Relevant bibliographies by topics / Study and teaching (primary)

Academic literature on the topic 'Study and teaching (primary)'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Study and teaching (primary)"

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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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MNATSAKANYAN, EVA. "STUDY OF LITERARY ELEMENTARY KNOWLEDGE IN PRIMARY GRADES." Scientific bulletin 1, no. 43 (August 24, 2022): 107–22. http://dx.doi.org/10.24234/scientific.v1i43.9.

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The article discusses the need to analyze literary elements of children literature in teaching of native language in elementary classes: the level of perception and application of junior schoolchildren’s elementary literary knowledge in native language teaching process is studied and presented. Teaching of literary elements in elementary school is mostly practical. When teaching any literary or folklore work, a lot of work and effort is required: a teacher must pay attention to basic literary knowledge based on standards defined by elementary school curriculum. The comprehensive study and practical perception of elementary literary knowledge and its assimilation help schoolchildren understand the thematic-ideological basis of works, due to which educational, teaching and cognitive significance of a literary work increases. Literary knowledge effects on child's thinking, worldview, communicative skills, evaluation of phenomena. Literary characters’ actions, relationships, feelings, speech influence on pupils relating to their self-recognition, self-expression. During individual and group activities, friendly relationships are formed among classmates, which impacts on a person’s development and formation of values. The direct way to achieve goal is to use targeted and effective methods.
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Xiaojing, Liu, Junying Zhang, and Huang Jing. "Case Study of Phonics among Primary School Students." International Journal for Innovation Education and Research 4, no. 10 (October 31, 2016): 11–16. http://dx.doi.org/10.31686/ijier.vol4.iss10.593.

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Phonics is a widely implemented teaching approach in primary schools in many English speaking countries. Through a flexural development, the teaching approach has been proved to be an efficient way of improving children’s decoding, spelling and general reading ability. This paper reports case study of presenting phonics to 10 students in Grade 3 in China. The study shows that phonics teaching can help the students to form a connection between words and their pronunciation, hence help students to acquire the ability to decode and spell new words in their further reading.
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Olić Ninković, Stanislava, Jasna Adamov, and Natalija Makivić. "Encouraging the Motivation of Students in Primary School - A Case Study." International Journal of Cognitive Research in Science, Engineering and Education 10, no. 1 (April 20, 2022): 127–36. http://dx.doi.org/10.23947/2334-8496-2022-10-1-127-136.

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The aim of the research is to examine the current practice of encouraging motivation for learning in the teaching process in the elementary school “Dr Boško Vrebalov” in Melenci from the perspective of teachers and students. The sample of students consisted of 22 teachers and 159 students. Two instruments, constructed in the form of a five-point Likert-type scale, were used in the research: the Instrument for Teachers and the Instrument for Students. The applied instruments collected data on the prevalence of procedures for stimulating students’ motivation to learn from the perspective of teachers and students. Also, the opinion of students on the motivational role of the observed procedures of the teaching process on the motivation to learn was examined. Motivational procedures included three segments: preparation and planning of the teaching process, activities of teachers during the teaching process and the use of information and communication technology (ICT) in teaching. The results presented in this paper showed that all the observed procedures during the planning of teaching and learning, as well as the procedures related to the application of ICT, are very common in the teaching process. With minor deviations, there is agreement between teachers and students on their representation. The lowest prevalence and the greatest disagreement in the opinion of teachers and students concernen the application of ICT in teaching. Teachers notice that students use ICT to a lesser extent in teaching in relation to students’ opinions. The obtained results showed that students assigned a high motivational role to all examined procedures, which suggests that students should be more stimulated to use computers in teaching and extracurricular activities for educational purposes.
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SU, Hang. "A Study of French Language Teaching in Primary Schools in China." International Journal of Linguistics, Literature and Translation 7, no. 3 (March 7, 2024): 59–69. http://dx.doi.org/10.32996/ijllt.2024.7.3.7.

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Since the teaching of French in primary schools is not yet on a large scale in China, there are few references. In addition, the teaching of French in primary school started very late in our country and there are not yet complete standards to be followed, so that in the practice of teaching French in primary school, inevitably there are still a lot of problems to be solved. By combining the status quo of teaching French in primary schools in China, the problems encountered in its practice, the psychological characteristics of children during the learning of foreign languages, this project therefore aims to analyze, to reflect on the teaching of French in primary schools in China, and to propose a viable reflection on its future pedagogical practices, while starting from the organization of the courses, the teaching methods, the selection of the didactic material and stimulation of the interest of schoolchildren.
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Omar, Mohd Suhaimi, Noor Shah Saad, and Mohd Uzi Dollah. "Penggunaan bahan bantu mengajar guru matematik sekolah rendah." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 32–46. http://dx.doi.org/10.37134/jsspj.vol7.no1.3.2017.

