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Artykuły w czasopismach na temat "Primary aged learners"
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Blanco-Suárez, Zeltia, Francisco Gallardo-del-Puerto i Evelyn Gandón-Chapela. "The Primary Education Learners’ English Corpus (PELEC): Design and compilation". Research in Corpus Linguistics 8 (2020): 147–63. http://dx.doi.org/10.32714/ricl.08.01.09.
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This paper describes the process of design and compilation of the Primary Education Learners’ English Corpus (PELEC), a learner corpus which includes written (14,577 words) and spoken materials (47,032 words) from Primary Education learners in the Autonomous Community of Cantabria. It is composed of data from a total of 252 students in the fourth and sixth grade of Primary Education (aged 9–10 and 11–12, respectively) who were studying in five different state schools which followed either a Content and Language Integrated Learning (CLIL) or an English as a Foreign Language (EFL) approach.
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Nilsson, Maria. "Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners". Studies in Second Language Learning and Teaching 10, nr 2 (29.06.2020): 257–81. http://dx.doi.org/10.14746/ssllt.2020.10.2.3.
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This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.
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Buendía-Castro, Míriam, i Oksana Afitska. "Primary School Pupils’ Use of Verb Collocations in Science Assessment: Patterns of Linguistic Behaviour by Language Background Factor". Education Sciences 13, nr 12 (3.12.2023): 1208. http://dx.doi.org/10.3390/educsci13121208.
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This article explores patterns of linguistic behaviour and challenges associated with low(er) linguistic competences in primary school learners in subject-specific areas of the curriculum. The study draws on science test data, specifically on two assessment tasks, collected from 209 primary school students, aged between 9 and 11 years (Key Stages 5 and 6 of the statutory framework for learning in England). The population sample is made up of learners from six state primary schools in Yorkshire and the Humber Region, UK. Some of the learners speak English as their mother tongue while others speak English as their second or third language. Learner test data were analysed in order to answer the following research questions: (1) What verb collocations do learners use when demonstrating their content knowledge on the topic of “separating solids and liquids” in Science? (2) Do English language learners (ELLs) and English native speaking learners (ENSs) use verb collocations differently? If so, what is the nature of these differences? The results revealed differences between linguistic performances in the two groups of learners. ENSs tended to produce natural collocations with motion verbs. ELLSs, however, faced challenges in producing idiomatic language. They also encountered more difficulties than ENSs in understanding assessment tasks’ instructions and/or in reporting subject-specific knowledge in response to the assessment tasks.
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Giannikas, Christina Nicole. "Language Education and primary school children: the story of using stories". International Journal of Action Research 15, nr 2-2019 (7.08.2019): 157–69. http://dx.doi.org/10.3224/ijar.v15i2.05.
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The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.
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Segura, Marta, Júlia Barón i Helena Roquet. "Productive vocabulary learning in pre-primary education through soft CLIL". Open Linguistics 8, nr 1 (1.01.2022): 297–327. http://dx.doi.org/10.1515/opli-2022-0194.
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Abstract The present study aims to contribute to the field of Foreign Language (FL) acquisition by analysing English as a Foreign Language (EFL) vocabulary learning in pre-primary education learners following a Content and Language Integrated Learning (CLIL) programme. Although the present study focuses on productive vocabulary acquisition, such results are later compared to receptive vocabulary findings reported in a previous study following the same learners over the same period of time. Additionally, word frequency effects are studied. A 6-month longitudinal study was conducted with Catalan and Spanish bilingual EFL learners (N = 155) aged 4 and 5. Through the programme, two curricular units traditionally taught in the learners’ mother tongue were worked on through a soft CLIL approach. Learners were administered a general vocabulary pre-test, and by the end of the intervention, receptive and productive vocabulary tests were given to the students, including the target words presented in the soft CLIL sessions. Positive trends were found in productive vocabulary learning, which may eventually turn into significant differences over a longer treatment period. A significant frequency effect was observed, as there was a higher recollection rate of higher-frequency words. When comparing receptive and productive vocabulary results, statistically significant higher scores were reported in receptive tests than in productive ones.
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Shilunga, Anna P. K., Hans J. Amukugo i Kabwebwe H. Mitonga. "Knowledge, attitudes and practices of primary schools learners on sanitation and hygiene practices". International Journal Of Community Medicine And Public Health 5, nr 8 (23.07.2018): 3197. http://dx.doi.org/10.18203/2394-6040.ijcmph20183051.
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Background: Water, sanitation and hygiene played a significant role in schools by reducing water and sanitation related diseases; subsequently improving the health and learning performance of school-aged children. However, ppeople’s knowledge and attitudes on sanitation and hygiene determine the actual practice towards it. This study aimed at assessing and describing the knowledge, attitudes and practices of primary school learners towards sanitation and hygiene.Methods: A quantitative, descriptive design was used. A questionnaire was used to collect data among 450 learners in 10 selected primary schools in Ohangwena region. The study population was grade five, six and seven primary school learners. A three staged probability sampling method was employed. Statistical analysis was done using the Statistical Package for Social Sciences version 23.Results: The result indicated that younger learners in lower school grades, has poorer knowledge, attitudes and practices towards hygiene and sanitation than older learners irrespective of their gender, school circuits or location. This is a logical conclusion because, as learners become older, they become more aware and take precautions about hygiene and sanitation issues.Conclusions: Younger learners in lower school grades, has poorer knowledge, attitudes and practices towards hygiene and sanitation irrespective of their gender, school circuits or location. The older learners become more aware, and cautious about hygiene and sanitation issues comparing to younger learners. The practice and knowledge of sanitation and hygiene are implicated by the reality of the conditions of the sanitation facilities available to them.
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Fokides, Emmanuel, i Georgia Lagopati. "The Utilization of 3D Printers by Elementary-Aged Learners: A Scoping Review". Journal of Information Technology Education: Innovations in Practice 23 (2024): 006. http://dx.doi.org/10.28945/5288.
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Aim/Purpose: This review’s main objective was to examine the existing literature on the use of 3D printers in primary education, covering students aged six to twelve across general, special, and inclusive educational environments. Background: A review of the literature indicated a significant oversight – prior reviews insufficiently distinguish the application of 3D printing in primary education from its utilization at higher educational tiers or focused on particular subject areas and learning domains. Considering the distinct nature and critical role of primary education in developing young students’ cognitive abilities and skills, it is essential to concentrate on this specific educational stage. Methodology: The scoping review was selected as the preferred research method. The methodological robustness was augmented through the utilization of the backward snowballing technique. Consequently, a total of 50 papers were identified and subjected to thorough analysis. Contribution: This review has methodically compiled and analyzed the literature on 3D printing use among elementary students, offering a substantial addition to academic conversations. It consolidated and organized research on 3D printers’ educational uses, applying robust and credible criteria. Findings: Many studies featured small sample sizes and limited research on inclusive and special education. The analysis revealed 82 distinct research goals and 13 educational fields, with STEM being the predominant focus. Scholars showed considerable interest in how 3D printers influence skills like creativity and problem-solving, as well as emotions such as engagement and motivation. The majority of studies indicated positive outcomes, enhancing academic achievement, engagement, collaboration, creativity, interest, and motivation. Nonetheless, challenges were noted, highlighting the necessity for teacher training, the expense of equipment, technical difficulties, and the complexities of blending new methods with traditional curricula. Recommendations for Practitioners: To capitalize on the benefits that 3D printers bring, curriculum planners are urged to weave them into their programs, ensuring alignment with educational standards and skill development. The critical role educators play in the effective implementation of this technology necessitates targeted professional development programs to equip them with the expertise for successful integration. Moreover, 3D printing presents a unique opportunity to advance inclusive education for students with disabilities, offering tailored learning experiences and aiding in creating assistive technologies. In recognizing the disparities in access to 3D printing, educational leaders must address the financial and logistical barriers highlighted in the literature. Strategic initiatives are essential to democratize 3D printing access, ensuring all students benefit from this educational tool. Recommendation for Researchers: Comparative studies are critical to elucidate the specific advantages and limitations of 3D printing technology due to the scarcity of research contrasting it with other tools. The variability in reporting durations of interventions and research environments underscores the necessity for uniform methodologies and benchmarks. Because research has predominantly focused on STEM/STEAM education, expanding into different educational areas could provide a comprehensive understanding of 3D printing’s capabilities. The existence of neutral and negative findings signals an opportunity for further investigation. Exploring the factors that impede the successful integration of 3D printing will inform the creation of superior pedagogical approaches and technological refinements. Future Research: As the review confirmed the significant promise of 3D printing technology in enriching education, especially in the context of primary education, the imperative for continued research to refine its application in primary education settings is highlighted.
