Gotowe bibliografie tematyczne / Primary school teaching

Gotowa bibliografia na temat „Primary school teaching”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 27 lipca 2024

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Artykuły w czasopismach na temat "Primary school teaching"

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Kizi, Rashidova Nodira Abdulla. "CREATIVITY IN PRIMARY SCHOOL EL TEACHING". American Journal Of Social Sciences And Humanity Research 02, nr 12 (1.12.2022): 109–24. http://dx.doi.org/10.37547/ajsshr/volume02issue12-17.

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In the dynamically changing world, educational settings are increasingly relying on employee creativity. By promoting educators to generate creative ideas and products for the market, organizations can achieve innovation and maintain competitive advantages (Shalley, Zhou, & Oldham, 2004; Woodman, Sawyer, & Griffin, 1993; Zhou & Hoever, 2014). Considering the critical importance of creativity, practitioners are searching for ways to facilitate teachers’ creative performance. However, existing knowledge on creativity predictors and drivers remains incomplete. To help teaching organizations effectively manage employees’ creativity, this course work aims to elucidate what predictors from universities and teachers themselves can align to engender creative results.
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Yordanova, Daniela. "CONTEMPORARY TENDENCIES IN TEACHING LITERACY THE PRIMARY SCHOOL". Journal scientific and applied research 4, nr 1 (10.10.2013): 178–83. http://dx.doi.org/10.46687/jsar.v4i1.97.

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The article reviews some of the contemporary tendencies in the teaching of basic literacy to primary-school pupils – the goal and the tasks of the education process; the accents in the analythical-synthetic method of teaching literacy in the primary school in Bulgaria; the didactic tools to guarantee a quality basic-literacy teaching for the children from minority communities in connection with the renewal of our education system, which forms part of the European one.
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Djumaev, M. I., i M. M. Djumaeva. "ALGORITHM- METHODOLOGICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN TEACHING PRIMARY NATURAL SCIENCE". Bulletin of Dulaty University 14, nr 2 (20.05.2024): 75–81. http://dx.doi.org/10.55956/mqkc8014.

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The article “Algorithm - methodological training of future primary school teachers in teaching primary natural science” is devoted to the urgent problem of teacher training in teaching primary natural science at school for children of primary school age. The authors of the work conducted a study of teaching methods in the process of teaching primary science in primary schools, necessary for the methodological training of school teachers. A detailed analysis of teaching methods made it possible to identify the shortcomings and advantages of the analyzed methods and showed the possibility of their improvement through a successful combination of various methods in the course of teaching primary science to children of primary school age. The authors of the article, using their own examples, convincingly proved the effectiveness of a combination of traditional and innovative teaching methods. In addition to traditional teaching methods such as conversation, story, explanation, practical methods, in modern conditions of informatisation of society, methods such as the use of audio and video films and the use of the latest computer systems play an important role in the methodological training of future primary school teachers in teaching primary science.
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Blyth, Alan, i Maurice Galton. "Teaching in the Primary School". British Journal of Educational Studies 38, nr 1 (luty 1990): 82. http://dx.doi.org/10.2307/3120849.

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Ayuningtias, Diah Ikawati. "Teaching English at Primary School". NOBEL: Journal of Literature and Language Teaching 8, nr 2 (3.09.2017): 129–40. http://dx.doi.org/10.15642/nobel.2017.8.2.129-140.

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There is a fear that teaching foreign language to primary school students may distract the growth of nationalism feeling of the students. It is due to the fact that children within 6 to 12 years old are vulnerable. They are easy to be influenced or shaped by other cultures. Within this age, they are still in the process of developing themselves, in the aspect of personality and social life. However, research conducted on this matter does not prove that teaching foreign language to primary school students can obstruct the growth of students’ nationality feeling. The aim of this article is to present literature review related to the questions whether teaching English as a foreign language may distract students’ growth of nationality feeling. Then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include English lesson as one of the subjects taught at primary school level.
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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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A. SWAMINATHAN, A. SWAMINATHAN, Dr P. SEKAR Dr. P. SEKAR i Dr K. V. S. N. MURTY Dr. K. V. S. N. MURTY. "Teaching Abilities of Primary School Teachers : An Empirical Study". Global Journal For Research Analysis 3, nr 7 (15.06.2012): 92–95. http://dx.doi.org/10.15373/22778160/july2014/110.