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This study was conducted to identify the level of frequency using of teaching aids among mathematics teachers. This study also aims to identify the mathematical teacher perceptions towards the use of teaching aids, restraints and challenges faced by them in the use of teaching aids. The respondents of this study consists of 70 teachers of mathematics from 20 primary schools in the District of Batang Padang, Perak. This study used a survey method that involves the review of quantitative and qualitative interpretation. The instrument used was a questionnaire. A set of questionnaires were distributed to the respondents to obtain the necessary information and data. All data were analyzed using computer software Statistical Package for Social Sciences SPSS version 22 ‘to get the frequency, percentage and mean. The results showed that the use of teaching aids in mathematics among teachers is high. In addition, the study also shows that the perception of teachers to use teaching aids are also positive. While the results of the analysis also shows that there are constraints and challenges faced by teachers in the use of teaching aids. A few suggestions are given to increase the use of teaching aids in the teaching of mathematics. Conclusions from the study reflects that the use of teaching aids is important for teachers to assist them in the process of teaching and learning. The study also demonstrates the use of teaching aids not only benefit the teachers, but they also have a major impact towards pupils.
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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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Rosmaladewi, Rosmaladewi. "ENGLISH LANGUAGE TEACHING AT MAKASSAR PRIMARY SCHOOLS: A CASE STUDY." International Journal of Language Education 1, no. 2 (October 29, 2017): 29. http://dx.doi.org/10.26858/ijole.v1i2.4312.

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Summers, Mike, Colin Kruger, and Jenny Mant. "Teaching electricity effectively in the primary school: a case study." International Journal of Science Education 20, no. 2 (February 1998): 153–72. http://dx.doi.org/10.1080/0950069980200203.

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Chan, Benjamin Y. "Informal teaching in Hong Kong primary schools: A longitudinal study." Studies in Educational Evaluation 11, no. 3 (January 1985): 327–37. http://dx.doi.org/10.1016/0191-491x(85)90016-1.

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Dissertations / Theses on the topic "Study and teaching (primary)"

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Cheung, Chi-kit, and 張志傑. "Lower primary students' understanding of whole number addition and subtraction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960030.

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Ireland, Joseph Ernest. "Inquiry teaching in primary science : a phenomenographic study." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45772/1/Joseph_Ireland_Thesis.pdf.

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In spite of having a long history in education, inquiry teaching (the teaching in ways that foster inquiry based learning in students) in science education is still a highly problematic issue. However, before teacher educators can hope to effectively influence teacher implementation of inquiry teaching in the science classroom, educators need to understand teachers’ current conceptions of inquiry teaching. This study describes the qualitatively different ways in which 20 primary school teachers experienced inquiry teaching in science education. A phenomenographic approach was adopted and data sourced from interviews of these teachers. The three categories of experiences that emerged from this study were; Student Centred Experiences (Category 1), Teacher Generated Problems (Category 2), and Student Generated Questions (Category 3). In Category 1 teachers structure their teaching around students sensory experiences, expecting that students will see, hear, feel and do interesting things that will focus their attention, have them asking science questions, and improve their engagement in learning. In Category 2 teachers structure their teaching around a given problem they have designed and that the students are required to solve. In Category 3 teachers structure their teaching around helping students to ask and answer their own questions about phenomena. These categories describe a hierarchy with the Student Generated Questions Category as the most inclusive. These categories were contrasted with contemporary educational theory, and it was found that when given the chance to voice their own conceptions without such comparison teachers speak of inquiry teaching in only one of the three categories mentioned. These results also help inform our theoretical understanding of teacher conceptions of inquiry teaching. Knowing what teachers actually experience as inquiry teaching, as opposed to understand theoretically, is a valuable contribution to the literature. This knowledge provides a valuable contribution to educational theory, which helps policy, curriculum development, and the practicing primary school teachers to more fully understand and implement the best educative practices in their daily work. Having teachers experience the qualitatively different ways of experiencing inquiry teaching uncovered in this study is expected to help teachers to move towards a more student-centred, authentic inquiry outcome for their students and themselves. Going beyond this to challenge teacher epistemological beliefs regarding the source of knowledge may also assist them in developing more informed notions of the nature of science and of scientific inquiry during professional development opportunities. The development of scientific literacy in students, a high priority for governments worldwide, will only to benefit from these initiatives.
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Lloyd, Lorraine Gladys. "The problem-solving strategies of grade two children : subtraction and division." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.

