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1
Kwao, Alex, and Yaw Afari Ankomah. "Multiple Intelligences in Classrooms: The Case of Okyeso Primary School in Cape Coast, Ghana." Journal of Education and Development 4, no. 2 (2020): 17. http://dx.doi.org/10.20849/jed.v4i2.745.
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The understanding of multiple intelligences in our schools is very paramount. Multiple intelligences unearth diverse inherent talents in children through interactions in the classrooms. The ability to tap these potentialities and capabilities facilitates their career paths and placements. Unfortunately the education system in Ghana precisely our pre- schools appear not to have adequately set up mechanisms to take advantage of multiple intelligences in children. There seems to be cognitively spread approach using one-sided performance appraisal to examine and assess children’s intellectual abilities. The paper therefore identifies multiple intelligences strategy as a missing link in classroom interactions. A careful look is to examine the potentialities in children by critical investigation whether there are diverse levels of abilities and processing skills to solve problems. The inquiry was a case study and a mixed method. Primary 3 class was used and sample selection of 20 children and 5 teachers was employed using the purposive technique. Observation and interview were the main instruments. Bar charts and percentage scores were analytical procedures for the quantitative data while the thematic approach was used as concurrent analytical tool for the qualitative data. Verification strategy was by triangulation. Results were so appealing that, both pupils and teachers were able to identify some areas of multiple intelligences in the classrooms. However, these traits and characteristics were exhibited unknowingly. It is recommended that talents in the classrooms should be tapped using holistic approach to assess children’s abilities.
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Raudenbush, Stephen W. "A Crossed Random Effects Model for Unbalanced Data With Applications in Cross-Sectional and Longitudinal Research." Journal of Educational Statistics 18, no. 4 (1993): 321–49. http://dx.doi.org/10.3102/10769986018004321.
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Hierarchical linear models have found widespread application when the data have a nested structure—for example, when students are nested within classrooms (a two-level nested structure) or students are nested within classrooms and classrooms are nested within schools (a three-level nested structure). Often, however, the data will have a more complex nested structure. In Example 1, students are nested within both neighborhoods and schools; however, a school can draw students from multiple neighborhoods, and a neighborhood can send students to multiple schools. In Example 2, children are nested within classrooms during the first year of the study; however, each child finds himself or herself with a new teacher and a new set of classmates during each subsequent year of the study. By combining Lindley and Smith’s (1972) concepts of exchangeability between and within regressions, this article formulates a crossed random effects model that applies to such data, provides maximum likelihood estimates via the EM algorithm, and illustrates application to study (a) neighborhood and school effects on educational attainment in Scotland and (b) classroom effects on mathematics learning during the primary years in the United States.
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Sanahuja, Aida, Odet Moliner, and Lidón Moliner. "Inclusive and democratic practices in primary school classrooms: A multiple case study in Spain." Educational Research 62, no. 1 (2020): 111–27. http://dx.doi.org/10.1080/00131881.2020.1716631.
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Walker, Richard A., Kimberley Pressick-Kilborn, Lynette S. Arnold, and Erica J. Sainsbury. "Investigating Motivation in Context." European Psychologist 9, no. 4 (2004): 245–56. http://dx.doi.org/10.1027/1016-9040.9.4.245.
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Motivation is increasingly recognized as contextually situated, and this recognition has led to considerable research into motivation in authentic learning environments such as classrooms. Developing sociocultural perspectives on motivation, however, requires consideration of theoretical issues beyond those of context. This article discusses two separate empirical studies that are grounded in sociocultural principles in that they reconceptualize the constructs of interest and student regulatory activities as fundamentally social in nature and origin. Using multiple methodologies that allow focus at the levels of both classroom and individual, these studies employ the notion of transformative internalization and subsequent externalization to explain the social origins of individual motivational processes. The study of interest followed a small group of students within a primary science classroom, and employed a range of qualitative methods including observation of lessons, the videotaping of lesson segments, interviews with students, and written student reflections. The study of student regulatory activities investigated the impact of a teaching intervention in primary social studies classrooms, and used a combination of quantitative (questionnaire-based) and qualitative methods (semistructured interviews, observations of classroom activities, and student reflections). Both studies contribute to the development of sociocultural perspectives on motivation through empirical research guided by such theoretical notions as intersubjectivity, canalization, and coregulation.
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Karjalainen, Suvi, Jonas K. Brännström, Jonas Christensson, Birgitta Sahlén, and Viveka Lyberg-Åhlander. "A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms." International Journal of Environmental Research and Public Health 17, no. 6 (2020): 2083. http://dx.doi.org/10.3390/ijerph17062083.
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Although teachers’ well-being and vocal health are affected by noise, research on classroom sound environment from the teachers’ perspective is scarce. This study investigated the relationship between teachers’ well-being and classroom acoustics. The possible influence of teachers’ age, experience, teaching grade and class size on the relationship was also investigated. In this study, well-being refers to self-reported vocal health, stress, burnout and self-efficacy. Twenty-three primary-school teachers answered questionnaires on well-being. In each teacher’s classroom, the acoustical properties were measured with the variables reverberation time, clarity of speech (C50) and ventilation system noise (VSN). A series of non-parametric correlations were run to determine the relationship between teachers’ well-being and classroom acoustics. Initially, there was a significant bivariate correlation between burnout and VSN, as well as voice symptoms correlated with VSN and teaching grade. Although the results became not significant after correction for multiple tests, the findings indicate that higher degree of burnout is associated with higher levels of VSN in classrooms, and voice symptoms increase with higher VSN. Teachers working in lower grades had more voice symptoms than those working in higher grades.
