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Journal articles on the topic 'Primary teaching'

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Published: 4 June 2021
Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Fleming, D. "Teaching Pilgrimage through Primary Texts." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 13, no. 2 (April 1, 2013): 375–77. http://dx.doi.org/10.1215/15314200-1958512.

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12

Reckrey, Jennifer M., Katherine A. Ornstein, Ania Wajnberg, M. Victoria Kopke, and Linda V. DeCherrie. "Teaching Home-Based Primary Care." Home Healthcare Now 35, no. 10 (2017): 561–65. http://dx.doi.org/10.1097/nhh.0000000000000621.

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13

Santucci, Steve. "Teaching WWI with Primary Sources." New Jersey Studies: An Interdisciplinary Journal 4, no. 2 (July 20, 2018): 289. http://dx.doi.org/10.14713/njs.v4i2.145.

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As we approach the Centennial of the Great War's end, there are still significant milestones to commemorate. There are still many discussions to have about the War's long-term implications. A myriad of primary sources are available to help educators do this. In this edition of "Teaching NJ History," West Morris Mendham High School History Teacher Steve Santucci shares his thoughts. Mr. Santucci has presented on this topic at several NJ Historical Commission events over the past two years.
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14

Vettorel, Paola. "Decolonizing Primary English Language Teaching." ELT Journal 72, no. 2 (February 23, 2018): 217–19. http://dx.doi.org/10.1093/elt/ccx065.

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15

Howell, S. "Teaching undergraduates in primary care." BMJ 326, no. 7392 (April 5, 2003): 119S—119. http://dx.doi.org/10.1136/bmj.326.7392.s119.

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16

JAWAD, A. S. M. "Teaching rheumatology in primary care." Annals of the Rheumatic Diseases 59, no. 12 (December 1, 2000): 1000a—1000. http://dx.doi.org/10.1136/ard.59.12.1000a.

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17

Ayuningtias, Diah Ikawati. "Teaching English at Primary School." NOBEL: Journal of Literature and Language Teaching 8, no. 2 (September 3, 2017): 129–40. http://dx.doi.org/10.15642/nobel.2017.8.2.129-140.

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There is a fear that teaching foreign language to primary school students may distract the growth of nationalism feeling of the students. It is due to the fact that children within 6 to 12 years old are vulnerable. They are easy to be influenced or shaped by other cultures. Within this age, they are still in the process of developing themselves, in the aspect of personality and social life. However, research conducted on this matter does not prove that teaching foreign language to primary school students can obstruct the growth of students’ nationality feeling. The aim of this article is to present literature review related to the questions whether teaching English as a foreign language may distract students’ growth of nationality feeling. Then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include English lesson as one of the subjects taught at primary school level.
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18

Dolsa, Gabriela. "Decolonizing primary English language teaching." International Multilingual Research Journal 12, no. 4 (January 24, 2018): 305–6. http://dx.doi.org/10.1080/19313152.2018.1429735.

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19

Potts, Anthony, and Nina Maadad. "Teaching Primary Students about War." Australian Journal of Teacher Education 44, no. 8 (August 2019): 1–14. http://dx.doi.org/10.14221/ajte.2019v44n8.1.

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20

Campbell, R. J. "Knowledge, ignorance, and primary teaching." Teaching and Teacher Education 10, no. 2 (March 1994): 253–55. http://dx.doi.org/10.1016/0742-051x(94)90017-5.

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21

TÂRNOVEANU, Mirela, and Monica PURCARU. "CONSIDERATIONS UPON THE METHODS OF TEACHING MATHEMATICS IN PRIMARY SCHOOL." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, no. 2 (July 31, 2017): 189–94. http://dx.doi.org/10.19062/2247-3173.2017.19.2.27.