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This study was aimed at discovering the differences in how children responded to word problems involving an operation in which they had received formal instruction (subtraction) and word problems involving an operation in which they have not received formal instruction. Nineteen children were individually interviewed and were asked to attempt to solve 6 subtraction and 6 division word problems. Their solution strategies were recorded, and analysed with respect to whether or not they were appropriate, as to whether or not they modeled the structure of the problem, and as to how consistent the strategies were, within problem types. It was found that children tended to model division problems more often than subtraction problems, and also that the same types of errors were made on problems of both operations. It was also found that children were more likely to keep the strategies for the different interpretations separate for the operation in which they had not been instructed (division) than for the operation in which they had been instructed (subtraction). For division problems, the strategies used to solve one type of problem were seldom, if ever used to solve the other type of problem. For subtraction problems, children had more of a tendency to use the strategies for the various interpretations interchangeably. In addition, some differences in the way children deal with problems involving the solution of a basic fact, and those involving the subtraction of 2-digit numbers, were found. The 2-digit open addition problems were solved using modeling strategies about half as often as any other problem type. The same types of errors were made for both the basic fact and the 2-digit problems, but there were more counting errors and more inappropriate strategy errors for the 2-digit problems, and more incorrect operations for the basic fact problems. Finally, some differences were noted in the problem-solving behaviour of children who performed well on the basic fact tests and those who did not. The children in the low group made more counting errors, used more modeling strategies, and used fewer incorrect operations than children in the high group. These implications for instruction were stated: de-emphasize drill of the basic facts in the primary grades, delay the formal instruction of the operations until children have had a lot of exposure to word problem situations involving these concepts, use the problem situations to introduce the operations instead of the other way around, and leave comparison subtraction word problems until after the children are quite familiar with take away and open addition problems.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Chung, Shuk-fan, and 鍾淑芬. "Teaching of rhyming skills in poems for primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962907.

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Newton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.

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Wong, Monica May Dze. "Assessing students' knowledge and conceptual understanding of fraction equivalence." Thesis, The University of Sydney, 2009. https://hdl.handle.net/2123/26036.

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Teachers recognise that many students of all ages experience difficulties understanding fractions, especially fraction equivalence. These students often resort to the application of procedures without understanding or invent their own based on their misconceptions. To advance students’ learning with understanding, teachers must gain insight into student thinking. By knowing what students can and can’t do, teachers can adjust their instruction by focusing tasks and lessons on particular areas of concern. Considerable research into fraction understanding was undertaken during the 1980’s. Few if any studies, rigorously tested, pencil and paper based assessments that measure students” knowledge of fraction equivalence. General fraction assessments which do incorporate fraction equivalence items are limited in their scope and focused primarily on what students can do, while the diagnostic potential of such items has received minimal consideration. When assessment tasks are valid and reliable, the adequacy of students’ responses should reflect the quality of their conceptual understanding, and alert the teacher to any misconceptions their students may possess. This study addresses a gap in assessment of students’ knowledge and conceptual understanding of fraction equivalence. The purpose of this study was threefold. Firstly, to design and develop a pencil and paper based instrument to assist in the diagnosis of students” misconceptions, and to establish their level of knowledge and understanding of fraction equivalence. Secondly, review responses to individual items to identify students’ correct and incorrect calculation strategies, and assist with the identification of common fraction equivalence misconceptions. Finally, develop a pathway for understanding fraction equivalence to assist teachers focus their instruction to extend students’ knowledge and address their misconceptions. The Assessment of Fraction Understanding (AFU) developed as part of this study, underwent rigorous testing using a two phase design with each phase comprising a quantitative and smaller qualitative component. During the first phase, Initial Instrument Testing, the Assessment of Fraction Understanding version 1 (AFle) was administered to 297 students in grades 3 to 6 attending three Sydney primary schools. The reliability of the instrument was examined by the application Rasch analysis. Results showed that AFUv] could be improved. Consequently, the instrument was reviewed and revised, and a second phase, Confirmatory Instrument Testing was conducted. The Assessment of Fraction Understanding version 2 was administered to 349 students in grades 3 to 6 attending another three Sydney primary schools. Rasch analysis confirmed the Assessment of Fraction Understanding version 2 as valid and reliable. During each stage of testing, interview data were also collected to confirm and extend the calculation strategies hypothesised from the quantitative assessment data. Significant results of the study include the development and confirmation of the Levels of Understanding of Fraction Equivalence table which can be used by teachers to identify at a summary level, key components of understanding for each student. Three empirically based learning pathways for area models, number—line models and written language were also established and confirmed. These pathways enable teachers to the identify four aspects of learning for each student: (a) knowledge that has been mastered, (b) likely misconceptions that will be exhibited, (0) knowledge required to further conceptual understanding, and (d) instructional focus to overcome misconceptions and enable acquisition of further knowledge and understanding.
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Wagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.

