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Relevant bibliographies by topics / Education, Elementary – Curricula – Macau

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Academic literature on the topic 'Education, Elementary – Curricula – Macau'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Education, Elementary – Curricula – Macau"

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Zhang, Zheng. "Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum." Beijing International Review of Education 1, no. 2-3 (2019): 401–26. http://dx.doi.org/10.1163/25902539-00102010.

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This ethnographic case study documents students’ lived experience at a Canadian offshore school in Macau through students’ multimodal artifacts, interviews, and teacher-student interactions in English and Mandarin literacy classes. Undergirded by the theory of cosmopolitan literacies, this study revealed the opportunities at mcs for difference negotiation and fluid identity formation that were enabled by mcs’s curricular emphasis on celebrating multiculturalism and multimodality. However, interview and observation data showed that literacy practices in the English literacy classes also centere

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Temmerman, Nita. "Undergraduate Elementary Teacher Education Music Curricula in Australia." Journal of Music Teacher Education 7, no. 2 (1998): 14–21. http://dx.doi.org/10.1177/105708379800700204.

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Sylvester, Paul Skilton. "Teaching and Practice: Elementary School Curricula and Urban Transformation." Harvard Educational Review 64, no. 3 (1994): 309–32. http://dx.doi.org/10.17763/haer.64.3.u224654m7261v513.

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In this article, third-grade teacher Paul Skilton Sylvester describes how he practiced critical pedagogy in his urban Philadelphia classroom. Conceptualizing education as a means for changing social structures rather than merely replicating them, Sylvester created a classroom economy, which his students called "Sweet Cakes Town," as part of a larger study of the neighborhoods surrounding the school. In Sweet Cakes Town, students and teacher studied and lived "real world" situations such as unemployment, nepotism, successful entrepreneurship, homelessness, injustice, and cooperation in their ex

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Agodini, Roberto, and Barbara Harris. "An Experimental Evaluation of Four Elementary School Math Curricula." Journal of Research on Educational Effectiveness 3, no. 3 (2010): 199–253. http://dx.doi.org/10.1080/19345741003770693.

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Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary." Journal for Research in Mathematics Education 40, no. 4 (2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.

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Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason a

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Rezaii, Leila, Alireza Assareh, Rezvan Hakimzade, and Bahram Saleh Sedghpour. "Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education." International Journal of Elementary Education 9, no. 4 (2020): 88. http://dx.doi.org/10.11648/j.ijeedu.20200904.12.

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Hanley, Betty. "Canadian Arts Education: A Critical Analysis of Selected Elementary Curricula." Canadian Journal of Education / Revue canadienne de l'éducation 19, no. 3 (1994): 197. http://dx.doi.org/10.2307/1495127.

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Lee, Jungmin. "A Qualitative Case Study on Elementary Schools' Multicultural Education Curricula." Korean Journal of Teacher Education 29, no. 2 (2013): 187–206. http://dx.doi.org/10.14333/kjte.2013.29.2.187.

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Kim, Ju-Young, Hyo-Young Kang, and Jong-Su Baek. "An analysis of physical education curricula in elementary teacher education universities and elementary pre-service teachers’ experiences." Korean Society For The Study Of Physical Education 23, no. 3 (2018): 77–98. http://dx.doi.org/10.15831/jksspe.2018.23.3.77.

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Prior, Laura, and Matthew Curtner-Smith. "Influence of Occupational Socialization on Elementary Physical Education Teachers’ Beliefs and Curricula." Journal of Teaching in Physical Education 39, no. 1 (2020): 9–17. http://dx.doi.org/10.1123/jtpe.2019-0013.

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Purpose: Most research examining the effects of socialization on physical education teachers’ curricula is dated, has been incidental, and conducted in secondary schools. The purpose of this study was to examine the influence of occupational socialization on the curricula delivered by elementary teachers. Methods: Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed by employing standard interpretive methods. Findings and Discussion: Three groups of teachers were identified. These were nonteachers, conservatives, and progressives. The curricula they d

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Dissertations / Theses on the topic "Education, Elementary – Curricula – Macau"

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鄺耀忠. "澳門小學自然科學課程架構之基礎研究". Thesis, University of Macau, 2003. http://umaclib3.umac.mo/record=b1636385.