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22

Abubakr Khaznadar, Amanj, and Aiman Muhammed Mareay. "DIFFERENT CARDIOVASCULAR MANIFESTATIONS OF PRIMARY HYPOTHYROIDISM IN SULAIMANI TEACHING HOSPITAL." Journal of Sulaimani Medical College 10, no. 1 (March 21, 2020): 129–37. http://dx.doi.org/10.17656/jsmc.10249.

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23

Yuan, Yuan. "Primary School Art Teaching “Foreign Famous Works” Teaching Design Case." Learning & Education 10, no. 8 (June 20, 2022): 161. http://dx.doi.org/10.18282/l-e.v10i8.3104.

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It is the first time for grade 6 students to appreciate foreign masterpieces. How to make art appreciation class creative, improved, thinking, on the one hand, we need to use situational teaching to stimulate students’ interest, so as to change the characteristics of boring appreciation class; On the other hand, we should take students as the main body so that students can improve their thinking and deepen the theme in seeing, speaking, writing and thinking.
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24

S., Srnivas. "Language Teaching Techniques at Primary Level in Urban and Rural Areas." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 2435–38. http://dx.doi.org/10.37200/ijpr/v24i5/pr201941.

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25

Abdullaeva, Barno, Umida Masharipova, Aygul Urazimbetova, Kizlarkhan Azizova, and Nargiza Karimova. "Contemporary Methods of Language Teaching and their Application in Primary Schools." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 824–28. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201224.

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26

Khosiat, Yoldosheva, and Toraeva Dilnoza. "METHODOLOGICAL FOUNDATIONS OF TEACHING PRIMARY SCHOOL STUDENTS TO ASK CORRECT QUESTION." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 64–67. http://dx.doi.org/10.55640/eijmrms-02-10-11.

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The article outlines the methodological foundations of teaching elementary school students to ask correct questions, including the possibilities of critical thinking technology in developing the "art" of asking students questions.
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27

Svalina, Vesna, and Ivona Arambašić. "Music Teaching in Croatian Primary Schools." International Journal of Early Childhood Learning 28, no. 2 (2021): 29–42. http://dx.doi.org/10.18848/2327-7939/cgp/v28i02/29-42.

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28

McNamara, David, and Clare Marlow. "Beginning to Teach: Primary Teaching Explained." British Journal of Educational Studies 42, no. 4 (December 1994): 415. http://dx.doi.org/10.2307/3121688.

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29

Sekelj, Ana, and Irene Rigo. "Teaching English Grammar in Primary School." Tabula : periodicus Facultatis philosophicae Polensis; rivista della Facoltà di lettere e filosofia; Journal od the Faculty of Humanities No. 9 (2011): 188–99. http://dx.doi.org/10.32728/tab.09.2011.14.

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This paper deals with English grammar and its position in the language teaching process. Grammar was for long taught for its own sake and this approach has done more harm than good because such knowledge of an algebraic kind of accuracy does not give learners the ability to communicate in real life situations. Fluency and accuracy are complementary and interdependent phenomena. Grammar does not work in isolation, but it should be used to preserve semantic relationships and to consider the discoursal factors. A new departure should be seen in which pedagogical grammar with consciousness raising will play an active role in the acquisition of the language. Teaching grammar at primary school begins with mechanistic drill exercises in the first phase and is gradually transformed into cognitive in the third phase. The teaching process should proceed in concentric circles spreading progressively the knowledge of the precedent phases.
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30

Clapis, Maria José, Estefânia Andréia Marques, Adriana Katia Corrêa, Maria Conceição Bernardo de Mello e. Souza, and Kátia Pereira de Borba. "Problematization methodology in primary healthcare teaching." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1671–77. http://dx.doi.org/10.1590/0034-7167-2017-0157.