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Manoli, Polyxeni, Maria Papadopoulou, and Panagiota Metallidou. "Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms." System 56 (February 2016): 54–65. http://dx.doi.org/10.1016/j.system.2015.11.003.
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Noula, Ioanna. "Critical Thinking and Challenges for Education for Democratic Citizenship: an ethnographic study in primary schools in Greece." Educação & Realidade 43, no. 3 (2018): 865–86. http://dx.doi.org/10.1590/2175-623674799.
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Abstract: This article reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standards of achievement set by University Entrance Exams and parents’ aspirations. The article concludes that prevailing expectations in the Greek primary school interfere with the development of pedagogical relationships that would promote critical thinking obstructing the attainment of the aims of the integrated curriculum reform and compromising the project for democratic citizenship.
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Millei, Zsuzsanna J. "The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom." Contemporary Issues in Early Childhood 6, no. 2 (2005): 128–39. http://dx.doi.org/10.2304/ciec.2005.6.2.3.
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Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored.
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Hew, Khe Foon, Shurui Bai, Weijiao Huang, et al. "On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis." Australasian Journal of Educational Technology 37, no. 2 (2021): 132–51. http://dx.doi.org/10.14742/ajet.6475.
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Flipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic information using a second-order meta-analysis approach on the effectiveness of the flipped classroom on student learning outcomes. By synthesising the findings of multiple primary meta-analyses instead of individual empirical studies, a second-order meta-analysis can more accurately account for publication bias and generate a more robust result. The present study synthesised and analysed the quality of 15 primary meta-analyses that involved 156,722 participants in flipped and non-flipped conditions to provide the most exhaustive test of the flipped classroom approach on its effect on student learning outcomes in higher education to date. The mean random effect size, after trim-and-fill adjustment, was 0.37, p < 0.001 in support of flipped classrooms. To check the accuracy of the second-order meta-analysis results, we performed a study-level meta-analytic validation. We discuss possible contextual and methodological moderators.
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Esmonde, Indigo, and Jennifer M. Langer-Osuna. "Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces." Journal for Research in Mathematics Education 44, no. 1 (2013): 288–315. http://dx.doi.org/10.5951/jresematheduc.44.1.0288.
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In this article, mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions. Results highlight 3 major points. First, the students drew on 2 primary figured worlds: a mathematics learning figured world and a figured world of friendship and romance. Both of these figured worlds were racialized and gendered, and were actively constructed and contested by the students. Second, these figured worlds offered resources for 1 African American student, Dawn, to position herself powerfully within classroom hierarchies. Third, these acts of positioning allowed Dawn to engage in mathematical practices such as conjecturing, clarifying ideas, and providing evidence.
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Abdulrazzaq Al-Mahbashi, Asma’a, Noorizah Mohd Noor, and Zaini Amir. "The Effect of Multiple Intelligences on DDL Vocabulary Learning." International Journal of Applied Linguistics and English Literature 6, no. 2 (2017): 182. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.182.
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Over the past decades, the potential for the direct use of corpora known as data driven learning (DDL) has gained great prominence in English language classrooms. A substantial number of empirical studies demonstrated that DDL instruction positively affects students’ learning. As learning outcomes can be affected by individual differences, some researchers have investigated the efficiency of DDL in the light of learners’ different characteristics to determine the type of learners who were more responsive to DDL. The DDL literature has indicated the need for more research addressing for whom DDL best suits. Therefore, the aim of the current study was to examine whether or not learners’ predominant intelligences were significant predictors of DDL learning outcomes. The sample for this study included 30 female EFL Yemeni students at Sana’a University. The study used three primary instruments: a multiple intelligence questionnaire, a posttest and a delayed test on the vocabulary that was taught using DDL. The result of the correlation analyses between the participants’ three identified predominant intelligences and their performances in the posttest and delayed test showed an insignificant relationship between the variables. The regression analyses results also revealed that the predominant intelligences insignificantly predicted the participants’ posttest and delayed test performances. Based on these findings, learners’ needs and preferences should be activated and addressed by classroom instructions for creating a diverse and motivating learning environment.Keywords: corpora, DDL, individual differences, IQ, multiple intelligences
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Skital, Ezri, and Laurentiu-Gabriel Tiru. "Sociocultural Attitudes Regarding Gender Differences in Mathematics Education and Implications for Related Employment." Cultural Management: Science and Education 5, no. 1 (2021): 79–91. http://dx.doi.org/10.30819/cmse.5-1.06.
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For many years in several countries there has been gender inequality in mathematics achievement, and girls are less likely to study and specialize in precise sciences. A primary explanation for these gender differences is sociocultural. The attitudes and perceptions prevalent in a society’s culture regarding gen-der can affect students’ attitudes and performance in maths education and their choice to pursue pro-fessional careers in maths related areas. Studies have found that learning in single-sex classrooms can influence girls’ achievements and attitudes. The goal of the present study is to examine the attitudes of girls in mixed and single-sex classrooms towards mathematics and towards gender differences in mathematics. The study population included 281 students in the fifth to ninth grades, attending state-religious schools in Israel. The participants completed a multiple-choice questionnaire, which addressed their attitudes toward mathematics and possible differences between boys and girls. Most of the girls, in both types of classrooms, expressed positive attitudes towards learning mathematics and egalitarian views, although differences were found as girls learning in mixed-sex classes expressed views that were slightly more egalitarian. In addition, girls in single-sex classrooms expressed a moderately higher agreement in the “girls are better” category.