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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of both. These assumptions inform the aim of this research, which is to explore the potential for the implementation of education for sustainable living, and to identify a strategy for this, for initial teacher education, for senior primary school student teachers in the Western Cape. The strategy is derived following the grounded theory approach, developed through the case study method. In the process of identifying the strategy, this study establishes that there are challenges at macro, meso and micro levels that are obstructing the changes necessary for education for sustainable living. Change theory provides the basis for explaining these shortcomings, by helping to identify the barriers that might obstruct the realisation of the changes that are necessary for education for sustainable living. These challenges need to be perceived in the light of overcoming three sets of barriers in the way of the potential implementation of education for sustainable living in teacher education. First are those that can be ascribed to the formal education system that, while clinging to Western, Eurocentric values on the one hand, bave also failed to secure a policy for environmental education on the other. Second are the barriers ascribed to the teacher educators themselves, with the whole notion of their powerlessness at its core. Finally, there are the logistical barriers, which encompass, for example, time and financial constraints. With these barriers as a backdrop, to facilitate the incorporation of environmental education into initial teacher education, the study identifies a need for the development of a strategy to secure that education for sustainable living assumes its rightful place in the curriculum for initial teacher education. This framework emerges from the theory grounded in the interviewees' responses during the research, and from the theory grounded in the literature. Central to this framework is for education for sustainable living to contribute to the realisation of real change, change that would further the transformation of our conflict-riddled and inequitable society towards a more democratic and just one. This thesis demonstrates that the realisation of the changes necessary for education for sustainable living demand a reconstruction of current teacher education in order to secure and to sustain an appropriate and sound education ethic to form the basis of a trans formative teacher education curriculum for sustainable living within initial teacher education. Except formal policy, but central to overcoming these barriers, is the need for professional development programmes for teacher educators. A strategy in this regard, is outlined.
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Naidoo, Anandhavelli. "Developing a problem solving approach to primary mathematics teaching: a case study." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003374.

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According to recent research a focus in teaching mathematics to children is the development of problem solving abilities. Problem solving means the process of applying mathematical knowledge and skills to unfamiliar situations. A case study was done using a problem solving approach to the learning and teaching of mathematics with a sample of teachers registered at the Umlazi College For Further Education. These teachers were familiar with the traditional approach of teaching mathematics through drill and practice methods. The new syllabus that is to be implemented emphasises a problem solving approach to the teaching of mathematics. This study set out to implement a problem solving approach with primary school mathematics teachers so that they would be someway prepared for the innovations of the new syllabus. Workshops were conducted using an action research approach with discourse and practice leading to reconstruction with improvements. Early theorists like Piaget and Bruner offered ways of understanding children's learning, to help the teacher develop his teaching. Dienes introduced an element of play and Dewey spoke of the importance of experience. Dienes and Dewey show the first positive signs of recognising the importance of social interaction in the learning situation. Social interaction lays emphasis on language and discussion in the mathematics classroom. A social constructivist model of teaching and learning was used for the research. This research includes a study of the established ideas on developing a problem solving approach to mathematics teaching. These ideas were incorporated into the workshops that the group of teachers attended. During the workshops teachers were gradually exposed to the essence of problem solving techniques through much group discussion and doing practical exercises, which they could then implement in their classes. The teachers reported back at each subsequent workshop. A non-participant observer evaluated the development at the workshops. The workshops' success was evident from the change in the teachers' attitudes and behaviour as well as their feedback of what transpired in the classroom. They reported on the change in their roles as information suppliers to facilitators where the thinking process was focused on, rather than the importance of a correct answer. In the workshops the teachers themselves moved from passive listeners to active participants. It would appear from this preliminary investigation that through using a problem solving approach in workshops, inservice teachers can benefit constructively from this approach and will attempt to use it in their own teaching.
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Webster, Dianne Robin. "The impact of take-home family oriented science activities on primary school students' science learning : the SAKs project." Thesis, The University of Sydney, 2008. https://hdl.handle.net/2123/28968.

