Gotowe bibliografie tematyczne / Primary school learning

Gotowa bibliografia na temat „Primary school learning”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Primary school learning"

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Gocheva, Margarita, Nikolay Kasakliev i Elena Somova. "Mobile Game-Based Math Learning for Primary School". Mathematics and Informatics LXV, nr 6 (29.12.2022): 574–86. http://dx.doi.org/10.53656/math2022-6-3-mob.

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The paper discusses modern learning approaches in which mobile devices are increasingly used. It presents an experiment to apply mobile game-based learning to primary school students. A suitable learning model has been designed using adaptive, micro lesson, behavioural and game-based approaches. Based on the model, a mobile math educational game was developed to complement traditional classroom learning and be used at home. The mobile game was tested in a real learning environment. A survey was conducted also with the students and teachers, participants in the experiment, which investigated the attitude toward using mobile game – based learning in mathematics in the direction of – practical applicability, motivation, design, accessibility, support and feedback.
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Lee, Boon L., Andrew Worthington i Clevo Wilson. "Learning environment and primary school efficiency". International Journal of Educational Management 33, nr 4 (7.05.2019): 678–97. http://dx.doi.org/10.1108/ijem-05-2017-0103.

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Purpose Existing studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency. Design/methodology/approach The authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson’s (2007) Journal of Econometrics to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency. Findings Socio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning. Practical implications From a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background. Originality/value This is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders.
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Bullock, Kate, i Yolande Muschamp. "Learning about learning in the primary school". Cambridge Journal of Education 36, nr 1 (marzec 2006): 49–62. http://dx.doi.org/10.1080/03057640500491112.

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Yusof, Zairosni, Mohd Ra’in Shaari i Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL". International Journal of Humanities, Philosophy and Language 3, nr 9 (15.03.2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.

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This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school? This study uses quantitative design through the survey method. The instrument was a set of a questionnaire containing 10 items using the Five Points Likert Scale. This study used quota sampling that consisted of 149 teachers who teach the Malay Language in primary schools. A total of 26 schools in the National School (SK), eight schools in the Chinese National Primary School (SJKC) and seven Tamil National Primary Schools (SJKT) in the Gombak district have been identified as the study locations. Data were analyzed descriptively presented in the form of mean and standard deviation. The result shows that the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by Malay Language teacher in primary school is high; mean values ranged from 3.73 to 4.03, and standard deviations ranged from 0.57 to 0.75. The implications of this study highlighted that teacher can improve those practices in teaching and learning (PDP) in primary schools through a planned curriculum involved.
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Saputra, Hendra Nelva, i Salim Salim. "Analysis of the Multimedia Use of Primary Schools". AL-ISHLAH: Jurnal Pendidikan 13, nr 3 (31.12.2021): 2535–44. http://dx.doi.org/10.35445/alishlah.v13i3.673.

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Multimedia in learning could make the learning atmosphere more attractive for student attention and student interactions. The objectives of this research were: (1) describe the use of multimedia learning by elementary school teachers in Kendari City; (2) analyze the comparison of the use of multimedia learning in terms of school accreditation by the teacher at elementary school in Kendari City; (3) analyze aspects of obstacles in the use of multimedia learning for elementary school teachers in Kendari City. This research used mixed methods with a sequential exploratory strategy held at the Kendari City Elementary School. The school sample was determined using the random cluster sampling technique selecting 3 schools from 11 sub-districts. Each sub-district took 2 accredited A and non-A public schools and 1 accredited private school so that the total respondents were 66 people. Research data was collected through observation forms and interviews. The results of this research showed that: (1) multimedia learning use by primary school teachers in Kendari City was still good; (2) there was a meaningful comparison of the use of multimedia learning by elementary school teachers in Kendari City in terms of school accreditation; (3) aspects of barriers to the use of multimedia learning by primary school teachers in Kendari City include: (a) teachers 'lack competence in IT, (b) teachers' misconceptions about learning multimedia, (c) the lack of support structures and infrastructures, (d)) the lack of training on multimedia learning means, (e) the lack of involvement of the educational software used by teachers to support learning activities.
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R, Rajesh, Amritha Thomas, Anju James, Josmy Sebastian, Juley Chacko, Neenu Ashok, Sandhya Sandhya i in. "Assessment of Knowledge Regarding Learning Disabilities in Children Among Primary School Teachers". JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 10, nr 2 (15.06.2020): 48–51. http://dx.doi.org/10.58739/jcbs/v10i2.5.