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Salehomoum, Maryam. "Inclusion of Signing Deaf or Hard-of-Hearing Students: Factors That Facilitate Versus Challenge Access and Participation." Perspectives of the ASHA Special Interest Groups 5, no. 4 (2020): 971–83. http://dx.doi.org/10.1044/2020_persp-19-00124.
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Purpose Past studies have consistently indicated a need for improvements in inclusive educational practices. Many have focused on a single actor (e.g., the student), not taking into account the interactive nature of communication. Method A qualitative study, involving multiple participants in two subject area general education high school classrooms, was completed to examine factors that promote versus challenge deaf or hard-of-hearing (DHH) students' access to communication and participation in classroom activities. Participants included four classroom teachers, two sign language interpreters, and three DHH students who used sign language as their primary mode of communication. Data consisted of eight 60- to 75-min in-class observations, two interviews, and three questionnaires. Data were analyzed using a participation framework of interaction as coordinated linguistic and nonlinguistic actions between multiple actors. Results Despite the availability of technological tools and sign language interpretation, DHH students had inconsistent access to classroom communication and lower participation than their hearing peers. Conclusions The results correspond to those of past studies, which suggest a research-to-practice gap that needs to be addressed if we are to see improvements in inclusive practices, particularly for students who use signed communication. Several recommendations are proposed in consideration of teacher, interpreter, and student as integral participants. Speech-language pathologists can participate in assessing whether inclusive education is meeting desired results and contribute to the development and implementation of necessary adaptations. Future studies are needed to systematically examine the efficacy of specific education and training programs.
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Jeong, Cheol-Ho, Wan-Ho Cho, Ji-Ho Chang, Sung-Hyun Lee, Chang-Wook Kang, and Jin-Gyun Park. "Noise and acoustic conditions of premises for hearing-impaired people in Korea." Noise Control Engineering Journal 69, no. 1 (2021): 77–85. http://dx.doi.org/10.3397/1/37697.
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Hearing-impaired people need more stringent acoustic and noise requirements than normal-hearing people in terms of speech intelligibility and listening effort. Multiple guidelines recommend a maximum reverberation time of 0.4 s in classrooms, signal-to-noise ratios (SNRs) greater than 15 dB, and ambient noise levels lower than 35 dBA. We measured noise levels and room acoustic parameters of 12 classrooms in two schools for hearing-impaired pupils, a dormitory apartment for the hearing-impaired, and a church mainly for the hearing-impaired in the Republic of Korea. Additionally, subjective speech clarity and quality of verbal communication were evaluated through questionnaires and interviews with hearing-impaired students in one school. Large differences in subjective speech perception were found between younger primary school pupils and older pupils. Subjective data from the questionnaire and interview were inconsistent; major challenges in obtaining reliable subjective speech perception and limitations of the results are discussed.
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Language and Reading Research Conso, Hui Jiang, and Jessica Logan. "Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention." Journal of Speech, Language, and Hearing Research 62, no. 8 (2019): 2812–28. http://dx.doi.org/10.1044/2019_jslhr-l-19-0015.
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Purpose This article includes results from a multistate randomized controlled trial designed to investigate the impacts of a language-focused classroom intervention on primary grade students' proximal language skills and distal reading comprehension skills. Method The sample included 938 children from 160 classrooms in 4 geographic regions in the United States; each classroom was randomly assigned to 1 of 2 experimental conditions (2 variations of a language-focused intervention) or business-as-usual control. For this study, the 2 experimental conditions were collapsed, as they represented minor differences in the language-focused intervention. All children completed assessments at multiple time points during the academic year. Proximal measures (curriculum-aligned measures of vocabulary, comprehension monitoring, and understanding narrative and expository text) were administered throughout the school year. Distal measures of reading comprehension were administered at the beginning and the end of the school year. Results Multilevel multivariate regression was conducted with results showing that students receiving the language-focused intervention significantly outperformed those in the control group in comprehension monitoring and vocabulary, with effect sizes ranging from 0.55 to 1.98. A small effect in understanding text (narrative) was found in 3rd grade only. Multilevel path analyses were then conducted to examine if the intervention had a positive impact on reading comprehension through the influence of proximal language outcomes. In all 3 grades, instruction impacted reading comprehension via the mediation of vocabulary, with sizable effects (1.89–2.26); no other indirect pathways were significant. Conclusions This study provides evidence that a language-focused intervention can positively impact students' performance on language measures that are closely aligned with the intervention, with indirect, large effects on distal reading comprehension measures. Theoretically, this study provides causally interpretable support for the language bases of reading comprehension.
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Palieraki, Stefania, and Konstantina Koutrouba*. "Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary Education." European Journal of Educational Research 10, no. 3 (2021): 1487–504. http://dx.doi.org/10.12973/eu-jer.10.3.1487.