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ABSTRACT Objective: To identify the contribution of the problematization methodology in primary healthcare teaching in a nursing undergraduate course. Method: Documentary, descriptive and qualitative study, carried out with undergraduate students from the Ribeirão Preto College of Nursing at the University of São Paulo. Data were collected through analysis documents which consisted of 21 evaluation forms filled out by first-year undergraduate students in the 2013 school year taking the subject Comprehensive Health Care I, whose theoretical framework was focused on primary health care. Results: It was found that the subject met the intended goals, allowed coordination between theory and practice, and enabled the contact of undergraduate students with the profession and work environment in the beginning of the course. Final considerations: Analysis of the evaluation forms for the subject Comprehensive Health Care I evidenced that the use of the problematization methodology favored primary healthcare teaching.
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31

BUSHTRUK, Alexsandra. "Interactive teaching methods in primary school." Humanities science current issues 1, no. 38 (2021): 153–58. http://dx.doi.org/10.24919/2308-4863/38-1-23.

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32

Moreland, Judy, Bronwen Cowie, and Alister Jones. "Developing teaching knowledge in primary technology." Set: Research Information for Teachers, no. 3 (November 1, 2008): 38–41. http://dx.doi.org/10.18296/set.0502.

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33

Long, Caroline, and Tim Dunne. "Approaches to teaching primary level mathematics." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 20. http://dx.doi.org/10.4102/sajce.v4i2.208.

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In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the primary school and which may be taken singly or in conjunction into organising the curriculum: the topics approach, the process approach, and the conceptual fields approach. Each of the approaches is described and evaluated by presenting both their advantages and disadvantages. We then expand on the conceptual fields approach by means of an illustrative example. The planning of an instructional design integrates both a topics and a process approach into a conceptual fields approach. To address conceptual depth within this approach, we draw on five dimensions required for understanding a mathematical concept. In conclusion, we reflect on an approach to curriculum development that draws on the integrated theory of conceptual fields to support teachers and learners in the quest for improved teaching and learning.
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34

Swandi, Irda Sulastri Binte, and Jo-Ann Netto-Shek. "TEACHING WRITING AT THE PRIMARY LEVELS." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 1. http://dx.doi.org/10.17509/ijal.v7i1.6852.

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Writing is a critical skill for young learners to master for academic purposes and as a work and life skill. This paper is part of a larger study on the English Language 2010 syllabus and its national curriculum in Singapore particularly in the area of the teaching of writing at the primary levels. In this paper, we report findings from a quantitative content analysis of both the syllabus and the curriculum as “policy texts” (Ball, 2005) to locate alignments and variances in a discussion of their potential impact on classroom instruction. Findings from the analysis of these documents reveal that, on the whole, the national curriculum is aligned not only to current approaches for the teaching of writing but also to the syllabus in terms of instructional principles. However, the findings also reveal a difference in terms of emphasis between both documents that may potentially restrict the realisation of syllabus outcomes in the area of writing instruction at the primary levels.
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35

Hopwood, Jenny. "Small group teaching in primary care." InnovAiT: Education and inspiration for general practice 10, no. 5 (March 14, 2017): 297–303. http://dx.doi.org/10.1177/1755738016686806.

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Being a GP provides a wide range of opportunities to teach on a vast number of topics. GPs can inspire, support and stimulate colleagues, including medical students, junior doctors, other GPs and the wider practice multidisciplinary team. Getting involved in teaching develops the GP’s own knowledge, provides job variety and can be very rewarding. However, teaching sessions can sometimes be challenging to run. This article gives an understanding of how people learn in small groups, some practical guidance on planning and running teaching sessions, and advice on how to be a more effective teacher.
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36

Wallis, Rachel. "Improving primary mathematics teaching and learning." Professional Development in Education 40, no. 2 (April 22, 2013): 325–26. http://dx.doi.org/10.1080/19415257.2013.788850.

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37

Zinovieva, T. I., and M. G. Malikova. "Teaching etiquette dialogue in primary school." Elementary School, no. 8 (2022): 25–28. http://dx.doi.org/10.51906/0027-7371_2022_8_25.

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38

Levy, Peter B. "Teaching the 1960s with Primary Sources." History Teacher 38, no. 1 (November 2004): 9. http://dx.doi.org/10.2307/1555623.