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Background : Learning disability belongs to a heterogeneous group of disorders which exhibits with significant difficulties in acquiring and use of listening, speaking, reading, writing, reasoning or mathematical calculation. This condition broadly affects the scholastic and functional skills of the children. The Aim of this study is To know the level of understanding on learning disabilities in children among primary school teachers in R.L.Jalappa central school at Kolar. Setting and Design: A descriptive survey approach with non-experimental research design was adopted .The study was conducted on primary school teachers at R.L Jalappa central school, Tamaka, Kolar. Materials and Methods: The samples were chosen by using non-probability convenient sampling technique with the sample size of 30 primary school teachers. A structured knowledge questionnaire on learning disabil-ity with 35 items by using self- administration method. Statistical Analysis: The data was analyzed by using descriptive and inferential statistics like frequency, per-centage, mean, standard deviation and chi-square test. Results: Majority 14(46.6%) of the primary school teachers were in the age group of above 31-35 years and 19(63.3%) were female .Most of the primary school teachers 11(36.7%) were qualified with B.Sc, B.Ed; Regarding total years of experience as a teacher 12(40%) of them have less than 5 years of experience. In regard to level of knowledge; Out of 30 primary school teachers, 18(60%) of them had inadequate knowledge, 11(36.7%) had moderately adequate knowledge and 01(3.3%) of them had adequate knowledge. Conclusion : Since learning disabilities were accepted as a major problem in school going population in today’s world. The findings of the study suggested that there was a need for giving structured teaching programme as well as some training for the primary school teachers. Keywords: Learning disability, Knowledge, Primary School Teachers
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Sijabat, Osco Parmonangan. "THEMATIC CHARACTER BASED LEARNING IN PRIMARY SCHOOL". NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran 3, nr 2 (7.01.2019): 381–86. http://dx.doi.org/10.35568/naturalistic.v3i2.112.

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This study aims to find a design study model character education consists of learning tools and study guides students on thematic learning. The method used is research and development (Research and Development) combined with action research methods.The survey results revealed that students are given guidance at the time of the trial in the class did not give meaningfulness in learning. On the Character Education Model Integrated Thematic Teaching at primary schools HKBP Pematangsiantar developed through this research feasible tested again on the stage of a pilot project to test subjects' primary schools HKBP Pematangsiantar grade 2 and 3. Then proceed to the stage of dissemination in the 1st grade, primary school HKBP Pematangsiantar so that it can serve as the basis for the submission of policy proposals in the field of character education.
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Mutaqin, E. J., L. Asyari, T. Tetep i N. A. Hamdani. "Mathematical learning trajectory in primary school". Journal of Physics: Conference Series 1987, nr 1 (1.07.2021): 012032. http://dx.doi.org/10.1088/1742-6596/1987/1/012032.

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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh i Maria Zemlyanova. "Learning English language in primary school". International Journal of Educational Management 34, nr 9 (29.08.2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.

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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.
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Kosola, Silja, Lisa K. Mundy, Susan M. Sawyer, Louise Canterford, Danielle A. van der Windt, Kate M. Dunn i George C. Patton. "Pain and learning in primary school". PAIN 158, nr 9 (wrzesień 2017): 1825–30. http://dx.doi.org/10.1097/j.pain.0000000000000984.

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Rozprawy doktorskie na temat "Primary school learning"

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Fraser, Alister. "Independent learning in the primary school". Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242432.