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<p style="text-align: justify;">This article presents the findings of an action research study that evaluated the effectiveness of differentiated instruction in the subject of Information and Communications Technology (ICT) in primary education in Greek primary schools. Effective teaching poses a challenge to all educators in all educational levels. The subject of ICT poses multiple challenges to educators due to its applied nature, the limited allocated time and the diverse needs of the students. A differentiated teaching intervention was designed and applied from January to March 2020 to 113 upper elementary students from two elementary schools in Athens. The findings of the research highlight the improvement of the quality of the students’ assessment and the level of students’ active participation due to differentiated instruction. Furthermore, the strategy of flexible grouping, the technique of “thumb it up” cards and the applied differentiated working routine proved to be highly effective. Lastly, the implementation of asynchronous working combined with hierarchical learning activities proved to be challenging to the educator due to its complexity. Based on these findings, the article discusses the importance of further research in the systematic implementation of differentiated instruction in mixed ability classrooms and in multiple subjects.</p>
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Nagasa, Keno. "International Migrants, Family Literacy and Pact." International Journal for Innovation Education and Research 8, no. 5 (2020): 378–92. http://dx.doi.org/10.31686/ijier.vol8.iss5.2353.
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The purpose of this study is to examine the components of a family literacy program that brought international migrants into Primary Classrooms in the Rocky Mountain Region in the US. The literacy program included four components: 1) Children's Education of direct child instruction of literacy and language skills; 2) Adult Education of parent instruction of English as Second Language (ESL); 3) Parent Time of parent education and support group; and 4) Parent and Child Together Time (PACTT), where the parents get to be an interactive part of their child’s classroom with the teacher present. PACTT is a unique opportunity in facilitating cultural integration and parental engagement, while providing participants opportunity to observe first-hand the reality of education in the United States as well as being active ELLs. Drawing on multiple social and educational theories and research, data from interviews, observation, and focus group yielded data that contributes a more inclusive discourse and new knowledge to the educational community regarding international migrants and their dreams and hopes for the success of their children.
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Nilsson, Maria. "Foreign language anxiety." Apples - Journal of Applied Language Studies 13, no. 2 (2019): 1–21. http://dx.doi.org/10.17011/apples/urn.201902191584.
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Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8–12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners’ reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. Moreover, the study’s contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.
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Wiggins, Benjamin L., Sarah L. Eddy, Leah Wener-Fligner, et al. "ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom." CBE—Life Sciences Education 16, no. 2 (2017): ar32. http://dx.doi.org/10.1187/cbe.16-08-0244.
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The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies.
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Berrios Aguayo, Beatriz, Cristina Arazola Ruano, and Antonio Pantoja Vallejo. "Multiple intelligences: Educational and cognitive development with a guiding focus." South African Journal of Education 41, no. 2 (2021): 1–10. http://dx.doi.org/10.15700/saje.v41n2a1828.
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Development and dissemination of innovative pedagogies continues to be one of the challenges of the 21st century. The visible deficiencies in the educational field have highlighted the need for other types of pedagogies that promote complete student development. Gardner’s theory about multiple intelligences (MIs) has great potential that has not yet been realised in practice in school contexts. With this research we aimed to analyse the relationship between the intelligences that students develop in primary education and the increase in certain cognitive and academic capacities, and to demonstrate that a pedagogy based on Gardner’s theory does more to promote creativity, maturation and school performance than traditional teaching-learning pedagogies. A total of 420 participants from 2 state-funded schools participated in this study (experimental group = EG; control group = CG). The EG (n = 230) was taught using Gardner’s theory and the CG (n = 190) was taught according to traditional pedagogy. There was an association between the intelligences developed by the students and their academic, creative, and maturational levels. Finally, significant differences were found between the EG and CG, with the EG obtaining a higher mean in the variables analysed in favour of the EG. In conclusion, using MIs in classrooms allows for a more mature and creative development and greater academic performance.
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Anderson, Dayle. "What makes it science? Primary teacher practices that support learning about science." Set: Research Information for Teachers, no. 2 (August 1, 2014): 9–17. http://dx.doi.org/10.18296/set.0325.
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The New Zealand Curriculum [NZC] identifies an understanding of science that supports informed citizenship as a major goal for the Science learning area. The Nature of Science strand, which explores how science itself works, is the overarching and compulsory strand in Science for Years 1–10. New Zealand primary schools vary in their choice of approach to science, but many employ generic inquiry approaches, most commonly aligned to information literacy processes, to address a range of learning areas, including Science. Experiences at primary level are formative for students in terms of their appreciation of science as a discipline. Key reports suggest that many New Zealand primary students’ experience of science is largely information based. This article draws on sociocultural learning theory and a multiple case study of science teaching in New Zealand upper-primary classrooms to propose that primary science educational experiences that reflect the discipline of science provide a range of opportunities for students to understand how science works, as is expected by NZC. Literature and findings from the study are used to suggest ways that primary teachers can support learning about the nature of science as part of their science programme.
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Kaiser, Ann P., and Peggy P. Hester. "Generalized Effects of Enhanced Milieu Teaching." Journal of Speech, Language, and Hearing Research 37, no. 6 (1994): 1320–40. http://dx.doi.org/10.1044/jshr.3706.1320.
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The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.