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The development of systematic methods of studying natural phenomena has led to a body of scientific knowledge that underlies our technological society. As scientific knowledge expands science literacy for all citizens is becoming increasingly important both in everyday situations, and to ensure appropriate allocation of resources to scientific research and development. Like scientists, young children are eager to learn about the world and readily engage in informal science-related experiences. This study addresses the value and viability of children and their parents using science activities at home. A social constructivist orientation underpinned this exploration of how parental involvement can positively influence children’s science learning in their home environment. Families of fifty-five Year 1, forty-five Year 3 and thirteen Year 5 primary school children participated in the Science Activity Kits (SAKS) project. Parents were asked to help their children complete a total of twenty-six pre-packaged science activities that were distributed between a series of five kits and sent home from school. Each activity included a brief explanation of the underlying science. Questionnaires and written comments from children and parents were used to monitor ways they used the kits. The youngest children had most assistance from parents and were more likely to complete all activities. Many of the Year 3 and most Year 5 children worked independently even when parents were available. When there was little evidence of parental input, children’s logbook entries were more likely to indicate that the child had difficulty with instructions or interpreting investigation results. Year 3 boys were less likely to complete all kits than Year 3 girls and all Year 1 children. Interactions between children’s approaches to the task, literacy skills, kit contents and the nature of parent support all appeared to influence kit completion. Families reported that despite issues with available time they enjoyed the SAKs’ experience and that their children were learning about science. Not only was parents’ participation in science learning highest with the youngest children but also older children were more likely to lose interest in learning science when there was little support. Science education is important and parental involvement enhances science learning of young children. The study demonstrates that science must be included in early childhood education and that parents should be involved wherever possible.
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Crameri, Leo G. "The relative effectiveness of four different approaches to instruction in the mastery of the basic division facts." Thesis, Queensland University of Technology, 1986. https://eprints.qut.edu.au/36486/1/36486_Crameri_1986.pdf.

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In recent years, a number of studies have been conducted into the teaching and learning of the basic facts of arithmetic. Only a very small number of these have included the operation of division or the use of a computer as an aid to learning. Yet, the results from the second National Assessment of Educational Progress in the US and the 1980 Australian Studies in School Performance indicated that many primary-aged children did they did on the addition, highly desirable that not achieve as well on the division facts as subtraction or multiplication facts. It is children be able to recal 1 the basic number facts accurately and instantly. Automatic recal I of the division facts is needed if students are to successfully solve long division calculations, write common fractions in simplest form and estimate answers to problems involving division. As Gagne (1983) stated, this knowledge "would be best not just learned, not just mastered, but automatized" . In what ways, then, can this automatisation be best achieved in the classroom? The purpose of this study was to investigate the learning of the basic facts of arithmetic by children in a local State primary school. Speciflcal ly, the relative effectiveness of four different approaches to instruction in the mastery of the ninety division facts by two Year 5 classes of boys and girls was assessed. question was asked: The fol lowing general How do 1. 2. 3. 4. the treatments affect the variables: number of facts correct within a given time: power accuracy (that is, accuracy within the given time); accuracy (given unlimited time); and time taken to attempt all facts as exemplified on the posttest and short-term and long-term retention tests? The effects that the treatments had on the initial learning of the division facts and the retention of them over short-term and long-term periods of time were examined. A course of instruction in the conducted prior to instruction on the formal study had been undertaken. labelled "think multiplication" and basic multiplication division facts for The instructional "think share", each facts was which no modes were with and without the aid of a computer. The 56 students were randomly assigned to one of the four treatment groups. In order to solve an unknown division fact, the think-multiplication group was taught to focus on the related multiplication fact while the think-share group shared discrete objects into sets. The two computer groups interacted with a commercially produced, drill and practice program on an Apple 1 l+ microcomputer after the corresponding, conceptual base for division by two and five had been established. Al 1 four groups made considerable gains in accuracy and speed of recall of the division facts over the study period. Several differences that were significant (p < 0.05) were found. Children who used the think-share strategy were more accurate on these facts on the posttest and short-term retention test than those who employed the think-multiplication strategy. However, children who used the think-multiplication strategy took less time to complete the facts on the posttest and short-term retention test than those who used the think-share strategy. No significant differences were found between the computer and non-computer groups. It was concluded that computer-aided instruction (assuming a conceptual base had been formed for divison) can be as effective as a thinking-strategy approach incorporating practice and drill. It would appear advantageous to introduce the think-share strategy initially to develop accuracy, followed by the think-multiplication strategy to develop instant recall of the division facts. Indeed, it would be possible to combine these two strategies into one strategy by sharing discrete objects to form a multiplication array. This may be the best strategy, combined with practice and drill including computer-aided instruction, to use in the teaching and learning of the basic division facts. A necessary prerequisite would be a high level of multiplication strategy maturity and hence multiplication achievement.
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Books on the topic "Study and teaching (primary)"

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

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

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Seven Dimensions Films of Australia. Teaching & learning: Teaching literacy. [South Melbourne, Australia]: Seven Dimensions, 2009.