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Photo, Patricia. "Investigating Primary School Learners’ Knowledge and Awareness of Wild Animals and Their Habitat Before Visiting the Zoological Garden: A Case Study". Jurnal Pendidikan Indonesia Gemilang 3, nr 2 (31.08.2023): 181–96. http://dx.doi.org/10.53889/jpig.v3i2.224.
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This research paper examined primary school learners’ knowledge and awareness of wild animals and their habitats before visiting the zoological garden. The study poses two research questions: 1) To what extent do primary school learners demonstrate knowledge and comprehension of wild animals prior to visiting the zoological garden? 2) What is the level of learners' awareness about wild animals’ habitats before visiting the zoological garden? Using a phenomenological approach, the study explored the learners' knowledge and awareness of wild animals. Data was collected through qualitative methods, including drawings, from a sample of six learners aged 10-12 years old. The findings indicate that learners have limited knowledge and comprehension of wild animals and their habitats before visiting the zoological garden. The results also highlight the significance of teachers incorporating information about wild animals’ behaviour and adaptation to their environment when teaching science. The study recommends that zoological gardens offer learners valuable educational opportunities to improve their understanding of these animals.
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Tergujeff, Elina. "Learner Perspective on English Pronunciation Teaching in an EFL Context". Research in Language 11, nr 1 (30.03.2013): 81–95. http://dx.doi.org/10.2478/v10015-012-0010-z.
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This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.
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Pollard, Dawn, i Sally Birdsall. "Who loves maths? Exploring ways to foster primary-aged learners’ positive emotions during maths Dawn Pollard and Sally Birdsall". Set: Research Information for Teachers, nr 1 (4.06.2021): 28–35. http://dx.doi.org/10.18296/set.0194.
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Learning in maths is complex because it is a process that involves cognition and the affective domain. Indeed, learners experience many emotions during maths, both positive and negative, which influences their learning. In addition, the learner can believe that one’s capacity to do maths is static and cannot be changed. All these aspects are linked to mathematical learning outcomes. This small-scale inquiry investigated 11 Year 3 and Year 4 girls’ beliefs and attitudes towards maths and their maths learning. Findings showed that these girls held a range of beliefs and attitudes, and experienced a range of emotions during maths learning. Their responses also showed a range of beliefs about the malleability of their mathematical capacity. Strategies for engendering more positive emotions about maths are identified.
Rozprawy doktorskie na temat "Primary aged learners"
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Al, Dosary Eman. "Teaching with the interactive whiteboard : how to enhance teaching vocabulary to primary children aged 8 and 9". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32860.
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The integration of information technology (ICT) into primary classrooms is increasingly crucial for engaging and stimulating digital young learners who are in daily contact with technology. In 2005 Bahrain Ministry of Education started King Hamad Future Schools Project which aimed to adopt the interactive whiteboard (IWB) in all government schools. However, there has not yet been any study that investigates the utilization of this technology in English language teaching either in primary or in intermediate and secondary schools. This thesis studies the employment and effectiveness of IWB in teaching English vocabulary to 104 young learners and their attitude and perception towards its use in their learning. Both qualitative and quantitative data were collected, through questionnaire, language tests and classroom observations. The questionnaire and the observation results indicated that IWB is highly rated and preferred by the participating young learners. Three themes emerged from observation. The first theme is the IWB impact on children as learners which entails its influence on the children’s interaction, their learning, and their behaviour; the second theme is the impact of IWB on pedagogy; this involves the use of IWB multimedia, its presentational mode of range, and the use of games. The third and final theme is the IWB’s interactional affordances that include the teachers and the pupils’ use and control of the interactive board and the IWB’s effects on the lesson’s space. The analysis of the vocabulary tests has shown a positive impact on the learning of English vocabulary which was reflected by the pupils’ test results. As the study was conducted in Bahrain and on limited number of young learners, its results are limited and cannot be generalised.
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Magampa, Agnes Randy Mmakotsedi. "The academic performance of orphaned primary school learners aged between eight and ten years in Mankweng Circuit : Limpopo Province". Thesis, University of Limpopo (Turfloop Campus), 2014. http://hdl.handle.net/10386/1371.
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Thesis (M.A. ( Research Psychology)) --University of Limpopo, 2014The study investigated the academic performance of orphaned primary school learners between the ages of eight and ten in Mankweng circuit. The study used both quantitative and qualitative methods. The quantitative component of the study included the sampling of 200 learners from ten schools in Mankweng circuit. One hundred learners formed the experimental group (orphans) whilst another hundred were placed in the comparison group (non-orphans). Availability and quota sampling was used for sampling the experimental group and simple random sampling was used to sample the comparison group. Four learning areas chosen for the study include Sepedi, Numeracy, English and Lifeskills. In all learning areas, it was found that the comparison group fell within level 2 (50-69) area whilst the experimental group fell within level 1 (0-49) area suggesting that the comparison group is performing better than the experimental group. The qualitative component of the study involved sampling ten educators from ten sampled primary schools in Mankweng Circuit, i.e. one educator per school. The main theme that emerged from these transcripts was the educators’ view that orphaned children tend to perform poorly at school when compared to non-orphaned children. Furthermore, the educators were of the view that orphaned children are more likely to show poor grades, lack of concentration and inability to write schoolwork when compared to non-orphans. The educators were also of the view that orphaned children were more likely to display behavioural and emotional problems when compared to non-orphans. Educators also suggested that guardians of orphaned learners are not coping well, and as such, are unable to adequately attend to the needs of these children. In conclusion, interventions at school, government as well as community levels are suggested. A suggestion is also made regarding the support that should be provided for grandparents (guardians) who tend to be drained as a result of having to look after orphaned children.
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Basson, Liz-Marie. "The development of an Autism Spectrum Disorder screening questionnaire aimed ar early primary school aged learners within the South African context : a pilot study". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62655.
