. This focused systematically ordered review of industry perspectives of ISPs elicited four key findings: Limited research specifically focusing on industry participants’ perceptions of career and knowledge sharing ISPs exist. The most common reasons for participation included promoting careers and/or their industry, and enhancing community goodwill. The most common barriers or challenges in participating included time, budget and process constraints, and understanding the partnership’s impact. Communication, trust, relationships, and setting clear goals are often important features highlighted for successful partnerships. The recommendations from this review will be used to design, deliver and evaluate ISPs which aim to benefit agricultural industry participants. Future research will apply the findings from this review to a rural case site in Victoria, Australia, focused on agricultural ISPs aimed at increasing students’ aspirations for a career in the sector. This is vital as agriculture is an important industry in this region, yet many students are unaware of the range of career opportunities available to them.
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Sánchez Amate, José Jesús, Antonio Luque de la Rosa, Rafaela Gutiérrez Cáceres, and Alejandro Vargas Serrano. "The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review." Education Sciences 11, no. 10 (October 19, 2021): 654. http://dx.doi.org/10.3390/educsci11100654.
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(1) Background: A variety of social and economic changes are happening worldwide due to the pandemic caused by COVID-19, which has produced new problems and challenges for the population as a whole. These events demand new investigations and key studies for their management. This review addresses the repercussions of COVID-19 at the educational level in the primary education stage, delving into the effects produced in teaching and different aspects related to it, such as the situation and challenges of teachers, family involvement, and the perceptions and repercussions of the learning and socio-educational development of students (especially in the case of students with Autism Spectrum Disorder). (2) Methods: The methodological design is a systematic review study, following the PRISMA guidelines, from a search carried out during the month of July 2021 in the Scopus, Dialnet, and WoS databases on the object of study. (3) Results: The selected studies were analyzed through a qualitative content analysis based on a population of 103 articles, with a final sample of 13, using the inclusion criteria: empirical studies or research in English or Spanish; free access through the Internet; categories restricted to “education/educational research” related to the proposed objectives; specific documents of the primary education stage and/or students with Autism Spectrum Disorder. (4) Conclusions: The research reveals the presence of an existing digital gap in certain sectors of the student population aggravated by the pandemic, as well as the scarcity of general teacher training in this type of situation, leading to different personal and professional problems that hinder teaching and emphasize the vulnerability of the right to education, which leads to further promoting the already existing social inequalities.
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King, Calvin L., Vincent, Kelvin, Harco L. H. S. Warnars, Nurulhuda Nordin, and Wiranto H. Utomo. "Intelligent Tutoring System: Learning Math for 6th-Grade Primary School Students." Education Research International 2021 (June 1, 2021): 1–10. http://dx.doi.org/10.1155/2021/5590470.
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This paper proposes a web-based application designed to help elementary school students who have difficulty learning online independently and also their parents who are currently having difficulty teaching their children to study at home online, especially at this time of difficulty with a pandemic outbreak like COVID-19; this time does not allow for physical meetings for the learning process in primary schools. In this paper, we only focus on mathematics because based on several other studies, it is very difficult and important to learn mathematics at the beginning of educational activities such as at the elementary school level. In this paper, the system is modeled using the Unified Modeling Language (UML) tool in the form of a use case diagram which is used to describe the proposed business process and uses class diagrams to describe the database model diagram. In this case, the class diagram is used to describe the data in the class diagram where each class refers to a table in the database. The web-based application user interface is shown at the end to show the communication between users and applications, where this web-based application is implemented using Personal Home Pages (PHP) as server programming and using MySQL to store database model designs. Moreover, for the Intelligent Tutoring System (ITS), content was created using the Cognitive Tutor Authoring Tools (CTAT) which is an authoring tool for learning mathematics created by Carnegie Mellon University. In the end, this web-based application is expected to be used and support teachers as a complement to online mathematics learning, especially during difficult times such as during the COVID-19 pandemic.
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Xenofontos, Constantinos, and Sinem Hizli Alkan. "Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair." Education Sciences 12, no. 1 (January 14, 2022): 55. http://dx.doi.org/10.3390/educsci12010055.