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Kurniati, Erni, Soeprijanto, and Irzan Zakir. "KESESUAIAN TINGKAT PENCAHAYAAN GEDUNG SEKOLAH DASAR DAN PEMAHAMAN GURU TENTANG SISTEM PENCAHAYAAN SEKOLAH." Journal of Electrical Vocational Education and Technology 1, no. 2 (2020): 1–7. http://dx.doi.org/10.21009/jevet.0012.01.
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Abstract
 This research has the purpose to knowing the value of the lighting level in the room at primary school, is in conformity with applicable regulations or not and to knowing teacher’s knowledge and understanding level about the school lighting system. This research conducted in May until July 2016 at primary school in Kelurahan Rawamangun, East Jakarta. 
 This research is quantitative descriptive with survey method. The sampling technique used in this research is random purposive sampling, where purposive that schools are not taken in a period of improvement and the respondent teachers are permanent teachers. Samples taken random with a degree of error of ± 10 %, so sample taken is 10 schools and 80 teachers. 
 The results of this research is a translation percentage descriptive of the data suitability lighting levels at one to six classrooms, a teachers' room, library and science laboratories when sunny weather use the lights and do not use lights. And data of teacher’s understanding of school lighting system, which divided into five dimensions is healthy condition in classrooms, the lighting in the classrooms, electrical energy-saving concept of the school, the impact of lighting on health and health dan safety in the classroom as stated in 15 item multiple-choice questions. The results of this research stated that 10 schools have measured lighting levels can be concluded that the 0 % suitability rate of illumination for the one classroom, second classroom, third classroom, fourth classroom and science laboratories, 10 % suitability for the five classroom, six classroom dan teacher’s room when using the lights and do not use the lights. And suitability for the library is 11.1 % when not using lights and 12.5 % when using light. 
 And from the research data of objective tests 15 item multiple-choice question for teacher's understanding can be concluded that the percentage of comprehension for the dimensions of healthy condition in classroom is 83.33 %, the dimensions of the lighting in the classroom is 40.416 % , the dimensions of the electrical energy-saving concept of the school is 92.5 % , dimensions of the impact of lighting on health is 68.75 % , and the dimensions of health and safety in the classroom is 49.58 % . There are several dimensions that are not understood by the teacher’s, because it need an advanced program for theacher’s follow-up to can better understand the kind of school lighting system.
 Abstrak
 Penelitian ini bertujuan untuk mengetahui nilai tingkat pencahayaan pada ruang-ruang sekolah dasar apakah sudah sesuai dengan ketentuan yang berlaku dan untuk mengetahui tingkat pemahaman guru mengenai sistem pencahayaan sekolah. Penelitian ini dilaksanakan pada bulan Mei sampai dengan bulan Juli 2016 di sekolah dasar di lingkungan kelurahan Rawamangun, Jakarta Timur.
 Penelitian ini merupakan penelitian kuntitatif deskriptif dengan menggunakan metode survei. Teknik pengambilan sampel yang digunakan dalam penelitian ini yaitu teknik acak dengan pertimbangan tertentu (random purposive sampling), dimana pertimbangannya yaitu sekolah yang diambil tidak dalam masa perbaikan dan responden guru-guru merupakan guru tetap. Sampel pada penelitian ini diambil secara acak (random) dengan taraf kesalahan penelitian ±10 %, sehingga jumlah sampel yang diambil yaitu sebanyak 10 sekolah dan 80 orang guru-guru
 Hasil penelitian ini berupa penjabaran secara persentase deskriptif mengenai data kesesuaian tingkat pencahayaan pada ruang kelas satu sampai enam, ruang guru, perpustakaan dan laboratorium IPA saat cuaca cerah menggunakan lampu dan tidak menggunakan lampu. Serta data pemahaman responden guru-guru tentang sistem pencahayaan sekolah yang terjabarkan dalam lima dimensi yaitu kondisi ruang belajar yang sehat, pencahayaan pada ruang belajar, konsep hemat energi listrik sekolah, dampak pencahayaan terhadap kesehatan dan kesehatan dan keselamatan kerja pada ruang belajar yang tertuang dalam 15 item pertanyaan pilihan ganda. Hasil penelitian ini menyatakan bahwa dari 10 sekolah yang diukur tingkat pencahayaan didapatkan kesimpulan bahwa 0% kesesuaian tingkat pencahayaan untuk ruang kelas satu, kelas dua, kelas tiga, kelas empat dan ruang laboratorium IPA, 10 % kesesuaian untuk ruang kelas lima, ruang kelas enam dan ruang guru baik saat menggunakan lampu dan tidak menggunakan lampu. Untuk ruang perpustakaan yaitu 11.1 % kesesuaiannya saat tidak menggunakan lampu dan 12.5 % kesesuaiannya saat menggunakan lampu.
 Dari data hasil penelitian tes objektif berbentuk pilihan ganda 15 item pertanyaan untuk pemahaman guru dapat ditarik kesimpulan bahwa persentase pemahaman untuk dimensi kondisi ruang belajar yang sehat yaitu 83.33%, dimensi pencahayaan pada ruang belajar yaitu 40.416%, dimensi konsep hemat energi listrik sekolah yaitu 92.5%, dimensi dampak pencahayaan terhadap kesehatan yaitu 68.75%, dan dimensi kesehatan dan keselamatan kerja pada ruang belajar yaitu 49.58%. Masih terdapat beberapa dimensi yang tidak dipahami oleh guru dengan baik oleh karena itu perlu diadakan sebuah program lanjutan agar guru-guru dapat lebih memahami sistem pencahayaan yang baik pada sekolah.