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There has been a notable increase in the prevalence rates of Autism Spectrum Disorder (ASD) over the last decade. Currently, the American Centre for Disease Control and Prevention estimates that 1 in every 68 children is diagnosed with ASD. The average age of diagnosis ranges from 3.1 to 5.7 years. However, the literature indicates that low socio-economic-status (SES) countries, such as South Africa could have higher prevalence rates and a later average age of diagnosis. This is due to the limited and strained resources on social and governmental levels. This is of great concern as research indicates that early diagnosis and intervention of learners with ASD leads to improved overall functioning. South Africa is not equipped to deal with services required to effectively screen and diagnose learners for ASD. The Modified Checklist for Autism in Toddlers (M-CHAT) is available in South Africa as a low cost and easy to administer screening tool for ASD. Unfortunately, it can only screen for ASD in learners up to the age of 5. No other similar low cost screening tool is available for use in South Africa which will be able to screen older learners. With the reality of a later age of diagnosis in South Africa, it is therefore pivotal to develop such a screening tool. This study set out to develop and pilot test the Autism Spectrum Disorder Screening Questionnaire (ASDSQ). The ASDSQ is a screening questionnaire that can be filled out by the parents or guardians of learners aged 6 to 9. It is low in cost and easy to administer, score and understand. It will assist in identifying learners that are at risk for an ASD diagnosis. This will ensure that learners who are identified as at risk for an ASD diagnosis can be referred to the correct professionals for ASD diagnostic tests. The current version of the ASDSQ (version three) is a 38 item, yes-no, questionnaire. In this pilot study the ASDSQ was able to successfully distinguish between learners with an ASD diagnosis and learners without an ASD diagnosis. Findings furthermore indicated that the ASDSQ was able to differentiate between the control and experimental group when compared to the results of the M-CHAT on the same sample. The ASDSQ shows great promise as a screening tool for ASD in South Africa. With further development, the ASDSQ could become an established level one screening questionnaire for ASD in South Africa. Future research on the ASDSQ should focus on validating, norming, and standardizing the questionnaire for use in the South African context.Mini Dissertation (MA)--University of Pretoria, 2017.
Psychology
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Adom, Theodosia. "Individual and environmental factors associated with overweight among children in primary schools in Ghana". University of the Western Cape, 2019. http://hdl.handle.net/11394/7219.
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Philosophiae Doctor - PhDBackground Overweight/obesity is a risk factor for non-communicable diseases such as cardiovascular diseases, diabetes, and some cancers. Obesity in childhood is known to predict later obesity in adolescence and adulthood. Understanding the factors associated with overweight/obesity among children may present an opportunity for timely and appropriate interventions in the African setting. Aims 1. To describe the prevalence of overweight and obesity and associated factors among school children aged 8 - 11 years in primary schools in Adentan Municipality, Ghana. 2. To review the available literature on childhood obesity in the African context to provide evidence to support the design and improvement of appropriate school-based interventions for the prevention and control of overweight/obesity among African learners. Methodology This was a cross-sectional study design which was conducted in two phases. In Phase I, the available literature on the prevalence of overweight and obesity among learners, school-based interventions to promote healthy nutrition and physical activity (PA), and weight status, and key policy interventions at the national levels to provide supportive environments in the African context was reviewed and synthesised. In Phase II, interviews were conducted to collect individual and family data from 543 learners in 14 schools to assess family socio-demographics characteristics, dietary, PA, and sedentary behaviours, and sleep duration. Body weight, height, and waist circumference were measured. Data on perceived school neighbourhood/ community, school food, and PA environments were collected from school heads/administrators. A sub-sample of 183 children participated in the assessment of body fat using the deuterium dilution method. Multivariable and logistic regressions, multilevel logistic regressions, and multilevel linear regression models were used to examine the associations among child, family, and school level explanatory variables, and overweight/obesity, abdominal obesity and body mass index (BMI). Results The reviews revealed the following: (i) The pooled overweight and obesity estimates across Africa were: (10.5% 95% CI: 7.1-14.3) and 6.1% (3.4-9.7) by World Health Organization; 9.5% (6.5-13.0) and 4.0% (2.5-5.9) by International Obesity Task Force; and 11.5% (9.6-13.4) and 6.9% (5.0-9.0) by Centers for Disease Control and Prevention, respectively and differed for overweight (p=0.0027) and obesity (p<0.0001) by the criteria. The estimates were mostly higher in urban, and private schools, but generally similar by gender, major geographic regions, publication year, and sample size; (ii) Although inconsistent, school-based interventions broadly improved weight status and some energy-balance related health behaviours of African learners; (iii) On applying the Analysis Grid for Environments Linked to Obesity (ANGELO) framework, key interventions on unhealthy diets and physical inactivity targeted the school, family and community settings, and macro environments, and broadly aligned with global recommendations. In the school-based study, 16.4% of Ghanaian learners were overweight (9.2%) or obese (7.2%), with the prevalence being significantly higher in children from middle- to high socio-economic status (SES) households, and private schools. In multivariable regression models, attending private school (AOR = 2.44, 1.39–4.29) and excessive television viewing (AOR = 1.72, 1.05–2.82) significantly increased the likelihood of overweight/obesity, whereas adequate sleep (AOR = 0.53, 0.31–0.88), and active transport to and from school (AOR = 0.51, 0.31 – 0.82) decreased the odds. Using deuterium-derived percent body fat as criterion method, the published BMI criteria was found to be highly specific but with moderate sensitivity for diagnosing obesity among Ghanaian children. Moreover, the BMI-for-age z-scores that optimise sensitivity, specificity, and predictive values for obesity were lower than the published cut-off points. Multilevel logistic and linear regression analyses revealed that the school contextual level contributed 30.0%, 20.6% and 19.7% of the total variance observed in overweight (including obesity), abdominal obesity, and BMI respectively. Availability of school cafeteria (β = 1.83, p = 0.017) and shops (β = 2.34, p = 0.001), healthy foods (β = 0.77, p = 0.046), less healthy foods (β = 0.38, p = 0.048), child age (β = 0.40, p = 0.008), school-level SES (β = 1.02, p < 0.0001), private school attendance (β = -1.80, p = 0.006), and after-school recreational facilities (β = 0.89, p < 0.0001) were all associated with BMI. In the mutually adjusted models for all significant predictors, school-level SES, healthy foods, after-school recreational facilities, and PA facility index remained significant predictors of overweight and or abdominal obesity. Conclusions The prevalence of overweight/obesity is significantly higher in urban children attending private or high SES schools, regardless of criteria used to define obesity. A number of individual, family, and school-level factors significantly predicted weight status of school children in Ghana. Given that many African governments have initiated policy interventions aiming to provide supportive environments for healthy choices, it is recommended that resources are made readily available for the implementation of these interventions across the home, school and community.
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Alvarez, Sara P. "NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS". UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.
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The demographics in the United States continue to show a dramatic increase of immigrant students who speak a language other than English at home (Smitherman; U.S. Census); however, schooling ideologies and practices continue to treat developing bilingualism as a detriment to students entering school rather than a resource (Canagarajah; Heath; Matsuda; Valdés et al; Richardson; Santa Ana; Street). In this case study, conducted in the “Nuevo New South” (Mohl; Rich and Miranda), I observed how bilingual music and play in school-like settings can promote bilingual literacy practices and bridge gaps between traditional schooling practices and communities ways of languaging. Engaging in structured music and play practices creates spaces that can generate moments of felicidad and meta-construction of heritage language users as bilinguals.
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Malmgren, Gabriella. "Differences in Second Language Learning Depending on Starting Age and Amount of Exposure". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32529.
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In the Swedish school system, English is one of three core subjects that are mandatory to pass at the end of year 9 to be able to engage in further studies in high school. However, English is not introduced at the same time in all schools. In fact, primary schools in Sweden can choose freely (between age 6-10) when they want to start introducing English to their students. The main purpose of this paper is to disclose if starting English education at an earlier age results in higher student scores on the total score and the three different parts of the National Exam for English in year 6. The National Exam scores from 14 different schools were collected and compared. 7 schools that introduce English in year 1, and 7 schools who begin their English education in year 3. The results from the statistical tests show that there is a significant difference between the two groups at the total score, speaking, and receptive skills. The early starters performed better on all parts. However, there was no significant difference between the groups in writing.