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Research around mathematics teachers’ professional noticing has been largely contextualised by the formal setting of the classroom. In addressing the lack of relevant studies in non-formal learning environments, this paper draws on student teachers’ observations within a Mathematics Fair, which was part of a mathematics methods module of a primary education undergraduate programme. Working in pairs, 64 student teachers designed interactive mathematical games which upper primary school pupils had the opportunity to play in an event having taken place at our university. In this study, we analyse student teachers’ individual reflective essays written after the Fair, where they discussed important, in their view, incidents and observations. Employing a thematic analysis approach, we identified four themes discussed by students: the task; learning; teaching; non-formal environment. We conclude with the implications for teacher education and suggestions for future research.
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Ruto, Zipporah Jerotich. "Opportunities and Challenges in the Implementation of Social Studies Curriculum towards Fostering National Cohesion and Integration in Kenya: A Case of Uasin Gishu County." East African Journal of Education Studies 5, no. 2 (August 16, 2022): 310–23. http://dx.doi.org/10.37284/eajes.5.2.790.
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Social Studies Curriculum (SSC) foster national cohesion and integration in terms of knowledge, intellectual capabilities, and democratic disposition, which are expected of pupils to actively participate and coexist in society. SSC is based on societal needs, challenges, and aspirations, which enable pupils to acquire appropriate and acceptable values. Therefore, in the teaching of SSC in primary schools, teachers' and pupils' perception is paramount. The study sought to find out the challenges encountered by teachers in the implementation of the Social Studies curriculum in fostering national cohesion and integration. Data was sourced from a sample of 12 curriculum support officers, 47 head teachers, 188 Social Studies teachers, and 5,640 pupils from the primary schools in Uasin Gishu County who were selected using stratified and simple random sampling techniques. Instruments for data collection included a questionnaire, observation, interview schedules, and focus group discussions. Data analysis generated frequencies and percentages for interpretation and discussions. The challenges in the implementation of the SSC were found to be the gradual subordination of teachers, demoralisation, poor teaching practices and the contradictions between what learners are taught in school with what they see in the community identified in the study. The study recommended that primary teachers should effectively implement values inherent in Social Studies Curriculum for learners to emerge as responsible, respectful, and cooperative citizens for societal harmony. In conclusion, shows that there was a need for teacher training, workshops, and seminars with more emphasis on the acquisition of new knowledge and current trends on citizenship and the utilisation of appropriate pedagogical practices in the social studies curriculum.
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Spaliviero, Camilla. "Pre-Service Primary Teachers’ Beliefs, Practices, and Needs Regarding the Teaching of a Second Language Through Book Creator." International Journal of Linguistics 14, no. 5 (October 16, 2022): 34. http://dx.doi.org/10.5296/ijl.v14i5.20140.
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Several studies have investigated the use of Digital Storytelling to foster Second Language Acquisition at primary school level from pre-service teachers’ perspectives. However, research regarding the employ of Book Creator, a digital book-making tool, to enhance students’ language, digital, and intercultural competences according to student teachers’ perceptions is still lacking. This article presents a case study carried out with 35 student teachers who participated in a workshop on teaching Italian as a Second Language through Digital Storytelling during a single cycle degree programme in Primary Teacher Education, at an Italian university. The study aimed at exploring pre-service teachers’ beliefs, practices, and needs regarding the use of Book Creator to train pupils’ language, digital, and intercultural skills within the multilingual and multicultural Italian primary school. Student teachers were asked to experiment Book Creator and to reflect about its didactic potentialities, from both students’ and teachers’ perspectives. Data were collected through a questionnaire, student teachers’ multimodal artifacts and teaching materials. Results show the efficacy of Book Creator as a learning tool aimed at enhancing pupils’ language competences, digital literacies, and intercultural awareness, as well as pre-service teachers’ interest in discovering further digital resources to foster Second Language Acquisition through Digital Storytelling.
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Susiani, Ketut. "Maintenance Efforts of Bali Culture and Language Through Local Content in Primary Schools." Bisma The Journal of Counseling 5, no. 1 (May 30, 2021): 9. http://dx.doi.org/10.23887/bisma.v5i1.34228.