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王國強. "澳門初等教育設置中文閱讀計劃之課程研究 = The study of curriculum planning in reading program of Chinese in Macao primary education". Thesis, University of Macau, 2003. http://umaclib3.umac.mo/record=b1636408.

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郭維緣. "在教育生命的長河中 : 兩位小學教師的專業成長歷程的探究". Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636383.

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Smith, Mary. "Content Analysis of Conflict Resolution Curricula." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/399.

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Violence in schools in various forms has become recognizable. Awareness of this situation has resulted with proliferation of curricula for conflict education. The purpose of this study was to analyze conflict resolution curricula designed for five to eight year olds. The study examined three issues formulated from the review of related literature: time and space, skill building, and developmentally appropriate practices. The findings included time and physical space requirements for conflict resolution curricula, the suggested skills needed to peacefully resolve conflicts, and an evaluation of

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Myers, Sally Ann 1948. "DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275293.

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Ferrucci, Beverly J., Jack Carter, and Ngan Hoe Lee. "Proportional Reasoning Models in Developing Mathematics Education Curricula for Prospective Elementary School Teachers." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79745.

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A study of pre-service primary school teachers in Singapore and the United States revealed superior performance by the Singaporeans on proportional reasoning problems. Analysis of solutions showed the Singapore future teachers were more likely to use unitary and benchmark approaches than were their American counterparts. Conclusions include suggestions for programs intended to improve the performance of prospective elementary school teachers on proportional reasoning problems.

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Leung, Chung-man Luke. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626160.

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Haslam, Rebecca. "Equity Pedagogies, Hidden Curricula: Social-Emotional Wellbeing Among Students Of Color In Elementary School." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1131.

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ABSTRACT The shift in the nation’s political climate between 2016-2019 has exacerbated the longstanding pervasive issues of racism and discrimination against People of Color and those marginalized by societal inequity. This has serious implications for teaching and schooling, as it causes children to feel unsafe, question their sense of belonging, and internalize racial oppression. Indicators of inequitable school experiences for Students of Color and students from marginalized identity groups warrant attention to the socially determined facets of public education: specifically a sense of scho

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Hancock, Margaret Ellen Marr. "Effective communication strategies used in disseminating the California English/Language Arts Framework in California elementary schools." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2946.

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Purpose of the study. The purpose of this study was to determine the effective communication strategies used to disseminate information to teachers about the 1987 California English Language Arts Framework in California K-6 distinguished and non-designated elementary schools. Responses of teachers were examined to ascertain similarities and differences in the two groups. Additional factors such as gender, size of school or size of district were studied to determine their impact on the teachers' perceptions of effective communication strategies. Methodology. The research was descriptive and com

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Costello, Eleanor Dale. "Kaleidoscope patterns : art education in an elementary classroom." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28030.

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In September 1985, a new Fine Arts Curriculum Guide/Resource Book was introduced in elementary schools throughout British Columbia. The purpose of this study was to investigate a practitioner's use of the guide within her classroom. Enquiry into the quality of the practitioner's living within the tensionality between this curriculum-as-plan and her curriculum-as-lived experience provided a counterpoint for the researcher's personal reflections on her experiences as a school art specialist and district resource person. An art education evaluation model based on art criticism concepts provided a

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Books on the topic "Education, Elementary – Curricula – Macau"

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B, Carlton Elizabeth, ed. Foundations in elementary education. High/Scope Press, 1995.

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Primary education syllabuses. Jomo Kenyatta Foundation, 1986.

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Education, Kenya Ministry of. Primary education syllabus. Kenya Institute of Education, 1992.

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1896-, Ragan William B., ed. Modern elementary curriculum. 7th ed. Holt, Rinehart, and Winston, 1991.

