Relevant bibliographies by topics / Primary teaching

Academic literature on the topic 'Primary teaching'

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

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Journal articles on the topic "Primary teaching"

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Shirley, Ian. "Teaching primary music." Education 3-13 45, no. 6 (July 7, 2017): 757–58. http://dx.doi.org/10.1080/03004279.2017.1351146.

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Nam Hai, Hoang. "ABOUT TEACHING AND LEARNING STATISTICS AT PRIMARY SCHOOLS." Journal of Science, Educational Science 60, no. 8A (2015): 231–35. http://dx.doi.org/10.18173/2354-1075.2015-0289.

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Dewhurst, John. "Differentiation in primary teaching." Education 3-13 24, no. 3 (October 1996): 27–36. http://dx.doi.org/10.1080/03004279685200281.

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Tunnicliffe, Nerys. "Teaching with primary sources." Archives and Records 38, no. 2 (July 3, 2017): 310–12. http://dx.doi.org/10.1080/23257962.2017.1351338.

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Cisneros-Chávez, Betsy Carol, Olga Melina Alejandro-Oviedo, and Klinge Villalba-Condori. "Science Teaching at Primary Level based on BEME Methodology." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 558–66. http://dx.doi.org/10.37200/ijpr/v23i4/pr190391.

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A. SWAMINATHAN, A. SWAMINATHAN, Dr P. SEKAR Dr. P. SEKAR, and Dr K. V. S. N. MURTY Dr. K. V. S. N. MURTY. "Teaching Abilities of Primary School Teachers : An Empirical Study." Global Journal For Research Analysis 3, no. 7 (June 15, 2012): 92–95. http://dx.doi.org/10.15373/22778160/july2014/110.

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Blyth, Alan, and Maurice Galton. "Teaching in the Primary School." British Journal of Educational Studies 38, no. 1 (February 1990): 82. http://dx.doi.org/10.2307/3120849.

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Tzovla, Eirini, and Katerina Kedraka. "Teaching Biology in Primary Education." International Journal of Educational Technology and Learning 8, no. 2 (2020): 91–97. http://dx.doi.org/10.20448/2003.82.91.97.

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Mandrikas, Achilleas, Emily Michailidi, and Dimitris Stavrou. "Teaching nanotechnology in primary education." Research in Science & Technological Education 38, no. 4 (July 2, 2019): 377–95. http://dx.doi.org/10.1080/02635143.2019.1631783.

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Taylor, Clare. "Teaching and Primary Care Federations." Education for Primary Care 20, no. 2 (January 2009): 81–82. http://dx.doi.org/10.1080/14739879.2009.11493770.

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Dissertations / Theses on the topic "Primary teaching"

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Button, Dianne. "Men and primary teaching." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299729.

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Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.

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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.
The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Hudson, Peter. "Mentoring for effective primary science teaching." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16002/1/Peter_Hudson_Thesis.pdf.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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Hudson, Peter. "Mentoring for effective primary science teaching." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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Sigel, Deena. "Teaching Midrash explicity in the primary school." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020576/.

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Midrash (classic rabbinic interpretation of Hebrew Scripture) is taught alongside Scripture in Bible classes throughout the Jewish world in the primary school. Because Jewish tradition holds that rabbinic interpretation of Scripture should always be taught together with Scripture the teaching of midrash is viewed as part of the initiation of the student into Jewish sacred texts and into Jewish literacy. Traditionally children encounter midrash commentary when it is quoted or paraphrased by Rashi, Rabbi Solomon ben Isaac of the eleventh century, whose commentary on the Pentateuch is the most widely read. But since midrash is based on the theology ofthe ancient rabbis and was the rabbis' medium for conveying their understandings of Scripture, of God, of righteousness and man's place in this world to their followers, these texts are naturally complex and their content is often abstract. Current pedagogical practice does not address midrash as a discrete subject and does not, therefore, address these underlying characteristics of midrash. It has been my professional experience, as well as that of other Bible teachers, that a lack of explicit pedagogy for midrash can cause problems of understanding for the young student which may negatively influence her view of Scripture. This paper describes an educational innovation (for year six students) that was developed and tested by the author in the format of a design experiment. The strategy for teaching midrash explicitly builds upon academic scholarship on midrash content; on scholarship on the way that children form religious understandings and on scholarship that relates to the way that children make sense of texts. The research was conducted on an international scale, in one school each in Israel, England and the U.S. The findings reflect the challenges faced and the successes that were achieved in teaching midrash explicitly in the primary school.
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Swire-Walton, Lena. "Knowledge base for teaching primary science in Jamaica." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ59682.pdf.

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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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Liu, Chun-lung. "Implementing ICT into teaching in a primary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039869.

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Liu, Chun-lung, and 廖進龍. "Implementing ICT into teaching in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039869.

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Books on the topic "Primary teaching"

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Primary teaching. London: Cassell, 1988.

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Woolland, Brian. Teaching primary drama. New York: Pearson Longman, 2010.

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Hornbrook, Phil. Teaching primary mathematics. Alsager: Crewe & Alsager College of Higher Education, FlexibleLearning Centre, 1991.

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Merttens, Ruth. Teaching primary maths. London: Hodder & Stoughton, 1987.

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Fines, John. Teaching primary history. Oxford [England]: Heinemann, 1997.

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Biggs, Edith. Teaching primary mathematics. Edinburgh: Holmes McDougall, 1986.

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Young, B. L. Teaching primary science. Harlow: Longman, 1990.