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This study uses a qualitative case study approach, which is a study that aims to describe a condition that is happening in the real world. The research procedure adopted the case study research procedure by Yin which includes (1) design the case study protocol; (2) Conduct the case study; (3) Analyze case study evidence: and (4) Develop conclusions, recommendations, and implications based on the evidence. The subjects of this study were elementary school teachers and students, and school documents were examined related to the maintenance of Balinese culture and language through local content carried out in schools. The data collection technique was carried out by structured interviews using interview guidelines related to maintaining Balinese language culture and Balinese local content. Observations were made with a participatory observation approach, and documentation studies were carried out by collecting documents related to the maintenance of Balinese culture and Balinese language in schools. Qualitative data analysis techniques began with grouping data based on primary data sources and secondary data. The results of this study indicate that the application of local content in elementary schools is one of the contents that can be used in maintaining, preserving and preserving the Balinese language culture in schools. The results of surveys, observations and interviews at SD Buleleng indicate that the maintenance of Balinese culture and language has many weaknesses, seen from the use of local languages that are not used in communication and Balinese culture which is fading due to the influence of other cultures. This can be seen in the language used in schools not using Balinese in daily communication in the sense that many do not understand the meaning of the Balinese language used because SOR is Singgih Bahasa. The results of study have and important implication to the teaching learning contents of Balinese language in elementary school in Bali, Indoensia.
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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Love, Joan Scott. "SENSORY SPACES: SENSORY LEARNING – AN EXPERIMENTAL APPROACH TO EDUCATING FUTURE DESIGNERS TO DESIGN AUTISM SCHOOLS." International Journal of Architectural Research: ArchNet-IJAR 12, no. 3 (November 4, 2018): 152. http://dx.doi.org/10.26687/archnet-ijar.v12i3.1704.
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Universities and design schools have a responsibility to ensure that the education of future designers enables design for special populations, in this case specifically children with autism. This paper presents a case study of an autism defined experimental teaching-led design project, within a first-year university Interior Architecture course, on which the author is a tutor. It draws on the author’s extensive working knowledge of autism issues, incorporating mediation between SEN schools and design students, and employing research informed teaching. The project involves a new local free school for autism, at a temporary site. The experiment is designed to challenge students, emphasising the importance of understanding how primary research, accessed directly from the end users, informs progressive design thinking. It attempts to influence their design work in subsequent years at university and in practice, and facilitate bridging the gap between academic research and real-life application. This paper seeks to identify how an autism defined project, focussed on student-centred learning and encompassing choosing sessions with children with ASD, can be taught in the first year of undergraduate study. Further, it aims to analyse how the teaching styles and content of a partially ‘live’ community design project impact on the participants. This is achieved by describing the details and challenges of the project together with the interactions between the students and the school. It concludes that the project adds value to the student experience, builds student confidence and eliminates pre-conceived ideas surrounding autism. It shows that design can be an interactive process between university and special schools. Equally, the pitfalls of a live project of this nature are highlighted, as is the need for modification before similar projects are reproducible as viable educational models.
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Hayes, David. "Language education policy and practice in state education systems." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 240–61. http://dx.doi.org/10.1075/ltyl.19017.hay.
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Abstract This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in language use which is meaningful in their contexts). The status and training of highly skilled foreign language teachers for primary aged learners is also accorded due weight. Using case studies of English as a foreign language in the school systems of South Korea and Thailand, the article emphasizes the importance of policies which are appropriate to their educational and socio-cultural context and realistic objectives for young children’s early engagement with learning a foreign language if it is to be a positive experience in primary schools.
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Kit Ng, Tsz, Rebecca Reynolds, Man Yi (Helen) Chan, Xiu Han Li, and Samuel Kai Wah Chu. "Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong." Journal of Information Technology Education: Research 19 (2020): 775–802. http://dx.doi.org/10.28945/4620.