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Bomphray, Alexandra. "Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons". Thesis, 2013. http://hdl.handle.net/1828/4595.
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This dissertation presents findings from a six-month qualitative case study that carefully examined the use of a multimodal literacy approach (anchored in graphic novels) in a 3rd grade classroom made up of Spanish-speaking English language learners (ELLs). The multimodal teaching approach (anchored in graphic novels) served as a focusing lens in which to investigate the larger complexities of ELLs’ classroom membership and participation. The focus of the study was examining whether a multimodal literacy approach (anchored in graphic novels) can be used as an instructional tool to enhance ELLs’ perceptions of belonging and acceptance through enhanced participation. Multiple, multimodal opportunities were provided to ELLs to express their sense of belonging, sense of agency, and overall perceptions of acceptance. The findings indicate that multimodal literacy practices can increase ELLs’ peripherality in cognitively and socially complex tasks and that this enhanced peripherality can lead to successful participation and engagement in cognitively demanding and socially complex tasks. Additionally, findings suggest that ELLs’ successful participation and engagement in cognitively and socially demanding tasks, as a result of the use of multimodal literacy practices, leads to increased legitimacy and peripherality for these ELLs. The findings also provide insight into the best practices for implementing a multimodal literacy approach (anchored in graphic novels) into multilingual classrooms.Graduate
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Nembudani, Madzinge Ellen. "Spatio-temporal dynamics in the provision of primary school education in Vhembe District, Limpopo, South Africa". Thesis, 2014. http://hdl.handle.net/10500/18694.
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Spatial, temporal and population dynamics have influenced learner enrolments in Vhembe District primary schools in Limpopo, South Africa. Vhembe District primary schools have in recent years experienced closure of some of its primary schools due to declining learner enrolments. The dynamics of demographic factors such as migration, fertility and mortality cause fluctuations in the school-age population over time and across space. Poor economic development, the location of the district and the spatial distribution of primary schools make the situation in this rural-based district even more complex. The communities of Vhembe District are discontent about the state of affairs in the area regarding the provision of education and the closure of schools. The closure of schools destabilises the social cohesion amongst members of the community and disempowers them, while inadequate provision of primary school education makes them feel neglected and robbed of their constitutional right. This study investigated the causes of declining learner enrolment and the effect of the closure of schools on the communities. To achieve the objectives data came from questionnaires at household level and from interviews conducted with educators, circuit managers, officials in the Limpopo Education Department and traditional leaders. The study found that declining fertility and out-migration from the area are responsible for a declining school-age population. This is the reality and the communities of Vhembe District will have to live with it because overall learner enrolments continue to decline. Lack of a planning model in the former Venda territory led to an over-supply of primary schools thus schools in close proximity had to compete for learners. Poorly equipped schools and general development of the area exacerbate the problem and some members of the community perceive education in this district to be inferior. Younger economically active people are increasingly moving to places with better opportunities. This study offers some recommendations to alleviate the problems identified in Vhembe District. Application of a geographical approach to an adaptive strategy considers the natural environment in political, social and economic context. It suggests that education authorities could apply such a strategy to make the schools in rural areas more sustainableGeography
D. Phil. (Geography)
Książki na temat "Primary aged learners"
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Maedo, Bev. The multi-age classroom: An inside look at one community of learners. Cypress, CA: Creative Teaching Press, 1994.
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Brodie, Andrew. Supporting phonics and spelling for ages 5-6. London: A. & C. Black, 2006.
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Jones, Linda Adams. Missing youth: An investigation of non-attendants, over-age learners, and drop-outs of primary schools in Namibia. [Windhoek]: UNICEF, 1994.
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Bober, Tom, i Rebecca Newland. Literature and Primary Sources. Bloomsbury Publishing Inc, 2024. http://dx.doi.org/10.5040/9798216183204.
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Enrich student engagement and deepen learning with this guide to foolproof techniques and strategies to integrate primary sources and literature to benefit learners from kindergarten through high school. Readers of all ages experience literature in a different light when historical context is provided via primary sources. Literature, meanwhile, helps learners to uncover additional layers of meaning inherent in primary sources. Guided by best practices developed by the authors over years of working with both students and teachers, this book speaks to the countless opportunities for instructors to integrate related primary sources with the literature that students read in school classrooms—from historical fiction and poetry to graphic novels.
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Carroll, Joyce Armstrong, Kelley Barger, Karla James i Kristy Hill. Guided by Meaning in Primary Literacy. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798400660528.
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Using a research-based approach, this book examines the critical connections between writing and reading, and it explains how to encourage early literacy in the classroom and library. How can teachers and librarians support true literacy in young learners? Are very young children guided by meaning in constructing their reality and their relationship to the world? What is the value of championing writing at the kindergarten level? Guided by Meaning in Primary Literacy: Libraries, Reading, Writing, and Learning answers these questions and many more, providing best practices in early literacy through explicit lessons in writing and reading and demonstrating how the library can extend learning in deep and powerful ways. While some books emphasize reading, others emphasize writing, and still others focus on library instruction, this profound resource brings all of the components of literacy together in a meaningful way. Throughout the book, the authors highlight examples of student writing, anecdotes from the real world, and connections between theory and what happens in practical application. Unique in its thoroughness of content for this age group, this text is essential reading for all early childhood teachers and librarians working in schools and in public libraries with young children. The book also serves trainers working with teachers and librarians to increase their effectiveness in working with young children to promote early literacy.
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Waldron, Janice L., Stephanie Horsley i Kari K. Veblen, red. The Oxford Handbook of Social Media and Music Learning. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190660772.001.0001.
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The rapid pace of technological change over the last decade, particularly in relation to social media and network connectivity, has deeply affected the ways in which individuals, groups, and institutions interact socially: This includes how music is made, learned, and taught globally in all manner of diverse contexts. The multiple ways in which social media and social networking intersect with the everyday life of the musical learner are at the heart of this book. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a music learner, teacher, producer, consumer, individual, and community member in an age of technologically-mediated relationships that continue to break down the limits of geographical, cultural, political, and economic place. This book is aimed at those who teach and train music educators as well as current and future music educators. Its primary goal is to draw attention to the ways in which social media, musical participation, and musical learning are increasingly entwined by examining questions, issues, concerns, and potentials this raises for formal, informal, and non-formal musical learning and engagement in a networked society. It provides an international perspective on a variety of related issues from scholars who are leaders in the field of music education, new media, communications, and sociology in the emerging field of social media.
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O'Donnell, Ian. Classifying Clemency. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198798477.003.0002.
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‘Clemency’ refers to a reduction, by politicians, in the severity of punishments lawfully imposed by judges. It includes reprieve, commutation, remission, pardon, and amnesty. A considerable amount can be learned from the primary sources about the attributes of those to whom clemency was shown and how they differed from those who were executed in terms of age, gender, homicide method, and motivation. It is suggested that there were three routes to clemency—justice, mercy, and caprice—and these are set out after the pertinent case characteristics are reviewed and the various stages between the imposition of a death sentence and its implementation are outlined. Justice was about tailoring the punishment to the individual’s circumstances so that variations in culpability and harm were taken fully into account. Mercy was when deserved punishment was softened out of compassion for the offender’s plight. Caprice was when clemency resulted from an unexpected turn of events.
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Aitchison, David. The School Story. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496837622.001.0001.