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Taylor, Kristin Vanderlip. "Building school community through cross-grade collaborations in art." International Journal of Education Through Art 16, no. 3 (2020): 351–70. http://dx.doi.org/10.1386/eta_00038_1.
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This qualitative study examines multiple collaborative art experiences across ages and classrooms during two years at a suburban public school in one of the largest school districts in the United States. Students in two middle-school elective art courses engaged in contemporary art education projects to strengthen visual and verbal communication skills as they partnered with younger peers in primary grades, including the following activities: collaborative earthworks, toy designs and mixed-up animal sculptures. These multi-age socially-constructive art experiences provided students with opportunities to build community across campus while interacting with each other and the artwork co-created. Observations and noted responses via reflection from students indicated positive impact on both communication and collaboration through bidirectional teaching and learning, with students in each age group requesting more opportunities for cross-grade collaborative experiences.
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Protassova, Ekaterina. "Multilingualism at an Early Age: Parents’ Views and Teachers’ Reflections." Education & Self Development 16, no. 1 (2021): 93–101. http://dx.doi.org/10.26907/esd16.1.08.
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The questions of superdiversity, multiple identities and practices, language policy, multilingualism, plurilingualism, intercultural, minority and immigrants’ education in the pre-primary and primary classrooms are crucial for the current situation of the Russian language abroad. Teachers have to take into account linguistic and artistic resources and deploy special methodological repertoires. The aim of the present research is to show what main themes the parents and teachers of young multi-lingual children discuss and how to overcome difficulties in organizing multilingual education. Parents and teachers in four countries (Finland, France, Germany, Russia) answered the questionnaires about their attitudes towards bi-lingual education of pre-primary and primary children. In addition, the Internet discussions on the international platforms in the Russian language were analyzed. Participants characterized their experience, their family policy and the educational institutions that their children attend. Existing practices show that the variety of approaches to early bilingual education is limited through material and human resources and the children’s potential. The best results demand more input, devoted parents and educators, more money, strict rules of language use, and a true continuity of bilingualism as a goal in all steps of child development. The different effects of various approaches to education may lie, not only in the language itself, but also in its political and economic power and the cognitive effects of an early start.
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Tomsic, Mary, and Claire Marika Deery. "Creating “them” and “us”." History of Education Review 48, no. 1 (2019): 46–60. http://dx.doi.org/10.1108/her-11-2018-0027.
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Purpose The purpose of this paper is to examine how the contemporary “refugee crisis” is being presented to children through picture books and teaching materials. It uses the concept of refugeedom as an approach that takes into account the multiple facets involved in the forced movement of people in the past and present and seeks to show the value of historical understandings in educational contexts when framing resources for teachers and students. Design/methodology/approach The paper examines a sample of high-profile English language picture books about children’s stories of forced displacement and the most prominent freely available teaching materials connected to the books. A critical discursive analysis of the books and educative guides considers the ways in which ideas and information about forced displacement is framed for child readers and children in primary school classrooms. The context for the authors’ interest in exploring these books and educational resources is that in response to the numbers of children who are part of the current “refugee crisis” alongside a public call for the “crisis” to be explained to children. Findings The paper argues that picture books open up spaces for children to explore refugeedom through experiences of forced movement and various factors involved in the contemporary “refugee crisis”. In contrast, in the teaching resources and some peritextual materials, the child in the classroom is addressed as entirely disconnected from children who are forcibly displaced, students in classrooms are positioned to learn from the refugee “other”. When links are made between students in classroom and children who have been forcibly displaced it is through activities that position students in classrooms to imagine themselves as forcibly displaced, or to suggest they act within a humanitarian framework of welcoming or helping refugees. The authors believe that if teaching resources were more directly informed by discipline specific tools of historical concepts, more nuanced approaches to past and present histories of forced movement could be considered and from that more fruitful learning opportunities created for all students. Practical implications This research provides ideas about how materials to support the use of picture books in educational settings could be developed to promote historical thinking and contextualisation around key social and political issues in the world today. It also makes the case for historians to be involved in the creation of teaching materials in a collaborative way so that academic insights can be brought to teachers and students at all levels of education. Originality/value The value of this research is to understand how children are positioned in reading and learning about forced displacement and query the impact of decontextualised approaches to learning. It argues for the critical interpretative value that historical understanding can bring to present day issues which are history in the making.
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Palmgren-Neuvonen, Laura, Karen Littleton, and Noora Hirvonen. "Dialogic spaces in divergent and convergent collaborative learning tasks." Information and Learning Sciences 12, no. 5/6 (2021): 409–31. http://dx.doi.org/10.1108/ils-02-2020-0043.
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Purpose The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas in dialogue and has come to represent an ideal form of educational interaction, in the contexts of collaborative learning, joint creative work and shared knowledge-building. Design/methodology/approach A socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution of dialogic space. The data are derived from two qualitative studies, one examining dialogue to co-create fictive video stories in primary-school classrooms (divergent task), the other investigating collaborative knowledge building in secondary-school health education (convergent task). Findings Dialogic spaces were opened through group settings and by the students’ selection of topics. In the divergent task, the broadening of dialogic space derived from the heterogeneous group settings, whereas in the convergent task, from the multiple and various information sources involved. As regards the deepening of dialogic space, explicit reflective talk remained scarce; instead the norms deriving from the school-context tasks and requirements guided the group dialogue. Originality/value This study lays the groundwork for subsequent research regarding the orchestration of dialogic space in divergent and convergent tasks by offering a typology to operationalise dialogic space for further, more systematic, comparisons and aiding the understandings of the processes implicated in intercreating and interthinking. This in turn is of significance for the development of dialogic pedagogies.