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Harlen, Wynne. Teaching and learning primary science. New York: Teachers College Press, 1987.

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

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Key, Paul. Teaching primary art and design. Exeter, UK: Learning Matters, 2009.

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Jayne, Stillman, ed. Teaching primary art and design. Exeter, UK: Learning Matters, 2009.

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Harlen, Wynne. Teaching and learning primary science. London: Paul Chapman, 1987.

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Cotton, Tony. Understanding and teaching primary mathematics. New York: Pearson Education, 2010.

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Cotton, Tony. Understanding and teaching primary mathematics. New York: Pearson Education, 2010.

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Book chapters on the topic "Study and teaching (primary)"

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Galton, Maurice, and Brian Simon. "Teaching styles and study skills." In Progress and Performance in the Primary Classroom, 124–39. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003361268-11.

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Marais, Mario. "Case study." In Teaching and Learning with Technologies in the Primary School, 318–22. 3rd ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003408925-25.

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Reséndiz, Laura, and David Block Sevilla. "“Necklaces”: A Didactic Sequence for Missing-Value Proportionality Problems." In Teaching Multiplication with Lesson Study, 215–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_9.

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AbstractThis research presents a sequence of didactic situations involving a proportionality relationship in which every value in a set (a number of necklaces) is mapped to a pair, a triad, or a quartet of values (numbers of blue beads, red beads, green beads, etc., required to make that number of necklaces) from another set. The sequence includes relatively simple multiplication and division problems, as well as more complex “missing-value” problems. This paper also presents the results of applying the sequence with a group of 4th grade students in a Mexican primary school (9 and 10 years old).
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Mendes, Fátima, Joana Brocardo, and Hélia Oliveira. "Building Opportunities for Learning Multiplication." In Teaching Multiplication with Lesson Study, 241–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_10.

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AbstractThis chapter seeks to illustrate a comprehension-based learning approach focused on multiplication. We use episodes to show the potential of a teaching design of multiplication focused on the development of mental calculation based on tasks with appropriate contexts and calculations anchored in the use of benchmark numbers and operation properties, with examples to explain the ideas that are introduced. They are based on a collaborative work experience between a third-grade primary teacher and a researcher (the first author of this chapter). Using these specific examples, we discuss mathematical ideas and didactic options that can guide the actions of teachers when teaching multiplication. Finally, we discuss some points of convergence between the approach introduced here and the lesson study approach.
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Hubber, Peter, and Jörg Ramseger. "Physical Learning Environments for Science Education: An Ethnographic Field Study of Primary Classrooms in Australia, Germany and Taiwan." In Quality Teaching in Primary Science Education, 51–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_3.

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Feng, Xitao. "Study about Integration of Information Technology and Primary Mathematics Teaching." In Advances in Intelligent and Soft Computing, 407–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_64.

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McLean, Karen. "Using Reflective Practice to Foster Confidence and Competence to Teach Literacy in Primary Schools." In Self-Study of Teaching and Teacher Education Practices, 119–39. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3431-2_7.

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He, Ke Kang, and Mark Shiu Kee Shum. "The Study of Psychological Model and Teaching Approaches: Primary School Composition." In Studies in Writing, 109–30. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-26915-0_7.

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Goos, Merrilyn, and Aoife Guerin. "Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers." In Out-of-Field Teaching Across Teaching Disciplines and Contexts, 311–32. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_15.

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AbstractThe study that we report in this chapter contributes to our broader research agenda for evaluating the impact of a national professional development programme that upskills out-of-field post-primary mathematics teachers in Ireland. The aim of the study was to compare the self-efficacy beliefs, perceived and observed classroom practices of six post-primary mathematics teachers (three groups of 2) who were either out-of-field, upskilled via the professional development programme, or in-field. The teachers completed surveys of their self-efficacy beliefs and approaches to teaching mathematics. Video recordings of three mathematics lessons taught by each teacher were analysed using the Productive Pedagogies classroom observation framework. The findings showed that there were similarities and differences between the three groups of teachers; however, the upskilled teachers were developing self-efficacy beliefs and pedagogical practices that are similar to those of in-field teachers of mathematics.
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He, Kekang. "The Study of Psychological Model and Teaching Approaches in Primary School Composition." In New Theory of Children’s Thinking Development: Application in Language Teaching, 95–137. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-837-3_5.