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Siu, Shun-mei, i 蕭舜美. "Primary school teachers' perceptions of project learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30294113.

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Smedley, Susan May. "Men learning to be primary school teachers". Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10007474/.

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Few men choose to become primary school teachers. Those who do move into a world often thought of as feminised and contend with a publiclyvoiced rhetoric which simultaneously idealises and demonises them. It has not been the norm for women to research men. I am setting out from a different place as a woman and former primary school teacher writing about men doing women's work in what can be seen as a man's world. The problem I am tackling is embedded in two questions. First, how do men student teachers negotiate the assum ptions made about them as men and teachers of young children? Second, what theoretical perspectives are necessary for me to write about individual men students' complex relations with being a teacher? I turn a spotlight on men student primary school teachers and, working with data from interviews with eleven men, shed light on them as gendered individuals challenged by the task of learning to be teachers. The text I construct enacts their and my moves to establish a voice amidst a complex criss-cross of discursive positions. Individual men have an evolving and often contradictory relation to teaching, which they seldom articulate. There should be space for them to reflect critically on their professional identities. The ambivalence, emotional investment and paradox in the men's narratives cannot be understood without recourse to their and my developing understandings of masculinity and difference, learnt through language which can maintain or challenge inequalities and which interrelates with social and cultural contexts which have histories.
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Watts, Pauline. "Leadership learning through challenging situations : Primary School Headteachers". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3316/.

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This study offers an understanding of the leadership learning of headteachers through an exploration of their practices and perspectives when dealing with challenging situations. The research methodology uses semi-structured interviews to capture the experiences of eighteen primary school headteachers as they describe the challenges they face and the way in which they learn from them. The findings show that primary school leadership is embedded in relationships which are complex and challenging. The strategies and coping mechanisms headteachers use to deal with challenges are similar and reflect the powerful influence of values, trust and emotional resilience. The insights presented in this study should inform the future research agenda in educational leadership and identify inadequacies in the leadership development of school leaders. Strategies which enable headteachers to experience more planned and meaningful development are presented. These include formal coaching systems, the formation of meaningful networks and guided critical reflection on experiences. A framework for integrated leadership development, which supports the aspects of leadership acquired through real-life challenges, is also proposed. This should enhance those aspects of leadership which can be learnt through challenging situations and better equip headteachers to manage and lead their schools.
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李偉柏 i Wai-pak Li. "Learning algebra with computer-assisted learning program in a primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256399.

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Yung, Chi-ming, i 翁子明. "School self-evaluation of teaching and learning in Hong Kong primary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30262756.

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Hau, Sze-man Violet. "Service learning in a primary school in Hong Kong". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37236362.

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Hau, Sze-man Violet, i 侯思敏. "Service learning in a primary school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37236362.

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Sangster, Margaret. "An exploration of pattern in primary school mathematics". Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326524.

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O'Mahony, Gary Raymond McColl, i mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals". Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.

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This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing the role of a principal in the school. This thesis is a story of continuous professional socialization and learning of a group of seven beginning principals using case studies and interviews over four phases of learning in their first year in the role as they proceed from appointment, entry, establishment through to consolidation of the role. The process of socialization underpins the study and is conceived as a process of learning in which the participants actively direct and participate in their own socialization. However, greater emphasis is placed on the developing nature and reliance on learning in role development. Previous studies of professional socialization of beginning principals have identified licensure programs as significant in the preparation and ongoing development process, whereas this is not the case in Victoria where no such requirements exist. This study adds to existing studies through the finding that there are similarities in the stages of professional socialization process in the Australian context, but also explores new aspects about professional learning by identifying various phases and sources of learning for Victorian principals. These ranged from dependence upon an apprenticeship arrangement, through self-directed task learning, to that of becoming an independent learner within a professional community of equals. Some of the themes identified and explored in this study included examining phases of learning, sources of learning, and their effect on role development. The study was initially based on identifying and exploring some of the key issues and the significance of learning experiences suggested by the beginning principals rather than researching predetermined hypotheses. This grounded and qualitative approach involved data collection over four different time phases in the first year in the role and allowed flexibility in the construction of case studies and the cumulative development of data through the study. The greater part of the data were collected through interviews in each of the four phases of the study along with the collection of survey data for comparison and contrast in the first and final study phases. The research raises many issues that can serve as a basis for further exploration of the complexity of the role of learning within professional socialization for beginning principals. As well, it suggests a number of implications for the organization of professional learning and socialization in beginning principal socialization for the first year in the role.
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Książki na temat "Primary school learning"