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Veloo, Arsaythamby, Noor Hashima Abd Aziz, and Aizan Yaacob. "The Most Suitable Scoring Method to Assess Essay Writing in ESL Classrooms." Advances in Language and Literary Studies 9, no. 4 (2018): 19. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.19.
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The Malaysian Education Act in 1996 states that the national language which is the Malay language becomes the main medium of instruction in educational institutions and English is accorded the status of a second language. In Malaysian schools, teachers are given the freedom to use their own teaching and assessment methods in assessing their students’ writing. However, majority of the English as a Second Language (ESL) teachers use a scoring method adapted from the Malaysian Examination to assess their students’ writing. For the Malaysian Certificate of Education (SPM) English Language 1119 subject, students are required to write an essay of more than 350 words and they must be eloquent in their writing style with flawless grammatical errors to obtain the highest score for the subject. The purpose of this study was to explore the ESL teachers’ preference towards the most suitable scoring method to assess essay writing in the classrooms. The study used qualitative approach which involved 25 grade 10 ESL teachers at 12 secondary schools in one of the states in Malaysia. The teachers in this study were trained on how to use the three types of scoring method to examine the students’ continuous essay writing based on the three types of scoring methods namely Holistic, Analytical and Primary Traits. After the training, a few teachers were selected to be interviewed to get their perspectives of the three scoring methods used for classroom-based assessment. The research involved multiple data collection methods: verbal protocol, documents in the form of students’ essays and interviews with the teachers. The findings indicated that the majority of the ESL teachers in this study preferred the holistic scoring method over the other two scoring methods due to its time saving characteristic when it involved a large scale marking and the results were needed to be completed within a short period of time. In addition, the ESL teachers in this study liked the idea of having to give overall evaluation of the essays whereby they could identify not only the overall band, but also the strengths and weaknesses of their students’ writing. The teachers discovered that the holistic scoring method helped them to improve their students’ learning as they could evaluate their students’ overall performance.
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López-Chao, Vicente, Antonio Amado Lorenzo, Jose Luis Saorín, Jorge De La Torre-Cantero, and Dámari Melián-Díaz. "Classroom Indoor Environment Assessment through Architectural Analysis for the Design of Efficient Schools." Sustainability 12, no. 5 (2020): 2020. http://dx.doi.org/10.3390/su12052020.
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Optimization of environmental performance is one of the standards to be achieved towards designing sustainable buildings. Many researchers are focusing on zero emission building; however, it is essential that the indoor environment favors the performance of the building purpose. Empirical research has demonstrated the influence of architectural space variables on student performance, but they have not focused on holistic studies that compare how space influences different academic performance, such as Mathematics and Arts. This manuscript explores, under self-reported data, the relationship between learning space and the mathematics and art performance in 583 primary school students in Galicia (Spain). For this, the Indoor Physical Environment Perception scale has been adapted and validated and conducted in 27 classrooms. The results of the Exploratory Factor Analysis have evidenced that the learning space is structured in three categories: Workspace comfort, natural environment and building comfort. Multiple linear regression analyses have supported previous research and bring new findings concerning that the indoor environment variables do not influence in the same way different activities of school architecture.
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Hatisaru, Vesife, Sharon Fraser, and Kim Beswick. ""My Picture is About Opening Up Students' Minds Beyond Our School Gate!" School Principals' Perceptions of STEM Learning Environments." Journal of Research in STEM Education 6, no. 1 (2020): 18–38. http://dx.doi.org/10.51355/jstem.2020.79.
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The provision of effective leadership in STEM education is essential to support teachers to consider approaches to STEM and to carry them out effectively. Principals’ perceptions of STEM teaching and learning are, therefore, significant. In this paper we report on the perceptions of 21 primary and secondary school principals through their completion of the Draw a STEM Learning Environment Test (D-STEM), assessed through a customised rubric. Findings revealed that the participant principals maintained a diversity of interpretations of STEM learning environments primarily equated to the use of student-centred pedagogies in classrooms. Very few responses depicted and/or described teaching and learning practices anchored in realistic problems, which can enable the integration of individual STEM disciplines, and engage students in the translation of concepts across multiple representations. The use of representational tools remained implicit or was absent in most of the responses. Findings are discussed along with methodological issues, and implications and future research directions are suggested.
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Vasil, Martina. "Integrating popular music and informal music learning practices: A multiple case study of secondary school music teachers enacting change in music education." International Journal of Music Education 37, no. 2 (2019): 298–310. http://dx.doi.org/10.1177/0255761419827367.