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This book takes as its subject the work of contemporary writers, filmmakers, and critics who, reflecting on the realm of school experience, help to shape dominant ideas of school. The works discussed are mostly stories for children and young adults: serious novels for teens including Laurie Halse Anderson’s Speak and Faiza Guène’s Kiffe Kiffe Tomorrow, the light-hearted, middle-grade fiction of Andrew Clements and Tommy Greenwald, and Malala Yousafzai’s autobiography for young readers, I Am Malala; or else stories that take young people as their primary subjects, novels such as Sapphire’s Push and films including Battle Royale and Cooties. Though ranging widely in their accounts of young life, such stories betray a mounting sense of crisis in education and development around the world, especially in terms of equity (the extent to which students from diverse backgrounds have fair chances of receiving quality education) and empowerment (the extent to which diverse students are encouraged to gain strength, confidence, and selfhood as learners). Drawing particular attention to the influence of neoliberal initiatives on school experience, this study considers what it means when learning and success are measured more and more by entrepreneurship, competitive individualism, and marketplace gain. Especially interested in the ways in which power structures, institutional routines, school spaces, and social relations operate as forms in the contemporary school story, The School Story: Young Adult Narratives in the Age of Neoliberalism offers provocative insights into a genre that speaks profoundly to the increasingly precarious position of education in the twenty-first century.
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Hall, Linda Jones. The Poems of Optatian. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350374409.
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For the first time, the poems and accompanying letters of Publilius Optatianus Porfyrius (Optatian) are published here with a translation and detailed commentary, along with a full introduction to Optatian’s work during this period. Optatian was sent into exile by Constantine sometime after the emperor’s ascent to power in Rome in 312 AD. Hoping to receive pardon, Optatian sent a gift of probably twenty design poems to Constantine around the time of the ruler’s twentieth anniversary (325/326 AD). To enable the reader to experience the multiple messages of the poems, the Latin text is presented near the English translation with any related design close by. Some poems, laid out on a grid of up to 35 letters across and down, have an interwoven poem marking key letters in the primary poem, thereby revealing a highlighted image. Some designs include the chi-rho or numerals created from V’s and X’s to mark imperial anniversaries. Other (previously unrecognised) designs seem to represent senatorial, imperial, military or bureaucratic motifs or to derive from coin images. Shape poems representing a water organ, an altar and a panpipe reveal their relevance immediately. The introduction and commentary elucidate literary allusions from over 100 authors (lines from Vergil, Ovid, Lucan, Silius Italicus, Statius, and lesser-known writers abound) and mythological references, mostly to the Muses and Apollo. Optatian’s prestige as an official in both Greece and Rome is well attested - these poems mark Optatian as a fascinating writer of his time, holding onto the classical past while acknowledging Christian symbolism. Late Antique poets, such as Publilius Optatianus Porfyrius, straddled a divide between inspiration by the Muses and Phoebus Apollo and acceptance of Christianity, which the emperor Constantine had clearly embraced. Optatian solves this dilemma by referring to divine inspiration while marking many of his figural poems with the Chi-Rho, Constantine’s logo on his soldiers’ shields and some coins. The celebration of Constantine’s vicennalia (twentieth anniversary) in 325-326 provides the key impetus. The roles of the young Caesars, especially Crispus, are central; many of the poems celebrate the defeat of Licinius and the re-unification of the Roman Empire. In addition to the twenty poems and letter dedicated to Constantine (and his response), there are ten poems addressed to friends or acquaintances. Optatian is noted for his composition of cento poems which are fabricated from small snippets from over 36 Latin authors, especially Ovid and Vergil, but also from lesser-known writers. Linda Jones Hall explores the political implications of these quotes and finds that many of them can be seen as opposed to civil war. Optatian, a member of the senatorial elite, was redeemed from exile and gained appointments as governor of Achaia and as Prefect of the City. The elaborate usage of acrostic designs which incorporate additional messages, sometimes even in Greek, attracted both attention and imitation in the Middle Ages. Although some of the chronology is obscure, much can be learned about the rise of Constantine due to victories in West and East, by an analysis of Optatian’s panegyrical poems.
Części książek na temat "Primary aged learners"
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Washbrooke, Sarah, i Nasser Giacaman. "Play, Code, Learn: Fostering Computational Thinking in Primary Aged Learners Through Interactive Play". W IoT, AI, and ICT for Educational Applications, 135–62. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-50139-5_7.
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Victori, Mia, i Elsa Tragant. "9. Learner Strategies: A Cross-sectional and Longitudinal Study of Primary and High-school EFL Teachers". W Age and the Acquisition of English as a Foreign Language, redaktorzy María del Pilar García Mayo i María Luisa García Lecumberri, 182–209. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596407-010.
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Yanakieva, Elena, Annette Bieniusa, Thomas Becka, Brian B. Moser, Dominik Jerger i Christoph Thyssen. "Bridging the Gap: Infusing Natural Science Classes with Computer Science Concepts and Skills". W Lecture Notes in Computer Science, 180–93. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_14.
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AbstractAs we venture further into an ever-evolving digital society, it has become imperative for schools to adapt and equip future generations with the required skills. Computational Thinking (CT), specifically its algorithmic thinking aspect, plays a significant role in computer science and other sciences, such as biology, chemistry, and physics. It encourages students to reason at multiple levels of abstraction. This ability is particularly useful in natural science, as scientific experiments require critical skills like conceptualization, problem decomposition, and solving or designing structured systems. However, due to organizational and curricular restrictions, these concepts and skills are typically taught separately, leaving it to the learners to connect and apply the acquired skills in the respective context.To bridge this gap, we designed a two-day workshop that embeds CT in a physics and sustainability context, namely energy-efficient housing. In this workshop, we employ the Calliope Mini, a micro-controller explicitly designed for educational purposes, to teach essential algorithmic thinking and data processing. We carried out the workshop twice in a primary school in Germany, each with 20 children in 4th grade (ages 9–10). In this experience report, we present the multi-disciplinary workshop idea and discuss the outcome and observations from its execution. Overall, our study demonstrates the potential of such a workshop design as a practical tool for teaching CT concepts to children. Finally, we critically examine the challenges of this approach and highlight the importance of proper technical and educational prerequisites for a successful implementation.
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Peters, Martine, Sylvie Fontaine i Eric Frenette. "Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?" W Academic Integrity in Canada, 307–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_16.
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AbstractVery little is known about preservice teachers’ actions when it comes to plagiarizing and cheating in their university work. This is particularly the case in Quebec, Canada. It is important to know to what extent these students commit academic misconduct as they will ultimately become the role models who will shape future generations of learners. This chapter reports on a study of this important issue. An online questionnaire was used to survey preservice teachers (n = 573) in five Quebec universities in winter 2018. The majority of participants were between the ages of 18 to 25 and were studying to be kindergarten, primary, special education or high school teachers. The questionnaire contained items about demographic information as well as items on methods of cheating, peers’ influence, perception of control, goal of performance and engaging in studying. Preservice teachers also answered questions that were used to control for social desirability bias. Results showed that some of them reported participating in academic misconduct. Fewer participants reported cheating on exams while studying at university (15.2%) than when they were in high school (34.9%). They believe that the best ways to plagiarise on written assignment are reusing one’s previous work (47.6%), asking somebody else to do the assignment (38.6%), and collaborating with peers (37.2%) while the best ways to cheat on exams would be using hidden material (63%), looking at the neighbour’s copy (55.7%) and using electronic devices (31.9%). Four interpretations for the preservice teacher actions are given: they commit academic misconduct because they want to succeed, because they have poor studying habits which lead them to make poor decisions, because of the cheating culture in which they evolve, and because of the cheating patterns they develop. Recommendations for teacher education programs conclude the article.