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Conference papers on the topic "Study and teaching (primary)"

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Chick, Helen, and Robyn Pierce. "Teaching statistics at the primary school level: beliefs, affordances, and pedagogical content knowledge." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08303.

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The degree to which statistics teaching focuses on rules or on critical thinking depends on teachers’ perceptions of and knowledge of statistics, along with their pedagogical content knowledge. This paper reports findings from a brief study with 27 pre-service primary teachers. The teachers completed a survey and planned a lesson for a grade six class, based on a resource that offered rich data and opportunities for addressing issues of statistical literacy. The survey responses and teaching plans analysis reveal an ambivalent attitude towards statistics and an inability or unwillingness to engage deeply with the resource. Most teaching plans focused on correct graphs and rules for presentation or calculation of statistics but put little if any emphasis on understanding the data source or its implications. This simple task provided insight into the pre-service teachers’ knowledge and perceptions, as well as their priorities for their students.
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Estepa, Antonio. "The training of primary school teachers in stochastics and in stochastic education in Europe." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08406.

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In this paper we analyse the available resources, potential difficulties and principles in the training of primary school teachers in stochastics and stochastic education and then present a proposal for a syllabus to train primary school teachers in this field that takes into account the restrictions and aims of the European Higher Education Area.
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Godino, Juan, Carmen Batanero, Rafael Roa, and Miguel Wilhelmi. "Assessing and developing pedagogical content and statistical knowledge of primary school teachers through project work." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08401.

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In this paper we describe a model of pedagogical content knowledge with a formative cycle directed to simultaneously increase the teachers’ statistical and pedagogical knowledge. In this cycle, teachers are first given a statistical project to work with and then carry out a didactical analysis of the project. An analysis guide, based on the notion of didactical suitability, helps increase the teachers’ competence related to the different components of pedagogical content knowledge and their ability to carry out didactical analyses. At the same time it provides the teacher educator with information regarding the future teachers’ previous knowledge and learning. Results of experimenting with this formative cycle for a particular project in a group of 55 prospective teachers indicated a need for better statistics preparation of these teachers and illustrated the usefulness of the formative cycle and analysis guide proposed.
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Lancaster, Stephen. "A study of preservice teachers’ attitudes toward their role as students of statistics and implications for future professional development in statistics." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08302.

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I analyze data from the attitudes of 56 preservice primary teachers related to their role as continuing students of statistics. The variables investigated include preservice primary teachers’ (1) attitudes toward future professional development in statistics, (2) current knowledge of statistics, (3) current statistical self-efficacy, and (4) current self-efficacy to learn statistics in the future. My results suggest that (1) current self-efficacy to learn statistics in the future is a moderate predictor of preservice primary teacher beliefs that future professional development in statistics will help their classroom teaching, and (2) current self-efficacy to learn statistics in the future can vary for preservice primary teachers throughout their preparation program.
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Ainley, Janet, and Carlos Monteiro. "Comparing curricular approaches for statistics in primary school in England and Brazil: a focus on graphing." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08201.

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Analysis of the curricula for primary schools in England and Brazil indicates that in both countries while there is emphasis given in policy documents to the importance of problem solving, the materials that are designed to support teachers’ implementation of the curriculum in their classrooms reflects a more passive approach to the teaching of graphing. We draw on research evidence from studies with primary school children and with student teachers to argue for the importance of active use of graphing for the emergence of transparency (Meira, 1998). We discuss the implications for initial teacher education in order to support teachers whose own confidence and experience in statistics is very limited.
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Martignon, Laura. "Instructing future teachers of statistics: the benefits of en-active, analogue modelling." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08511.

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I report on special features of a course on statistics and probabilities at my university, where future teachers of mathematics in primary school are instructed on en-active representations of statistical situations and on their analogue modelling. I also report on empirical work with future mathematics teachers of primary school in Baden Württemberg who have been instructed to introduce simple, en-active representations of statistical concepts in the classroom.
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Wang, Yong. "Strategy Study on Primary School English Game Teaching." In Proceedings of the 2018 International Symposium on Humanities and Social Sciences, Management and Education Engineering (HSSMEE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/hssmee-18.2018.2.