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C, Wragg E. Primary teaching skills. London: Routledge, 1993.

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Kidman, Gillian, and Daniela Schmeinck, eds. Teaching Primary Geography. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99970-4.

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Grigg, Russell, and Sioned V. Hughes. Teaching Primary Humanities. Second edition. | New York : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315206462.

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Book chapters on the topic "Primary teaching"

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Richards, Colin. "Primary Teaching." In Learning to Teach in the Primary School, 5–16. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-2.

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Richards, Colin. "Primary Teaching." In Learning to Teach in the Primary School, 5–16. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-3.

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Yarden, Anat, Stephen P. Norris, and Linda M. Phillips. "Teaching Scientific Reading." In Adapted Primary Literature, 109–24. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9759-7_6.

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"Teaching." In Primary Geography Primary History, 22–32. Routledge, 2013. http://dx.doi.org/10.4324/9781315067568-8.

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"Primary teaching." In A Guide to Teaching Practice, 155–201. Routledge, 2006. http://dx.doi.org/10.4324/9780203132579-17.

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"Skilful teaching." In Primary Teaching Skills, 10–25. Routledge, 2002. http://dx.doi.org/10.4324/9780203419069-9.

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Pendergast, Donna. "Primary years education." In Teaching Primary Years, 1–18. Routledge, 2020. http://dx.doi.org/10.4324/9781003117797-1.

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Garvis, Susanne. "Primary years students." In Teaching Primary Years, 19–42. Routledge, 2020. http://dx.doi.org/10.4324/9781003117797-2.

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Pendergast, Donna. "Primary school teachers." In Teaching Primary Years, 43–63. Routledge, 2020. http://dx.doi.org/10.4324/9781003117797-3.

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"The management of teaching." In Primary Teaching Skills, 26–43. Routledge, 2002. http://dx.doi.org/10.4324/9780203419069-10.

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Conference papers on the topic "Primary teaching"

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Neutens, Tom, and Francis wyffels. "Teaching computing in primary school." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265791.

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Alexandron, Giora, Michal Armoni, Michal Gordon, and David Harel. "On teaching programming with nondeterminism." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532762.

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Dagdilelis, Vassilios, and Stelios Xinogalos. "Preparing teachers for teaching informatics." In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481468.

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Tsarava, Katerina, Manuel Ninaus, Tereza Hannemann, Kristina Volná, Korbinian Moeller, and Cyril Brom. "Teaching primary school children about computer viruses." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421660.

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Pavlina, Krešimir, Tomislav Ivanjko, and Lucija Gorički. "ICT ENRICHED TEACHING VS. TRADITIONAL TEACHING IN PRIMARY SCHOOL." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1041.

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Ioannou, Ioannis, and Charoula Angeli. "Teaching computer science in secondary education." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532755.

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Sentance, Sue, Jane Waite, Lucy Yeomans, and Emily MacLeod. "Teaching with physical computing devices." In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137083.

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Waite, Jane, Paul Curzon, William Marsh, and Sue Sentance. "Comparing K-5 teachers' reported use of design in teaching programming and planning in teaching writing." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265761.

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Kijkuakul, Sirinapa. "Teachers’ perceptions on primary science teaching." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019518.

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Semenova, I. "Teaching optics to primary school children." In Ninth International Topical Meeting on Education and Training in Optics and Photonics, edited by François Flory. SPIE, 2005. http://dx.doi.org/10.1117/12.2207779.

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Reports on the topic "Primary teaching"

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Tanaka, Kurtis, Daniel Abosso, Krystal Appiah, Katie Atkins, Peter Barr, Arantza Barrutia-Wood, Shatha Baydoun, et al. Teaching with Primary Sources: Looking at the Support Needs of Instructors. Ithaka S+R, March 2021. http://dx.doi.org/10.18665/sr.314912.

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Jiménez, Carmen Rodríguez, Juan Carlos De la Cruz Campos, María Natalia Campos Soto, and Magdalena Ramos Navas-Parejo. Teaching and Learning Mathematics in Primary Education: the role of ICT. A systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0083.

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Review question / Objective: The aim of this paper is to provide a detailed view of how the role of ICT is being dealt with in the scientific literature within the mathematics teaching-learning process , specifically at the Primary Education stage, as this has certain specific characteristics that influence this process. The aim is to show the state of this literature and of this research, to check where the focus of attention is, what aspects are highlighted and researched, what elements the research focuses on and where the greatest innovations can be found. Condition being studied: Innovative methodologies using ICT for teaching mathematics in primary education, which can be very effective and appropriate for the students of the 21st century.
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Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, December 2022. http://dx.doi.org/10.29242/report.pitt2022b.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.
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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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KLIMENKO, I. M., and O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.
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9

Hollingsworth, Hilary, and Debbie Wong. Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-676-5.

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This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report classroom observation data in the Laos study, and key lessons learned about these that could be applied to other contexts and programs.
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10

Bright, Nicola, Esther Smaill, Sinead Overbye, and Kiri Edge. He reo ka tipu i ngā kura Growing te reo Māori in schools. NZCER, October 2021. http://dx.doi.org/10.18296/rep.0017.

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This report is literature review to support English-medium primary schools that are seeking to strengthen their reo Māori teaching and learning programmes. The report explains why English-medium primary schools should take a strategic approach to teaching and learning te reo Māori. It identifies key issues or kaupapa that schools should consider when adopting such an approach and provides practical evidence-based advice to assist schools as they engage with and respond to these important kaupapa.
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