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Min, Liu. "Fairy Tale Teaching in Primary School Chinese Teaching". Education Study 5, nr 1 (2023): 51–57. http://dx.doi.org/10.35534/es.0501007.

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Ferah Özcan, Aysel. "Candidate Primary School Teachers' and Primary School Teachers' Metaphorical Perceptions about Teaching and Mathematics Teaching". International Journal of Progressive Education 19, nr 4 (1.08.2023): 52–69. http://dx.doi.org/10.29329/ijpe.2023.579.4.

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Nhlumayo, Buhle Stella. "Rural primary school principals’ leadership strategies for ICT integration". Research in Social Sciences and Technology 9, nr 1 (24.02.2024): 171–84. http://dx.doi.org/10.46303/ressat.2024.10.

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This paper explored the factors influencing the leadership strategies of school principals in rural primary schools regarding the integration of information and communication technologies (ICTs) in the process of teaching and learning in their schools. School principals are responsible for ensuring that there is ICTs integration in their schools’ teaching and learning processes. Embedded within the theory of learning-centred leadership (LCL), school principals have a responsibility to lead, foster, manage, and support the learning process for teachers and learners in their schools. Thus, school principals need to be well acquainted with innovative technologies for teaching and learning amidst the Fourth Industrial Revolution (4IR), which is global, complex, and fast-paced, to lead learning through ICT integration. Underpinned by the interpretive qualitative approach and using a multiple case study as a research design, this study generated data from three selected South African rural primary schools through face-to-face interviews with the three school principals. Data were analysed thematically. Findings revealed that school principals’ leadership strategies are influenced by their attitudes towards ICT integration into teaching and learning, their exposure to ICT workshops, and their own judgements of their abilities in using ICT. The paper recommends customised in-service training for school principals and teachers to alter and improve their exposure to, attitudes, perceptions toward ICT integration in teaching and learning.
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Rozprawy doktorskie na temat "Primary school teaching"

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

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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.
The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers". Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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

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Midrash (classic rabbinic interpretation of Hebrew Scripture) is taught alongside Scripture in Bible classes throughout the Jewish world in the primary school. Because Jewish tradition holds that rabbinic interpretation of Scripture should always be taught together with Scripture the teaching of midrash is viewed as part of the initiation of the student into Jewish sacred texts and into Jewish literacy. Traditionally children encounter midrash commentary when it is quoted or paraphrased by Rashi, Rabbi Solomon ben Isaac of the eleventh century, whose commentary on the Pentateuch is the most widely read. But since midrash is based on the theology ofthe ancient rabbis and was the rabbis' medium for conveying their understandings of Scripture, of God, of righteousness and man's place in this world to their followers, these texts are naturally complex and their content is often abstract. Current pedagogical practice does not address midrash as a discrete subject and does not, therefore, address these underlying characteristics of midrash. It has been my professional experience, as well as that of other Bible teachers, that a lack of explicit pedagogy for midrash can cause problems of understanding for the young student which may negatively influence her view of Scripture. This paper describes an educational innovation (for year six students) that was developed and tested by the author in the format of a design experiment. The strategy for teaching midrash explicitly builds upon academic scholarship on midrash content; on scholarship on the way that children form religious understandings and on scholarship that relates to the way that children make sense of texts. The research was conducted on an international scale, in one school each in Israel, England and the U.S. The findings reflect the challenges faced and the successes that were achieved in teaching midrash explicitly in the primary school.
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Liu, Chun-lung. "Implementing ICT into teaching in a primary school". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039869.

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Wills, Robin C. "Teaching primary school children in single-gendered classes". Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.

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

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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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Chung, Shuk-fan, i 鍾淑芬. "Teaching of rhyming skills in poems for primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962907.