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He, Feng. "Strategy Study on Primary School English Game Teaching." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.71.

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Margaritoiu, Alina, and Simona Eftimie. "INTEGRATING INFORMATICS TECHNOLOGY IN PRIMARY AND PRE-PRIMARY TEACHING ACTIVITIES - STUDY CASE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-022.

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Introduction CConsidering nowadays student's psycho-social profile (traits, interests, values), a natural consequence is to reconsider teacher's competences able to optimally interact in didactic activities with his pupils. Purpose of study In this context, our study is exploring primary and pre-primary teacher's awareness about the purpose and the effects of using informatics technologies in didactic activities. Our study have followed to analyse the hypotheses that there is an obvious discordance between didactic methodologies (and technologies) currently used by teachers in didactic activities and those used during demonstrative lessons performed in order to be evaluated and to obtain first didactic degree. Research methodology In order to fulfil our purpose we have investigated 10 primary and pre-primary teachers (with first didactic degree and at least 10 years didactic experience) and 10 members of the examination committee for the granting first didactic degree (lecturers / professors from universities and schools inspectors). Our methods were observation, individualised interview and opinion questionnaire. Findings and interpretations Our hypothesis has been confirmed: teachers from primary and pre-primary schools (especially those form primary schools) are using in an overwhelming proportion (86%) informatics technologies especially in a demonstrative purpose (during demonstrative lessons performed in order to obtain first didactic degree) and less in current practice. Conclusion This result indicate primary and pre-primary teachers interest for a valued self-image (see the principle of self presentation by E. Goffman, 1959) demonstrated in front of evaluation committee and less for raising the efficiency of didactic activity (and raising pupils' motivation, receptivity, contextual learning etc.). Other results are discussed here. Our study is focused analyse of the primary and pre-primary teachers' motivation for using IT in assisted / demonstrative lessons in order to obtain didactic degree. Using documents' analyze, focus-group and individualised interview we have reached to the conclusion that teachers from primary and pre-primary schools are using in an overwhelming proportion informatics technologies especially in a demonstrative purpose (in order to obtain first didactic degree) and less in current practice. Other results are discussed here.
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Makar, Katie. "A model of learning to teach statistical inquiry." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08506.

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Although the inquiry process is a foundational practice in statistics, it is rarely taught in school. This paper introduces a tentative model to describe primary teachers’ evolving experiences in learning to teach statistical inquiry.
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Reports on the topic "Study and teaching (primary)"

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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new primary curriculum has been rolled out to schools in stages by year level, starting with Year 1 in 2016, and is accompanied by the distribution of teaching and learning materials and training. The new curriculum facilitates content uniformity and promotes pedagogical approaches, such as student-centred learning, that aim to transform teaching and learning. The National Language Policy is an important change implemented as part of the new curriculum, allowing agreed local languages to be used throughout the primary years as students make the transition to English or French (MoET, 2012). 1 Phases I and II of the VESP have been integral to the design and implementation of the new primary curriculum. In-service training modules have supported the curriculum rollout. VESP also supports the distribution and development of teaching and learning materials as part of the new curriculum. This study has provided the opportunity to investigate teaching quality and student learning outcomes in Vanuatu linked to the rollout of the national curriculum.
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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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Wong, Debbie, Hilary Hollingsworth, Prue Anderson, Payal Goundar, and Agnes Mercer. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report. Australian Council for Educational Research, November 2023. http://dx.doi.org/10.37517/978-1-74286-728-1.

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The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.
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Cassity, Elizabeth, Jennie Chainey, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.
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Biswas, Anik, and Wahid bin Ahsan. Innovative Teaching and Student Engagement in Bangladesh: Policy Implications. Userhub, October 2023. http://dx.doi.org/10.58947/hlbr-qvzm.

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This qualitative case study investigates teaching practices and student engagement in government primary schools in southwestern Bangladesh, focusing on classes 1 to 3. Employing in-depth interviews with 14 teachers, students, and parents, the study reveals the limitations of traditional teaching methods and highlights the efficacy of innovative, participatory approaches in enhancing student engagement. Key challenges, such as inconsistent electricity supply and inadequate teacher training, impede the effective integration of technology and innovative pedagogy, particularly in rural settings. The study also uncovers socio-economic factors, like limited parental involvement, that further constrain student engagement. These findings advocate for comprehensive educational reforms encompassing pedagogical innovation, infrastructural development, and community engagement. Policymakers, educators, and parents are urged to consider these multi-faceted insights for future educational planning and policy formulation.
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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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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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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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