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1960-, Nordgren R. D., ed. Case studies in elementary and secondary curriculum. SAGE Publications, 2010.

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Maʻārif, Afghanistan Vizārat-i. [Textbooks from Afghani elementary schools. Vizārat-i Maʻārif, 2007.

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H, Werner Peter, and Cone Stephen Leonard, eds. Interdisciplinary elementary physical education. 2nd ed. Human Kinetics, 2009.

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Scottish Committee on Home-School-Community Relations in the Primary School. Starting points. Scottish Curriculum Development Service, 1985.

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Teare, Susan M. At sixes and sevens: A study of the curriculum in the upper primary school. Northern Ireland Council for Educational Research, 1988.

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Coutts, Alex. The primary school curriculum: A guide for educators and parents. Maskew Miller Longman, 1996.

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Book chapters on the topic "Education, Elementary – Curricula – Macau"

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Schepige, Adele C., Patricia D. Morrell, Cindi Smith-Walters, Kim Cleary Sadler, Miriam Munck, and Donna Rainboth. "Using Environmental Education Project Curricula with Elementary Preservice Teachers." In The Inclusion of Environmental Education in Science Teacher Education. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9222-9_19.

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Hansen, Cory Cooper. "ABCs and PCs." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch105.

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Effective professional development holds the power to transform teaching practices that invigorate teachers and increase student engagement. Arizona Classrooms of Tomorrow Today (AZCOTT) was one such experience. Eighteen elementary teachers completed a yearlong, rigorous, sixty-hour workshop experience that focused on integrating technology in content area instruction. Participants integrated technology effectively, began to develop leadership skills, and experienced changes in attitude, beliefs, knowledge, and skills as technology influenced existing curricula.

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Liu, Laura B. "Cultivating Civic Generosity in Elementary Youth Across Glocal Cultures, Ecologies, and Generations." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch020.

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This research explores cultivation of civic generosity in elementary youth as a cultural, ecological, generational practice developing global-local connections and enhanced by arts-based pedagogies, including reading, creating, and sharing children's books. In this study, 2nd grade students across two public school contexts (rural middle-income and rural low-income) reflect on learning generosity from a grandparent/parent to create a children's book presented in a public library. This study draws upon perspectives of participating elementary school teachers, administrators, and librarians to understand how the curricula and their partnerships enhanced student understanding, appreciation, and expression of generosity as a glocal civic practice.

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Robinson, LeAnne K. "Diffusion of Educational Technology and Education Reform." In Information Communication Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch155.

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This study examines educators’ perceived barriers to technology integration and the relationship to education reform. Educators and administrators from four elementary schools in Washington State were interviewed in their classrooms during a three month period. The schools differed in size, location and social economic status and reported variances in their Washington Assessment of Student Learning (WASL) scores. While all of the schools reported similar barriers to the use of educational technology, distinct differences appeared between those schools that had done long range planning during the reform process and those that had not. Specifically, staff in the two schools that coordinated curricula, performance standards and a variety of assessment tools while simultaneously allowing teachers the flexibility to alter the curricula were more likely to state personal responsibility for student learning, and they were also more likely to have overcome barriers to the use of technology.

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Popejoy, Kate, Amy J. Good, Tracy C. Rock, and Jean Payne Vintinner. "Integrated Methods Block." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch058.

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At a large, urban university, the clinically based preparation of undergraduate elementary education teacher candidates has been transformed. Following the Blue Ribbon Panel Report (NCATE, 2010), faculty created a more intense, integrated, and rigorous clinical experience for teacher candidates, which required more engagement, monitoring, and collaboration among methods faculty and PDS PK-6 schools, while immersing the candidates in a more realistic setting. This chapter describes how (a) methods curricula were reconfigured to include integrated clinical assignments, (b) opportunities were created for candidates to experience extended time in clinical classrooms, (c) university faculty liaisons were present at each PDS clinical school to provide on-site support, feedback, seminar instruction, accountability, and increased communication between the university and the school, (d) new evaluation instruments were implemented to gather and report teacher candidate knowledge, skills, and dispositions, and (e) technology was utilized, allowing teacher candidates opportunity to present and reflect on experiences.