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39

Preucil, Doris. "Teaching the Young— Three Primary Goals." American String Teacher 35, no. 3 (August 1985): 44–45. http://dx.doi.org/10.1177/000313138503500322.

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40

Southworth, Geoff. "Leading learning and teaching primary schools." Education 3-13 29, no. 2 (June 2001): 3–6. http://dx.doi.org/10.1080/03004270185200141.

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41

McKenzie, Liz. "Primary teaching assistants: learners and learning." Education 3-13 43, no. 3 (April 7, 2014): 349–50. http://dx.doi.org/10.1080/03004279.2014.890949.

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42

McKenzie, Liz. "Primary teaching assistants: curriculum in context." Education 3-13 43, no. 3 (April 9, 2014): 350–52. http://dx.doi.org/10.1080/03004279.2014.890950.

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43

Yusuf, Imran, Elizabeth Yang, Katharine Knight, and Laurence Leaver. "Direct ophthalmoscopy: teaching in primary care." Clinical Teacher 13, no. 3 (May 15, 2015): 235–37. http://dx.doi.org/10.1111/tct.12354.

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44

Mantrone, Bruce. "Teaching Immigration through Primary Source Material." Social Studies 78, no. 5 (October 1987): 235–38. http://dx.doi.org/10.1080/00220973.1944.11019865.

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45

Kenny, John. "The Art of Teaching Primary Science." International Journal of Science Education 31, no. 12 (June 30, 2009): 1709–11. http://dx.doi.org/10.1080/09500690902727985.

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46

Santucci, Steve. "Teaching Thomas Edison Using Primary Sources." New Jersey Studies: An Interdisciplinary Journal 5, no. 2 (July 16, 2019): 254. http://dx.doi.org/10.14713/njs.v5i2.182.

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In this edition of “Teaching NJ History,” West Morris Mendham High School History Teacher Steve Santucci shares information to assist educators who wish to teach Thomas Edison using primary sources. Mr. Santucci has presented on this topic at several conferences over the past few years.
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47

Carlan, Francele de Abreu, Lenira Maria Nunes Sepel, and Elgion Lucio Silva Loreto. "Teaching Cell Biology in Primary Schools." Education Research International 2014 (2014): 1–5. http://dx.doi.org/10.1155/2014/272475.

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Basic concepts of cell biology are essential for scientific literacy. However, because many aspects of cell theory and cell functioning are quite abstract, students experience difficulties understanding them. In this study, we investigated whether diverse teaching resources such as the use of replicas of Leeuwenhoek’s microscope, visualization of cells using an optical microscope, construction of three-dimensional cell models, and reading of a comic book about cells could mitigate the difficulties encountered when teaching cell biology to 8th-grade primary school students. The results suggest that these didactic activities improve students’ ability to learn concrete concepts about cell biology, such as the composition of living beings, growth, and cicatrization. Also, the development of skills was observed, as, for example, the notion of cell size. However, no significant improvements were observed in students’ ability to learn about abstract topics, such as the structures of subcellular organelles and their functions. These results suggest that many students in this age have not yet concluded Piaget’s concrete operational stage, indicating that the concepts required for the significant learning of abstract subjects need to be explored more thoroughly in the process of designing programs that introduce primary school students to cell biology.
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48

Irish, Bill. "Teaching and Learning in Primary Care." BMJ 333, no. 7558 (July 8, 2006): gp20.2—gp20. http://dx.doi.org/10.1136/bmj.333.7558.sgp20-a.

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49

Davis, Andrew. "Teaching for Understanding in Primary Mathematics." Evaluation & Research in Education 15, no. 3 (November 2001): 136–42. http://dx.doi.org/10.1080/09500790108666991.

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50

Newton, Lynn D. "Teaching for Understanding in Primary Science." Evaluation & Research in Education 15, no. 3 (November 2001): 143–53. http://dx.doi.org/10.1080/09500790108666992.

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