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1934-, Woods Peter, red. Creative learning in the primary school. Abingdon, Oxon: Routledge, 2009.

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Jeffrey, Bob. Creative Learning in the Primary School. London: Taylor & Francis Inc, 2008.

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García Mayo, María del Pilar, red. Learning Foreign Languages in Primary School. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118.

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Poston-Anderson, Barbara. Drama: Learning connections in primary school. South Melbourne, Vic., Australia: Oxford University Press, 2008.

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Dean, Joan. Organising learning in the primary school classroom. Wyd. 2. London: Routledge, 1992.

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Dean, Joan. Organising learning in the primary school classroom. Wyd. 2. London: Routledge, 1991.

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Wolstenholme, Paul. Kinaesthetic learning activities in the primary school. Birmingham: Birmingham Advisory and Support Service, 2003.

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Behaviour for learning in the primary school. Exeter [England]: Learning Matters, 2009.

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1958-, Wood Karen Chantrey, red. Re-organizing primary classroom learning. Buckingham [England]: Open University Press, 2002.

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Wragg, E. C. Assessment and Learning in the Primary School. London: Taylor & Francis Inc, 2004.

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Części książek na temat "Primary school learning"

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Tudor-Hart, Beatrix. "The Primary School Years". W Learning to Live, 163–86. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003355632-12.

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

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

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John, Sarah St. "Learning conversations". W Mentoring Teachers in the Primary School, 89–100. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-11.

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Grigg, Russell. "Continually learning". W Becoming an Outstanding Primary School Teacher, 361–92. Wyd. 3. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-15.

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Moeed, Azra, i Dayle Anderson. "Science Investigation in Primary School". W Learning Through School Science Investigation, 33–69. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1616-6_3.

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Ludovico, Luca A., i Giuseppina Rita Mangione. "Music Coding in Primary School". W Smart Education and Smart e-Learning, 449–58. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19875-0_40.

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Edwards, Jean, Helen Caldwell i Rebecca Heaton. "Learning about and from artists". W Art in the Primary School, 53–76. Wyd. 2. New York, NY: Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9780429296208-3.

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Bracke, Evelien. "Six steps to transformative learning through classics at primary school". W Classics at Primary School, 45–70. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003229742-3.

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Edwards, Jean, Helen Caldwell i Rebecca Heaton. "Teaching and supporting learning in art". W Art in the Primary School, 131–55. Wyd. 2. New York, NY: Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9780429296208-6.

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Streszczenia konferencji na temat "Primary school learning"

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Hyksová, Hana, i Veronika Stoffová. "DISTANCE LEARNING AT PRIMARY SCHOOL". W 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1375.

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Anggraini, Lanny, Zulfiati Syahrial i Robinson Situmorang. "Learning Process in Inclusive Primary School". W First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282245.

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Erdei, Edina-Timea. "PRIMARY SCHOOL PUPILS’ APPROACHES TO LEARNING". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1508.

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Erdei, Edina-Timea. "PRIMARY SCHOOL PUPILS’ MOTIVATION FOR LEARNING". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2146.

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Mutisya, Sammy. "Increasing Maasai Girls’ Primary School Completion Rate and Transition Rate to Secondary School through a Community Based Learning Support System". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8836.