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Aim/Purpose: This article aims at the critical present: to serve a constructive purpose in the current COVID-19 crisis by presenting practice driven pedagogical strategies for online learning and teaching. It acknowledges the multitude of challenges faced by educators through the delivery of online instructional strategies for schools. Background: The development of information technology enables online learning and blended learning to be increasingly popular in extending students’ learning opportunities. Technology-enabled learning approaches make students’ learning more flexible and personalized. In Hong Kong, one of the first few cities where the COVID-19 pandemic outbreak was first reported, school classes have been suspended since the end of Lunar New Year on February 3, 2020. Methodology: This research used a qualitative method of multiple case analysis to explore how three educators from primary, secondary, and tertiary institutes employed various strategies to offer learning and teaching as usual. Naturalistic inquiry was used to observe, describe, and interpret the “lived experiences” of the three educators and the perceptions of stakeholders. Contribution: Since early February 2020, school classes have been suspended amid the COVID-19 pandemic in Hong Kong, one of the first cities where the coronavirus outbreak was first reported. This timely article overviews effective practices with the use of online learning technologies to support academia from around the world to achieve teaching and learning in an online environment. Findings: Results indicate that meaningful cognitive activities rely on teachers’ leading role to build a blended approach that combines the advantages of asynchronous and synchronous methods in order to facilitate social interaction among students. Furthermore, our research has revealed that educators are likely to perceive three non-teaching challenges on a rapid blended transition of the learning – digital divide, data privacy, and professional leadership. Recommendations for Practitioners: The COVID-19 pandemic has disrupted the learning of a generation of students and driven a sudden shift to online learning. Our case study recommends a blended model of asynchronous and synchronous learning as an effective pedagogy that allows learners flexibility, autonomy, and opportunities for learners to socialize with each other, which can be applied at any education level. Impact on Society: Technological advancements have made online classes possible, but how feasible is it to believe that a near overnight transition can lead to effective learning and teaching? The current article strongly acknowledges the multitude of barriers that stand in the way of feasibility, capacity building. and delivery of inclusive online instruction for today’s school districts, administrators, curriculum and technology directors, teachers, parents, and students. Future Research: In an effort to generate new knowledge within the challenges of the current pandemic, further studies are suggested to examine the longitudinal impact of these blended approaches, the digital divide, inclusive and accessible learning opportunities of vulnerable groups, and psycho-social support for students towards their academic and social development.
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Qotadah, Hudzaifah Achmad, Iqbal Syafri, and Adang Darmawan Achmad. "Fostering Religious Inclusivism Attitudes in School Through Learning The Quran and Ḥadīth." International Journal of Islamic Thought and Humanities 1, no. 2 (September 1, 2022): 145–55. http://dx.doi.org/10.54298/ijith.v1i2.42.
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Education is a vitally essential social activity with the primary goal of enriching the social situation. Therefore, education that emphasizes building an inclusive and open attitude, particularly in religious matters, is crucial, particularly in the lives of a diverse society. This study aims to demonstrate how teaching selected passages from the Quran and the Ḥadīth in classrooms might help foster an inclusive mentality. This study used a qualitative approach with analytical descriptive research methods. A total of thirteen people participated in this study; eleven students from the Aliyah level and two educators from the MAN 1 Yogyakarta. The data was acquired through a combination of observation and semi-structured interviews. The study results indicated that the formation of inclusive religious attitudes through Quranic teaching and Ḥadīth could be accomplished using an integrative learning methodology based on historical approach, values analysis and case studies geared toward an inclusive model. Thus, students will automatically develop an inclusive and open attitude toward a variety of multicultural thoughts, including in matters of religion. As a result, it will allow them to build social groups of people living in harmony and may provide a way to solve various conflicts and hostility.
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Vaughan, Pain, Gaelene Rowe, Kevin Smith, and Julie Walters. "literacy enrichment program for small rural schools." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 49–56. http://dx.doi.org/10.47381/aijre.v2i1.270.
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There is now general agreement about the disadvantages associated with all levels of 'rural' and 'remote' education. To some extent these are being overcome by advances in distance education delivery systems which now offer more interactive learning environments; yet there is still a strong case for the effectiveness of intense, individualised face-to-face teaching and learning. The project outlined in this report originated as an attempt to integrate the professional needs of third year Diploma of Teaching students at La Trobe D.C.N.V., Bendigo, with the curriculum needs of primary school children in an isolated rural setting. The Country Education Project, through Maureen Chiswell, a Project Officer, agreed to fund a pilot project where forty-nine Grade Five and Six primary school pupils from the Pyramid Hill area (Pyramid Hill Consolidated School and St. Patrick's School) were bussed ninety kilometres to the college for an intensive three-hour program once a week for five weeks. The program involved individualized instruction by third year students in literacy skills related to independent study and research, and curriculum studies in Science, Computer Studies and Mathematics. This paper reports on the aims, program details, and evaluation of the literacy component of the project. Miscue analysis refers to a method for monitoring a child's oral reading of a set of text. An observational inventory is an interview schedule for noting a child's reading and writing interests. An interactive journal is a written dialogue between child and teacher, and top-level structure refers to contrasting ways text information can be organised, such as cause and effect or main idea then supporting ideas.
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Thurmon, Tara B., and Lorie L. Schwartz. "Preparing Future Pharmacists for Diabetes Management." Journal of Pharmacy Practice 22, no. 6 (March 20, 2009): 588–90. http://dx.doi.org/10.1177/0897190009333161.