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Obel-Omia, Carolyn Haviland. "Developing Digital Literacy." In Advancing Next-Generation Teacher Education through Digital Tools and Applications. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch006.

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Teacher education programs are increasingly responsible for preparing teachers who use technology fluently across curricula. Future teachers must define literacy more broadly than they have in the past to include digital modes of reading and writing. Experience with digital tools in literacy methodology courses provides opportunities for teacher candidates to reflect critically on these tools, preparing teachers to use technology to its advantage in elementary school classrooms. This chapter describes four digital practices designed to engage teacher candidates in participating in and reflecting on authentic reading and writing to develop next-generation literacy teachers. These practices include examples of activities that can be adapted to both teacher preparation and elementary education classrooms.

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Stone, Jennifer C., and Ryan A. Schowen. "Convergence." In Multiliteracies and Technology Enhanced Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch003.

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Online participation is becoming a significant part of many young people’s recreational literate lives. Nonetheless, the range of online literacies available in children’s out-of-school lives is rarely addressed in school-based literacy curricula and instruction. To address this gap, this chapter develops and illustrates a critical literacy framework based on Jenkins’ (2006) concept of “convergence.” Building on Jenkins’ theory of convergence, the authors pull together ideas from media studies, multiliteracies, and semiotics to develop a cohesive framework for unpacking the textual practices, practices of consumption, and social networks common in new media. The authors then illustrate this framework through an analysis of ideologies of gender in popular websites among elementary-age children, including Barbie, American Girl, Transformers, and Hot Wheels.

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Cullen, Theresa A. "Connecting With Industry in Computer Science Education." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch006.

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As technology becomes a more influential part of our everyday life the need for those skilled in computer science increases. With concerns over the diversity and representation of the computer science pipeline, companies and organizations are stepping up to support teachers in elementary, middle and high schools to help prepare the next generation of programmers and technology workers. This chapter will describe efforts from the tech industry to support teachers in teaching computer science including support of consortia like Code.org, and developing curricula and training. It will also outline efforts working with organizations to train and place computer science professionals in K12 classes to volunteer, teach and provide role models to future computer scientists.

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Dixon, James, and Libi Shen. "Technology-Integrated Curriculum and Students' Academic Performance." In Diverse Learning Opportunities Through Technology-Based Curriculum Design. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5519-3.ch005.

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Technology is shaping our world persistently and swiftly every day. Does the use of technology improve teaching and learning as well as the overall quality of education at schools? To what extent are technology-integrated curricula in an elementary school correlated with students' academic performance on statewide achievement tests? To what extent are technology-integrated curricula in an elementary school correlated with students' computer literacy skills? The aim of this chapter was to identify whether a relationship exists between technology-integrated curriculum and students' academic performance on statewide achievement tests as well as their computer skills in an elemental school in Alabama. Data were collected through a survey questionnaire and archival data. The participants were 113 fifth grade elementary school students. Results from the study and recommendations for school administrators, teachers, and students are provided.

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Yoon, Ma-byong, and Je-eun Baek. "Development and Application of the STEAM Education Program Based on the Soccer Robot for Elementary Students." In Rapid Automation. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8060-7.ch041.

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The purpose of this article was to develop an elementary school robot STEAM program and explore the possibility of field applications. To this end, the authors extracted the contents related to school achievement standards for 5th and 6th grade curricula around the topic of robot soccer, incorporating a relevant curriculum based on the extracted information. The program was composed of a sequence of situations, creative design, and emotional experience. Each step was prepared in the order of understanding the robot, making the soccer robot, and the robot soccer game. The program developed in this article is significant in that it provided an opportunity to enhance the relationship between content knowledge and real life, collaborative and social learning, metacognition education in new learning processes, new technological environments, and encourage interest in the fusion subject.

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Conference papers on the topic "Education, Elementary – Curricula – Macau"

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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-pr

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