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Fitzpatrick, Scott M. "‘Detritus of a Coming World’: The Colonization of Islands as Microcosms for Human Impacts on an Interplanetary Scale". W Speciesism in Biology and Culture, 65–93. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99031-2_4.
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AbstractThe ability of humans to colonize islands in the ancient past required centuries of innovation in boat construction and the development of increasingly sophisticated seafaring technologies and wayfinding strategies. Nowhere is this more evident than in the vast expanse of the Pacific, where around 3000 years ago, Micronesian and Polynesian voyagers colonized what were arguably the most remote and difficult places to reach on Earth. Because the biota on these islands evolved for thousands, or even millions of years, high rates of endemism in these environments also made them ecologically fragile. The first arrival of Homo sapiens—the ultimate adaptive omnivore—caused a wide variety of impacts that were amplified by an order of magnitude with Euro-American incursion. In this sense, as aquatically bounded places, islands serve as model systems and microcosms for how humans have affected the earth’s biosphere in the modern age. In this chapter, I document how the first island colonizers caused certain levels of ecological destruction, using Hawaiian and New Zealand birds as primary case studies. However, I take this concept further, suggesting that the processes involved in the prehistoric colonization and settlement of islands is also a corollary for how we can view the earth and future efforts to colonize other planets. Humanity is at a global tipping point, with unsustainably high human population impacts, habitat destruction, climate change, and recent pandemics. As the possibility of extraplanetary migration becomes an increasing reality—perhaps a necessity to ensure our survival—what lessons can be learned from the anthropological and archaeological study of islands as we seek new lives beyond terra firma? What are the possible consequences for our lineage and extraterrestrial life on this planet and beyond?
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"5 The Importance of Interactions and Affect in Assessing Primary-Aged Language Learners". W Assessment for Learning in Primary Language Learning and Teaching, 65–78. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781800410657-009.
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Dieterle, Edward, Chris Dede i Karen Schrier. ""Neomillennial" Learning Styles Propagated by Wireless Handheld Devices". W E-Collaboration, 626–50. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-652-5.ch049.
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As the digital-aged learners of today prepare for their post-classroom lives, educational experiences within classrooms and outside of schools should reflect advances both in interactive media and in the learning sciences. Two recent research projects that explore the strengths and limitations of wireless handheld computing devices (WHDs) as primary tools for educational innovations are Harvard University’s Handheld Devices for Ubiquitous Learning (HDUL) and Schrier’s Reliving the Revolution (RtR). These projects provide rich data for analysis using our conceptual framework, which articulates (a) the global proliferation of WHDs; (b) society’s movement toward “ubiquitous computing;” (c) the potential of WHDs to enable sophisticated types of instructional designs; and (d) WHD’s fostering of new, media-based learning styles. In this chapter, our primary focus is the last of these four themes.
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Dieterle, Edward, Chris Dede i Karen Schrier. ""Neomillennial" Learning Styles Propagated by Wireless Handheld Devices". W Ubiquitous and Pervasive Knowledge and Learning Management, 35–66. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-483-5.ch002.
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As the digital-aged learners of today prepare for their post-classroom lives, educational experiences within classrooms and outside of schools should reflect advances both in interactive media and in the learning sciences. Two recent research projects that explore the strengths and limitations of wireless handheld computing devices (WHDs) as primary tools for educational innovations are Harvard University’s Handheld Devices for Ubiquitous Learning (HDUL) and Schrier’s Reliving the Revolution (RtR). These projects provide rich data for analysis using our conceptual framework, which articulates (a) the global proliferation of WHDs; (b) society’s movement toward “ubiquitous computing;” (c) the potential of WHDs to enable sophisticated types of instructional designs; and (d) WHD’s fostering of new, media-based learning styles. In this chapter, our primary focus is the last of these four themes.
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Yeşil, Lamia Büşra. "Improving the Key Competences in K12 by Collaborating in an Active Learning Environment Online". W Innovations in Digital Instruction Through Virtual Environments, 107–31. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7015-2.ch006.
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The purpose of this action research is to transform the quality of teaching decisions and actions by adopting an active learning approach. The implementation was carried out as an eTwinning project for eight months in the 2021-2022 educational year with the first and second-grade 28 students in primary schools, aged six to nine, in Germany, Greece, and Turkey. Action research data collection techniques were used such as experiencing (by observing), enquiring (by asking), and examining (by using records of the poll questions answered by the pupils) and the results were reported with descriptive analysis. Learning was enriched with an emphasis on collaborative teaching and learning, active participation, and decision-making of learners. Learning methodologies such as inquiry-based, project-based, blended, and game-based learning increased learning motivation and engagement. Science, technology, engineering, and mathematics (STEM) helped foster the development of a range of competencies. Digital technologies contributed to capturing the multiple dimensions of learner progression.
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Wang, Mengdi, Ciaran Bauer i Ann Devitt. "Computer-mediated communication in Chinese as a second language learning: needs analysis of adolescent learners of Chinese at beginner level in Ireland". W CALL and complexity – short papers from EUROCALL 2019, 391–96. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1042.
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Ireland’s new strategy for foreign language education, Languages Connect, identifies the establishment of Mandarin Chinese as a curricular language as a key goal for the coming years. Within the curriculum specification for Mandarin at Junior Cycle (ages 12-15), “using digital technology is identified as a core component: the student uses technology and digital media to learn, communicate, work and think collaboratively and creatively” (NCCA, 2016, p. 6). While the introduction of Chinese courses in Ireland faces a number of challenges (e.g. a shortage of communication opportunities and appropriate learning resources), it also provides a unique opportunity to generate innovative solutions to these challenges through technology, specifically Computer-Mediated Communication (CMC). This paper outlines the overarching goal and Design-Based Research (DBR) methodology for this research project as well as the results of the initial learner needs analysis conducted at a post-primary school in Ireland. Participants in the needs analysis workshop consisted of 19 students aged 12-15 who are learning Chinese, and their teacher. The results of the needs analysis with students and their Chinese language teacher identified opportunities for meaningful communication, particularly with Chinese native speakers, and more learning about Chinese culture as the key needs to address within the broader research project, needs that could be addressed using CMC tools.
Streszczenia konferencji na temat "Primary aged learners"
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Drakulic, Darko, Igor Pesek i Blaz Zmazek. "ITEXTBOOKS: THE NEXT GENERATION OF ELEARNING". W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-078.
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Modern technology has immensely influenced popular doctrine of education and learning and they must be adjusted to the new techonlogy-supported lifestyle. Mobile devices, like tablets and smartphones, are most acceptable technological learning tools because they have many advantages over traditonal teaching tools. Main idea of mobile learning is that studens can learn at the any place with the any device. While pedagogical and didactic ideas behind may seem to be straightforward, i-textbooks present a technological challenge - from preparing content, authoring tools, managing learning units, improving processes, to compilations of learning units in i-textbooks and using them for active learningonhome computers or tablets.Except of the availability of learning, mobile learning allows the use of interactive learning materials - audio/video elements, interactive tasks, tests, quizzes, animations and interactive didactical games. In the paper we propose a new aged version of textbooks, i-textbooks, which truly base on the idea of mobile learning - using them anytime and anywhere, on all devices with higher interactive levels and are specifically designed for active learners and more complex cognitive processes of all age groups and educational levels. While the pedagogical idea behind may seem to be straightforward, i-textbooks present a technological challenge - from preparing content, authoring tools, managing learning units, improving processes, to compilations of learning units in i-textbooks and using them for active learning on home computers or tablets. In the paper, the challenges we tackled when developing i-textbooks for natural science courses in primary and secondary school are discussed and solutions (technologies, strategies, processes and products) are proposed. Special emphasize will be given to solutions for achieving device independent usage of i-textbooks which represents significant obstacle.