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This is project is designed using Commonwealth of Learning small grant. The project is to be implemented among indigenous Maasai ethnic groups of Kenya. Girl’s participation in education is a major concern among the Maasai Community of Kenya. Kenya government has given adequate attention on school enrollment and 100% transition to secondary school. However, out of all the girls that enroll in primary schools annually only 15% proceeds to secondary school. The goal of the project is to develop an out-of-school community based learning support system that ensures out-of-school primary school girls continue learning and those who dropout are reintegrated back to primary school at their rightful progression grade level. The learning support system utilizes gender responsive pedagogies in teaching and learning processes. The expected results is Community Based Learning Support System for out-of-school Maasai girls that pays attention to the specific learning needs of girls and boys.
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Rossi, Elena, i Gianfranco Santovito. "INTRODUCTION TO MENDELIAN GENETICS IN PRIMARY SCHOOL". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1274.

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Näkk, Anne-Mai, i Inge Timoštšuk. "SCHOOLWORK ENGAGEMENT AND SCHOOL BURNOUT AMONG PRIMARY SCHOOL STUDENTS IN ESTONIA". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1010.

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Lestari, Slamet. "The English Learning Management in Primary School". W 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.66.

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Pajtler, Marija. "Developing Ecological Values in the First Grade of Primary School". W Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.31.

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Untari, Esti, i Sukamti Sukamti. "Science Learning in Elementary School with Project Based Learning Model". W 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.10.

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Raporty organizacyjne na temat "Primary school learning"

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova i Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], wrzesień 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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Lynch, Paul, Tom Kaye i Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, czerwiec 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Hannah, Elizabeth F. S., i Sharon Tonner. Exploring the use of The Learning Cloud to enhance literacy development of primary school children. University of Dundee, styczeń 2016. http://dx.doi.org/10.20933/10000102.

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Lim, Delbert, Niken Rarasati, Florischa Ayu Tresnatri i Arjuni Rahmi Barasa. Learning Loss or Learning Gain? A Potential Silver Lining to School Closures in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/041.

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Indonesian students have lagged behind their global peers since before the COVID-19 pandemic. Given the risk of significant loss and permanence of the phenomenon in low- and middle-income countries, along with the particularly lengthy period of school closure in Indonesia, this paper aims to give an insight into the discussion on student learning progress during school closures. We will present the impact of the closures on primary school students’ achievement in Bukittinggi, the third-largest city on the island of Sumatra and a highly urbanised area. The city has consistently performed well in most education-related measures due to a strong cultural emphasis on education and a supportive government (Nihayah et al., 2020), but has been significantly affected during the pandemic as most students are confined to their homes with very limited teacher-student interaction.
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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn i Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh i Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), listopad 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates i Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), maj 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Khrystyna V. Berladyniuk, Khrystyna V. Buzhdyhan, Liliia V. Baziuk i Aleksandr D. Uchitel. Augmented reality in process of studying astronomic concepts in primary school. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4411.

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The objective of the research is development a mobile application (on the Android platform) designed for visualization of the Solar System with the AR technology and the alphabet study, applying the astronomic definitions, which can be used by the teacher and the students for an effective training for studying the subjects of the astronomic cycle in primary school. Augmented Reality cards with the images of the Solar System planets and other celestial bodies were developed, as well as the “Space alphabet” was created. In the developed alphabet every letter of the alphabet becomes a certain celestial body or a different astronomic definition. Augmented Reality gives the opportunity to visualize images of the Solar System as much as possible, in other words to convert 2D images into 3D, as well as “make them alive”. Applying this tool of ICT while studying new data gives the ability to develop and improve the pupils’ spatial thinking, “to see” the invisible and to understand the perceived information in a deeper way, which will be beneficial for its better memorizing and development of computer skills. Studying the alphabet in the offered mobile app will definitely help nail the achieved knowledge and get interesting information about celestial bodies that are invisible and superior for kids; to make a journey into the space, prepare a project on “The Space Mysteries” subject; to stimulate the development of curiosity, cognitive motivation and learning activity; the development of imagination, creative initiative, including speaking out.
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Oza, Shardul, i Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), maj 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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