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Brown, Barrington. "Primary school teachers' teaching in classrooms with Internet capability". Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416238.

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Gillan, Kevin P. "Teaching principals : Educational restructuring and transformational leadership". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/879.

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The restructuring of. the Education Department of Western Australia (EDWA) since 1987 has seen the devolution and decentralisation of administrative responsibilities from the central education authority to schools. The onset of an era of educational restructuring has significantly changed the work of primary school principals. They have become responsible for the transformation of schools from a bureaucratic form of organisation to ones that are characterised by school based decision-making and management. The new form of organisation is intended to sustain a process of continuous school improvement. As well as managing change there has also been an expectation for principals to provide educational leadership. School decision-making and management appears to have intensified the work of the principal. The schools of EDWA offer a special opportunity to study the way in which principals who have increased responsibility for managing change and establishing school based decision making and management have responded to the challenge of leadership. In the research literature theories of transformational leadership have been viewed by several researchers and perhaps education authorities as a desirable form of leadership. According to this view transformational leadership may enhance school based decision-making and management during a period of educational restructuring. This study considers the case of the teaching principal in EDWA primary schools. The focus of the research is to establish the extent to which principals who are successful in managing school improvement during a period of educational restructuring are using transformational leadership practices. Leithwood's (1994) synthesis of transformational leadership practices is used to conceptualise the way.in which principals attempt to do their work. The qualitative study used a sample of three teaching principals who were reported as being successful in managing change. The study focussed on whether teaching principals had been able to make use of opportunities to demonstrate any or all of the dimensions of transformational leadership. This research comprised a pilot study followed by the main study. The participants in both studies were selected using a purposive sampling technique to maximise variation. The pilot study involved three teaching principals from country and city schools. Three teaching principals and two teachers from each of their schools in both city and country areas participated in the main study. In each study data were collected using a semi - structured interview schedule. Principals and teachers in the main study were asked the same questions as a means of obtaining data triangulation. The findings of the study suggested that educational restructuring had compressed the amount of time in which teaching principals had to complete their educationalleadership1 administrative and teaching work. This resulted from an intensification of the principals' work. The findings indicated that many of the practices in Leithwood's (1994) synthesis of transformational leadership are being used and are relevant to the leadership of teaching principals during an era of restructuring. However, the study found some limitations of the model as it applied to the Western Australian context. These appeared in the dimension of developing a widely shared vision. It was found that in the Western Australian context the operationalisation of developing a widely shared vision in a school was obstructed due to a centralised. focus on objectives and outcomes.
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Książki na temat "Primary school teaching"

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Galton, Maurice J. Teaching in the primary school. London: Fulton, 1989.

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Desmond, Broomes, red. Teaching primary school mathematics. Kingston, Jamaica: I. Randle, 1995.

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Kerry, Trevor. Teaching infants. Oxford: Basil Blackwell, 1988.

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Kerry, Trevor. Teaching infants. Oxford: Basil Blackwell, 1987.

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E, Marsden W., i Hughes Jo, red. Primary school geography. London: David Fulton, 1994.

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Merrett, Frank. Positive teaching in the primary school. London: P. Chapman Pub., 1990.

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

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1949-, Pollard Andrew, red. Readings for reflective teaching. London: Continuum, 2002.

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Joanna, Glover, i Ward Stephen 1947-, red. Teaching music in the primary school. Wyd. 2. London: Cassell, 1998.

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Ellis, Sue, i Elspeth McCartney, red. Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511921605.

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Części książek na temat "Primary school teaching"

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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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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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Roberts, Pauline. "Teaching strategies for primary school science". W The Art of Teaching Primary School Science, 87–100. Wyd. 2. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-6.

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Quinto, Antonella Maria Vittoria, i Francesco Sgrò. "Teaching game concepts in primary school". W School Children as Agents of Change, 116–25. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003374282-14.

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Dawson, Vaille. "Science curricula for primary school". W The Art of Teaching Primary School Science, 49–64. Wyd. 2. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-4.

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Bracke, Evelien. "Raising young heroes – teaching Latin and ancient Greek at primary school". W Classics at Primary School, 23–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003229742-2.