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Rydze, Oxana A. "Learners’ Achievements In Mathematical Information Processing At Primary School". W International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.60.
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Vásquez, Claudia. "Statistical and Probabilistic Education in Primary Education in Chile: Where Do We Want to Go?" W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2g2.
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This study analyzes how the Chilean curriculum of primary education (6-14 years) approaches the teaching of statistics and probability, in terms of the sense proposed, as well as in the fundamental statistical ideas promoted. For this purpose, a theoretical and qualitative analysis was performed, focusing on content analysis. The results indicate that the ideas of data, data representation, distribution, variation, probability, sampling and inference, and association and correlation stand out from greater to lesser emphasis. It should be noted that these ideas are approached with different levels of depth according to the ages of the students and as progress is made in the different courses that make up the Primary Education. Este estudio analiza cómo el currículo chileno de Educación Primaria (6-14 años) aborda la enseñanza de la estadística y la probabilidad, en términos del sentido que se propone, así como en las ideas estadísticas fundamentales que se promueven. Para ello, se realizó un análisis teórico y cualitativo, centrado en el análisis de contenido. Los resultados nos indican que destacan de mayor a menor énfasis las ideas de datos, representación de datos, distribución, variación, probabilidad, muestreo e inferencia y asociación y correlación. Cabe señalar, que estas ideas se abordan con distintos niveles de profundidad acorde a las edades de los estudiantes y a medida que se avanza en los distintos cursos que conforman la Educación Primaria.
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García-Alonso, Israel, i Claudia Vásquez. "Statistical Education Present in the Ibero-American Curricula in the First Primary Education Courses". W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2c1.
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This study analyzes the statistical knowledge collected in eleven mathematics curricula in Latin America in the first three grades of Primary Education (6-9 years). The research recommends starting their learning at an early age. Through theoretical and qualitative analysis, the contents and phases of the statistical research cycle of curricula have been explored and compared. Only five of the eleven curricula complete the statistical research cycle in the three courses studied, and the data collection and analysis phases are the most frequent. An atomized and disconnected teaching of statistics continues to be shown in many curricula. Este estudio analiza el conocimiento estadístico que se recoge en once currículos de matemáticas de Iberoamérica en los primeros tres cursos de la Educación Primaria (6–9 años). La investigación recomienda iniciar su aprendizaje a edades tempranas. Mediante el análisis teórico y cualitativo se han explorado y comparado los contenidos y las fases del ciclo de investigación estadística de los currículos. Sólo cinco de los once currículos completan el ciclo de investigación estadística en los tres cursos estudiados, y las fases recoger datos y analizar, son las más frecuentes. Se sigue mostrando una enseñanza de la estadística atomizada y desconectada, en muchos currículos.
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Bonangelo, Rafael, i Lisbeth Cordani. "Deciphering the Box-Plot Graph Using CODAP—A Workshop Report". W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t9b1.
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Graphs are part of the teaching of statistics in primary school and are important tools in data analysis. One of the appropriate charts, mainly for group comparison, is the so-called box-plot chart. Its construction was presented in a two-hour online workshop. The variables, collected in real time, were age, measure of the palm of the hand (cm) and gender. The statistical application used for analysis was CODAP, online and free. An analysis was made of the behavior of the palm of the hand globally and also according to each gender and the results were compatible with previous research. The students' reactions were positive both with CODAP and with the construction of the box-plot. Gráficos fazem parte do ensino de estatística na escola básica e são ferramentas importantes na análise de dados. Um dos gráficos adequados, principalmente para comparação de grupos, é o chamado Gráfico de Caixa (Box-Plot). Sua construção foi apresentada em uma oficina online de duas sessões de 2 horas. As variáveis, coletadas em tempo real, foram idade, medida do palmo da mão (cm) e gênero. O aplicativo estatístico utilizado para análise foi o CODAP, online e gratuito. Foi feita análise do comportamento do palmo da mão globalmente e também segundo cada gênero e os resultados foram compatíveis com pesquisas anteriores. As reações dos alunos foram positivas tanto com o CODAP como com a construção do Gráfico de Caixa.
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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya". W The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.
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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an important axis around which all educational processes revolve including the success in the acquisition of the children’s literacy skills. The purpose of this study was to find out the impact of teacher interpersonal characteristics on the acquisition of reading skills among grade three pupils in public primary schools in Bungoma County, Kenya. Vygotsky’s (1978) theory was fundamental to this study. A descriptive survey research was adopted in the study focusing on grade three pupils, their class teacher and the headteachers in Bumula Sub-County. Simple random sampling and purposive sampling techniques were used to select the study sample of 32%. Data was collected using questionnaires, interview schedules and reading tests for grade three pupils to determine their level of reading skills. The researcher designed a pupil test to determine the levels of reading across the Grade III Learners. The study found out that teachers’ interpersonal characteristics had an impact on the acquisition of reading skills among the grade III learners. The study further established that Grade III pupils in Bungoma County have overall poor reading skills as manifested by their dismal sound recognition, comprehension, word recognition, and reading fluency. Furthermore, the study established that Grade III teachers are neither aware nor apply their interpersonal skills, but rely on their skills to help Grade III learners acquire reading skills. The study recommended that Bungoma County’s Ministry of Education should use these findings for policy implementation as a way or improving teacher interpersonal relationships, through modification of the curriculum of teacher training colleges. Keywords: Acquisition, Impact, Interpersonal characteristics, Reading skills
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Pepler, Giles. "TECHNOLOGY USE AND THE NEEDS OF LEARNERS". W eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-126.
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The three UK Jisc digital student studies have explored the technology use and needs of learners in higher and further education and the skills sector. This paper focuses largely on the needs of learners in apprenticeships, adult and community learning and prisons. In these sectors the range of learners is very broad, with ages ranging from 16 to 90, with a multiplicity of reasons for learning and great diversity in the technology knowledge and experience that they bring to the table. The aim has been to investigate learners' expectations and experiences of the digital environment, in order to make recommendations on the services that could be provided to support learners' use of technology. There are three main strands to this research: a review of the relevant existing literature; primary research with learners through questionnaires and facilitated focus groups; and consultation events with learning providers and learners. The recommendations include: (1) Recognise the wide diversity of technology experiences and skills that even an apparently homogeneous group of learners may bring to their studies; (2) Engage learners in a dialogue about their digital experiences and empower them to make changes; (3) Provide a robust, flexible digital environment; (4) Meet learners' expectations with effective wifi, a robust VLE, up to date hardware and software and accessible printers; (5) Deliver a relevant digital curriculum; (6) Provide support and incentives for teachers to integrate digital resources into their teaching; (7) Engage with accreditation bodies to allow the use of technology in formative and summative assessment and other innovative approaches to teaching.
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Song, Jingkuan, Jingqiu Zhang, Lianli Gao, Xianglong Liu i Heng Tao Shen. "Dual Conditional GANs for Face Aging and Rejuvenation". W Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/125.