Full textAbstract:
The Integrated Pharmacy Skills laboratory is a laboratory-based approach to many different aspects of pharmacy education. As diabetes is one of the most common disease states in the United States, it is a primary focus of the educational experience at South University School of Pharmacy. The laboratory experience at South University School of Pharmacy includes the application of diabetes management in a hospital setting, a community setting, and a clinic setting. The class has been developed for the first professional year of a 3-year professional curriculum. Laboratory exercises include calculations, case studies, intravenous preparation, assessment tools, and patient-counseling exercises. The Integrated Pharmacy Skills laboratory provides a practical experience for teaching our future pharmacists about diabetes and diabetes management.
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Kennelly, Julie, Neil Taylor, Tom Maxwell, and Pep Serow. "Education for Sustainability and Pre-Service Teacher Education." Australian Journal of Environmental Education 28, no. 1 (July 2012): 57–58. http://dx.doi.org/10.1017/aee.2012.9.
Full textAbstract:
AbstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral component of the primary school experience, carefully planned rather than ad hoc preparation for EfS is necessary in pre-service teacher education.This essentially qualitative study describes how a one-semester, final year pre-service primary teacher unit in EfS was shaped, and reports on how a cohort of pre-service teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching. Although motivation and confidence to engage with EfS varied across the cohort, pre-service teacher education appeared to make a positive contribution to both. In a longitudinal design, five teachers who had participated in the EfS unit became the focus of individual case studies early in their teaching careers. Each case study investigated ways in which the beginning teacher engaged with EfS, linking teaching decisions to pre-service teacher education. The constructivist approach adopted by the tutors was particularly valued by the early career teachers. They appreciated various modes of experiential learning including engagement with the kinds of teaching strategies advocated in EfS and a strong orientation to the curriculum requirements of primary school.However, the extent to which each early career teacher implemented EfS was tempered not only by personal skill and motivation, but also by work situations which did not necessarily support EfS endeavours. While pre-service teacher education has a vital role in the promulgation of EfS in schools, and this study shows that it can be effective in advancing the desires of beginning teachers to do something for the environment, there are broad implications for the institutions that so heavily impact on the capacity of school systems and university systems to act in EfS.
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Dzulkifli, Izuli. "Teaching and Learning Aids to Support the Deaf Students Studying Islamic Education." Pertanika Journal of Social Sciences and Humanities 29, no. 4 (December 3, 2021): 2263–79. http://dx.doi.org/10.47836/pjssh.29.4.09.
Full textAbstract:
Islamic Education’s formal teaching and learning for deaf students in schools are based on the Special Education Curriculum. In order to improve the achievement in the teaching and learning of deaf students, teachers should utilize teaching aids that are appropriate to the learning content and the students’ ability. The objective of this study is to explore the use of teaching aids by teachers teaching Islamic Education subjects to deaf students at the primary school level in Selangor. This study utilized the qualitative approach in the form of case studies by using the interview technique and document analysis to obtain data. Seven teachers from schools offering the Special Education Integration Program (Program Pendidikan Khas Integrasi) and one teacher from the Special Education School (Sekolah Pendidikan Khas) were selected as study respondents. The study respondents were selected based on the purposive sampling technique and had at least five years of teaching experience in Islamic Education subjects to deaf students. The findings showed there were several main types of teaching aids used by the respondents. They were printed materials, the use of Information and Communication Technology and by-product materials. The study also discovered several challenges faced by the respondents when using the teaching aids such as lack of appropriate and limited materials as well as the information and communication technology software was less friendly to deaf students in the learning of Islamic Education. This study contributes in terms of the recommendations of the production of appropriate teaching aids in order to assist teachers in teaching and helping to improve students’ achievement in Islamic Education learning.
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Yunianti, Sofi, Idhoofiyatul Fatin, and Nina Veronica. "QUESTION-FORMATTED IN CLASSROOM INTERACTION TO ATTRACT PRIMARY SCHOOL STUDENT ATTENTION IN ONLINE CLASSROOM." EDUPEDIA 6, no. 2 (October 25, 2022): 129–38. http://dx.doi.org/10.24269/ed.v6i2.1507.