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Harlen, Wynne, i Anne Qualter. "School level planning". W The Teaching of Science in Primary Schools, 271–84. Seventh edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: David Fulton Publishers, 2018. http://dx.doi.org/10.4324/9781315398907-25.

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Grigg, Russell. "Defining and evaluating outstanding teaching". W Becoming an Outstanding Primary School Teacher, 7–27. Wyd. 3. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-2.

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Schauer, Gila A. "Results: EFL Primary School Teachers". W Teaching and Learning English in the Primary School, 189–232. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23257-3_6.

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Streszczenia konferencji na temat "Primary school teaching"

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

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

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Klimczuk, Boguslaw, Boguslawa Denys i Ivana Ruzic. "‘CodeInnova’ Teaching Programming in Primary School". W 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2021. http://dx.doi.org/10.23919/mipro52101.2021.9597059.

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

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

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Frischemeier, Daniel. "Primary school students ́ statistical reasoning when comparing groups". W Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17307.

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This paper reports on the examination of group comparison strategies of primary school students in Germany (grade 4, age: 9-10 years), who were taught about group comparisons in a two-week statistics course. We present the design, the realization of the course and first empirical results of the evaluation. For the evaluation we gave the students a group comparison task before they attended the classroom activities and we gave them the same task after they had attended the classroom activities two weeks later. We collected the written notes from all students, analyzed the data with qualitative content analysis methods and compared the students ́ outcomes and strategies before and after the participation in the course. The results show that students show more elaborated group comparison strategies after attending the course.
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Yuliandari, Ria Norfika, i Dian Mustika Anggraini. "Teaching for Understanding Mathematics in Primary School". W International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.007.

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Mattiello, Sara, Matteo Luca Ruggiero i Matteo Leone. "Teaching Einsteinian gravity in Italian primary school". W 1st Electronic Conference on Universe. Basel, Switzerland: MDPI, 2021. http://dx.doi.org/10.3390/ecu2021-09319.

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Pramudiani, Puri, Tatang Herman, Turmudi, Maarten Dolk i Belinda Terlouw. "Primary school teachers’ perspectives on teaching fractions". W PROCEEDINGS OF THE TEGAL INTERNATIONAL CONFERENCE ON APPLIED SCIENCES 2022: Applied Science Research Post-Covid-19 Pandemic. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0202436.

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Pisarenko, Veronika, i Darya Zatona. "USING HEURISTIC TEACHING METHODS IN PRIMARY SCHOOL". W 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2294.

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Raporty organizacyjne na temat "Primary school teaching"

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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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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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KLIMENKO, I. M., i O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.
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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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Schipper, Youdi, i Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.
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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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Ruhalahti, Sanna, Ricardo Cuenca i Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, kwiecień 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.
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Gargiulo, Carlos, Martín Moreno i Jesús Duarte. School Infrastructure and Learning in Latin American Elementary Education: An Analysis Based on the SERCE. Inter-American Development Bank, wrzesień 2011. http://dx.doi.org/10.18235/0009016.

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This study explores the state of infrastructure in the region's primary education schools, using the SERCE database, and analyzes the connection between school infrastructure conditions and language and mathematics tests results for third and sixth grade students. The results of the analysis indicate that school infrastructure and the access to basic services (electricity, water, sewerage and telephone) in the region's schools are highly deficient; there exists a large disparity between countries as well as between private urban, public urban and public rural schools; and there are large gaps between schools with children from high income families and schools with children from low income families. The analysis on the relationship between school infrastructure and academic results in the SERCE tests indicate that the highest factors most significantly associated with learning outcomes are: the presence of spaces that support teaching (libraries, science and computer labs); the connection to electric and telephone utilities; access to potable water, drainage and bathrooms. This indicates that countries in the region must strengthen investment geared towards improving school infrastructure in order to close the gaps that negatively affect rural areas, public sector schools, and schools with students from low income families. Likewise, public policies must prioritize infrastructure areas that have an impact on learning.
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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ZATONA, D. S., i I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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