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Face aging and rejuvenation is to predict the face of a person at different ages. While tremendous progress have been made in this topic, there are two central problems remaining largely unsolved: 1) the majority of prior works requires sequential training data, which is very rare in real scenarios, and 2) how to simultaneously render aging face and preserve personality. To tackle these issues, in this paper, we develop a novel dual conditional GAN (DCGAN) mechanism, which enables face aging and rejuvenation to be trained from multiple sets of unlabeled face images with different ages. In our architecture, the primal conditional GAN transforms a face image to other ages based on the age condition, while the dual conditional GAN learns to invert the task. Hence a loss function that accounts for the reconstruction error of images can preserve the personal identity, while the discriminators on the generated images learn the transition patterns (e.g., the shape and texture changes between age groups) and guide the generation of age-specific photo-realistic faces. Experimental results on two publicly dataset demonstrate the appealing performance of the proposed framework by comparing with the state-of-the-art methods.
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Kaļķe, Baiba, Beāte Balandīna i Linda Kovaļevska. "The Understanding of Academic Integrity in Primary Schools". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.41.
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Integrity has always been projected as a positive value. Academic integrity is one of the key aspects of the teaching/learning process, which is connected to the principles of ethics in addition to being genuine, honest and reliable. This is the basis for sustainable knowledge as well as a prerequisite for success. The study has been developed with the aim of assessing the understanding of learners and teachers in relation to academic integrity and exploring types of academic dishonesty and the factors affecting it during the primary education stage in Latvia. The study has explored concepts of academic integrity, dishonesty in theoretical literature and binding normative documents in Latvia, as well as the factors influencing them, and the correlation with ages and character features, and forms of academic dishonesty have been discussed. The type of research design is a case study, so the results of the study are not generalizable. The empirical part is based on the survey; the participants were teachers working in the primary education stage (157) and 345 students of Grades 4–9. The results obtained show that students and teachers do not have a shared understanding about the concept of academic integrity and its importance because no common guidelines have been developed for promoting academic integrity. The data also reveal that one quarter of teachers and more than half of the surveyed students have never encountered the issue of academic integrity in their experience. The main types of academic dishonesty mentioned are verbal communication, looking at someone else’s work; the main reasons noted are the lack of knowledge and skills, not enough time spent for preparing for a test and desire to obtain a good mark.
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Lendzhova, Vladislava, Boris Manov, Valentina Milenkova i Dilyana Keranova. "Digital Environments to Enable High-Quality Education for Disadvantaged and Disabled Learners in Bulgaria". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002526.
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Digital transformation is one of the European Commission's policy priorities in the last few years. High quality and inclusive education and training are a key part of reaching this object and ensuring that all people are prepared to live and be educated in the digital age. These priorities coincide with the crucial need to provide inclusive digital learning environments to all learners including those with special educational needs – disadvantaged and disabled learners. The paper presents a primary analysis of the results of a sociological qualitative survey conducted in the framework of the project “Inclusive digital environments to enable high-quality education and training for disadvantaged learners”. Methodology: The main method used was an in-depth interview. Thirty in-depth interviews were conducted among School Leaders and Teaching Staff in High Schools and Universities, Primary and Secondary Education Organizations in Bulgaria. The data was collected from October 2021 to January 2022. This study was provoked by inequalities in inclusive education and therefore by variations in the way of remote learning that has been delivered across EU Member States and Bulgaria, in particular. The aim of the study was provoked not only by the exceptional significance and reflection of digital education on basic human needs. It seeks to provide insights into the national special education traditions in the country and aims to establish how these have influenced current developments in inclusive education together with digital environments for disadvantaged and disabled learners. The main conclusion approached by the study is that there is a major need to raise awareness about unequal access to inclusive education for students with disabilities in Bulgarian society, as well as a need of providing а detailed information on how to implement more inclusive educational practices and at sharing promising examples of inclusive methods in education for learners with special educational needs. Keywords: Digital Education, Digital Environments, Special education needs, Disadvantaged and Disabled Learners Acknowledgments: The article has been developed in the framework of the European Funded Project ERASMUS+ EACEA/34/2019 - Social Inclusion and Common Values - Action: the contribution in the field of education and training, entitled: ‘INCLUDEME - Inclusive digital environments to enable high-quality education and training for disadvantaged learners’. The project is co-funded by the European Commission through the Erasmus+ programme.
Raporty organizacyjne na temat "Primary aged learners"
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EdTech Hub, EdTech Hub. Digital Personalised Learning to Enhance Numeracy Outcomes for Primary Age Learners in Kenya. EdTech Hub, styczeń 2021. http://dx.doi.org/10.53832/edtechhub.0054.
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Dorna, Guadalupe, i Gastón Gertner. Argentina: Lessons Learned from a Remote Tutoring Pilot. Inter-American Development Bank, wrzesień 2023. http://dx.doi.org/10.18235/0005110.
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This document presents the results of a remote tutoring program implemented in Argentina (in the City of Buenos Aires and the Province of Mendoza). Tutoring sessions were delivered by public teacher college institutions, covering foundational mathematics content through a 20-minute weekly phone call for an 8-weeks period. The study focused on families with children enrolled in primary public schools aged 10 to 13 years old. We estimate null effects in academic performance in our intention to treat and treatment on the treated estimators from a randomized controlled trial among students in the City of Buenos Aires. The matching estimator identifies an average impact of tutoring for the treated group of 0.15 standard deviations in academic performance, which is statistically significant at 15%. We also explore the relationship between the number of sessions completed by students and the level of commitment of caregivers and tutors serving such students, showing that tutors' commitment is a significant predictor of completed sessions by students. Finally, we provide some recommendations for scaling up in Argentina and the region.
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Green, Crystal, i Lauren Ziegler. The Messy Middle. HundrED, wrzesień 2023. http://dx.doi.org/10.58261/kgic1847.
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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusion theory, we understand implementation asputting an innovation into use as part of multiple decision-making processes by teachers, schools, and organisations that move an innovation toward institutionalisation. We examine five diverse cases to delve into the complexities of the messy middle. These are (1) HundrED’s Tailor-Made collaboration with Helsinki EducationDivision in Finland, which introduced two wellbeing innovations from international contexts into the primary school curriculum (2) HundrED’s Tailor-Made collaboration with the Parents as Allies project in the U.S., led by the non-profit organisation Kidsburgh, that supports schools and families to co-design innovative solutions that promote family engagement (3) Teaching at the Right Level (TaRL), an approach to learning that groups students according to their learning levels rather than age or grade. We explore implementation in countries in sub-Saharan Africa (4) Geneva Global’s Speed School and Luminos Fund’s Second Chance, two accelerated learning programs, and whose implementation in Ethiopia is the focus of our case (5) Sapieduca, a classroom-level, gamified application in Brazil initially developed to increase student engagement. These cases reveal that the messy middle involves learning by doing in a sense-making process of understanding the who, why, what and how of an innovation in practice.
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Strengthening RTI/STD services: Lessons learned from a pilot project. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1008.
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The national family planning and maternal child health (FP-MCH) program in Bangladesh has raised FP acceptance among couples of reproductive age significantly. A major challenge still facing the program, however, is strengthening its reproductive health (RH) component. The Population Council launched a pilot project to examine the feasibility of strengthening comprehensive reproductive tract infection (RTI) and sexually transmitted disease (STD) services at the Health and Family Welfare Center level. The project had three phases. First, a needs assessment was conducted. Then the components of the intervention were identified, designed, and implemented. And at the third phase, an evaluation was carried out. During the needs assessment phase, a feasibility study and a baseline survey were conducted. In the process, valuable experiences were gained with regard to RTI/STD service delivery at the primary level of the GoB service delivery system. The findings in this report suggest that the RTI/STD service component in the existing FP-MCH service delivery system can be strengthened without making any major changes in the program.