Full textAbstract:
Online learning is increasingly used around the world due to covid-19. Therefore, this research aims to investigate on conversation analysis that focuses on how the teacher’s question which can engage students’ interaction in classroom. It is known that it is very complex in engaging students ‘in online class, especially first grade primary students. While prior studies regarding online class interaction has not been scrutinized in detail regarding how teacher’s question and students’ responses. Therefore, this study eager to analyzes the teacher and students’ conversation in online class. This study employed qualitative method. The data collected from a series of classroom zoom video. In addition, the data analysis has three stages. First, reduction the utterance, it is based on the question formatted types. Second, coding the data and analyzed the data based on question formatted types. The third is concluding in order to find in the questions-formatted types in online classroom. The types are preserve the sequential implication, slightly alter the sequential implications, following student’s question, and deviant case. The result illustrates in this research is slightly later the sequential implications as the only type which occurred in first grade primary school online classes. It occurred because in online classes it is very demanding to engage student’s attention in online classroom. It is therefore teacher gave questions and pointed directly to students. Consequently, this study implicates on how the pedagogical insight in teaching online learning.
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Zhang, Yuefeng. "Sustaining Lesson Study in schools with positive peer leadership." International Journal for Lesson and Learning Studies 4, no. 2 (April 13, 2015): 140–54. http://dx.doi.org/10.1108/ijlls-07-2014-0018.
Full textAbstract:
Purpose – Multi-cycle Learning Study and multi-cycle Lesson Study are the main collaborative action research approaches for teacher professional development in Hong Kong. The sustaining of these Lesson Study innovations may be inhibited by many challenges. The purpose of this paper is to identify the strategies school leaders utilized to overcome challenges and sustain Lesson Study innovations successfully in a Hong Kong primary school. Design/methodology/approach – In-depth case study was adopted as the methodological approach to explore how Lesson Study was implemented to improve teaching and learning in the school and what leadership practices were enacted to sustain Lesson Study in the case school. Findings – It was found that the leadership team under study had adopted positive peer leadership to successfully implement Lesson Study activities. The strategies of positive peer leadership will be discussed in detail. Research limitations/implications – The paper concludes with implications for sustaining school development and professional development with Lesson Study and a checklist of positive peer leadership practices for school leaders, teacher leaders and teacher trainers. Originality/value – This paper will enrich the understanding of successful leadership practices for sustaining Lesson Study innovations in schools, on which few empirical studies have been conducted.
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RISNAWATI, RISNAWATI. "Upaya Meningkatkan Kemampuan Mengenal Koperasi Dalam Meningkatkan Kesejahteraan Keluarga Melalui Metode Picture And Picture Pada SD Negeri 023 Pandau Jaya." Jurnal Daya Saing 3, no. 1 (February 15, 2017): 72–76. http://dx.doi.org/10.35446/dayasaing.v3i1.85.
Full textAbstract:
Abstract: Social Lessons for elementary school students need a lot of methods in order to achieve effectiveness pembelejarannya. As in the social studies teachers need to implement a variety of methods. Case at 023 elementary schools Pandau Jaya require attention and of the study of literature allegedly using picture and picture can improve student understanding. Using action research method and samples of primary school and analyzed descriptively. The results showed that the portrait IPS learning already achieved the expected objective teacher performance indicators set out in> 85% of the number of students in a class have achieved mastery learning individually. There is a learning outcome IPS particularly in sub discussion of cooperatives in improving the welfare of the community, through teaching methods picture and picture already improving student understanding.
Keywords: Ability to know Cooperative, Methods Picture and Picture
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Veinovic, Zorica. "The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects’ curricula." Zbornik Instituta za pedagoska istrazivanja 49, no. 2 (2017): 191–212. http://dx.doi.org/10.2298/zipi1702191v.
Full textAbstract:
This paper looks at the goals and objectives of education for sustainable development (ESD), including the competencies and value systems which can and should be developed in children in first cycle of primary education, and analyses the factors underlying this development. By using the Science and Social Studies teaching curriculum as an example, we pointed at the reasons for and possible directions of the curricula revision in the context of ESD. The method of theoretical analysis was applied in examining the curricula in terms of their topicality, preciseness and systematic approach as important prerequisites for a successful integration of the goals and content of ESD. The results of the research highlight the following problem areas: (1) significant, though selective representation, (2) lack of preciseness, (3) insufficient horizontal and vertical inter-connectedness of the key elements of this educational concept across all segments of the analysed curricula, as well as insufficient focus of the curricula on the development of the competencies and value systems which this concept encompasses. The paper proposes feasible steps in implementation of the ESD goals that could be taken in curricula revision, particularly in case of the World Around Us and Science and Social Studies subjects, taught in first cycle of primary education in the Republic of Serbia.