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The purpose of this multiple case study was to examine the practices and perspectives of four music teachers who integrated popular music and informal music learning practices into their secondary school music programs in the United States. A primary goal was to understand music teachers’ process of enacting change. Data included 16 semi-structured interviews, eight school site visits and observations, documents, and a researcher journal. Findings revealed that teachers enacted change within micro-contexts—their classrooms. Teachers had an internal locus for change; they developed rationales for change and initiated curricular changes in response to a lack of student engagement, which seemed to stem from students feeling insecure in their musical abilities and disconnected from the content and pedagogy used in music classes. For the teachers in this study, the solution was integrating popular music and informal music learning practices. Thematic analysis revealed eight characteristics of effective teacher-initiated change in secondary music education: (1) holistic and gradual change processes, (2) teacher reflection and inquiry, (3) teacher autonomy, (4) enabling institutional factors, (5) use of a variety of supportive networks, (6) student-centered pedagogy, (7) teacher-selected professional development, and (8) a balance of structure and chaos and formal and informal learning.
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Setiyadi, Bradley, and Lucia Loviansi. "HUBUNGAN IKLIM KELAS DAN MOTIVASI BELAJAR DENGAN HASIL BELAJAR PESERTA DIDIK." JURNAL MANAJEMEN PENDIDIKAN 8, no. 1 (2020): 26–30. http://dx.doi.org/10.33751/jmp.v8i1.1960.
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THE RELATIONSHIP BETWEEN CLASSROOM CLIMATE AND LEARNING MOTIVATION WITH STUDENT LEARNING OUTCOMESThis study aims to look at the relationship between classroom climate and learning motivation with student learning outcomes in Class XI Office Administration at SMK Negeri 1 Kota Jambi. This study uses quantitative methods with ex post facto design. The population used in this study were students of Class XI Office Administration at SMK Negeri 1 Kota Jambi. The study population was 122 students and the sample chosen was 67 students based on intrapolation calculations and then the distribution of samples using Simple Random Sampling. Data collection techniques in this study used primary data in the form of a questionnaire and secondary data in the form of data on the average value of student tests. Data analysis techniques used in this study are simple correlation analysis and multiple correlation analysis. The results showed that: (1) There was a relationship between classroom climate and student learning outcomes of 0.595 with a percentage of 59.5% and a significance value of 0.000 so that rcount&#62; rtable or 0.595&#62; 0.201 could be said to be significant. Because r count&#62; r table then Ho is rejected and Ha is accepted. (2) There is a relationship of learning motivation with student learning outcomes of 0.744 with a percentage of 74.4% and a significance value of 0.000 so that rcount&#62; rtable or 0.744&#62; 0.201 can be said to be significant. Because r count&#62; r table then Ho is rejected and Ha is accepted; and (3) There is a relationship between classroom climate and learning motivation with student learning outcomes of 0.783 with a percentage of 78.3%. It can be concluded that classroom climate and learning motivation together have a correlation with student learning outcomes. This conclusion suggests that educators can optimize classrooms and provide awareness of the importance of learning and motivate students during the learning process, by creating a conducive classroom atmosphere and providing interesting learning methods so that students do not feel bored and bored, and feel safe and comfortable and excited in learning in class so that it will have implications for maximum learning outcomes.
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Bralich, Philip A. "The new SAT and fundamental misunderstandings about grammar teaching." English Today 22, no. 3 (2006): 61–64. http://dx.doi.org/10.1017/s0266078406003105.
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THE TEACHING of traditional grammar has been on the wane in education for the last 25 to 50 years, in the face of more interactive classrooms, more exotic developments in transformational grammar, and research suggesting that it may not play an effective role in improving student's writing. Recently, however, there has been a resurgence of interest in teaching at least some of its fundamental concepts. This new interest has taken on a more imperative bent as secondary schools and to some extent primary schools have been feeling pressure to teach basic grammatical concepts in order to prepare students for the 45 multiple-choice questions on grammar and usage in the new SAT (Scholastic Aptitude Test). Teachers and schools that have not done well enough in this area will be held to account by parents and politicians, both of whom tend to believe that instruction in traditional formal grammar is the best means to this end. Teachers who send students off, without this training, to undergo the new SAT will have some serious questions to answer if those students scores are too low.
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Kisa, Sarah, Godfrey Ejuu, and Joyce Ayikoru Asiimwe. "Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda." American Journal of Education and Practice 4, no. 1 (2020): 44–59. http://dx.doi.org/10.47672/ajep.558.
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Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence.Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively.Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”.Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.
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Routen, Ash C., Stuart J. H. Biddle, Danielle H. Bodicoat, et al. "Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme." BMJ Open 7, no. 11 (2017): e019428. http://dx.doi.org/10.1136/bmjopen-2017-019428.
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IntroductionChildren engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL.Methods and analysisThe intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK.Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June–July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016–March 2017) and 3 , teacher interviews (also at measurement 4; September–October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April–May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs.Ethics and disseminationEthical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and national stakeholders through print and online media and dissemination event(s).
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Grima-Farrell, Christine. "Mentoring pathways to enhancing the personal and professional development of pre-service teachers." International Journal of Mentoring and Coaching in Education 4, no. 4 (2015): 255–68. http://dx.doi.org/10.1108/ijmce-07-2015-0020.
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Purpose – The purpose of this paper is to examine the critical features and outcomes of an Australian collaborative university- and school-based immersion project for mentoring final year pre-service primary teachers in the area of special education as they embed theory and practice in inclusive classrooms for a full year, to respond to diverse student needs. Design/methodology/approach – Using a three-year qualitative study design, data were gathered through pre surveys and post surveys, two one-to-one semi-structured interviews, and reflexive journal entries. Analysis using triangulation of data sources and inter-rater reliability was employed to reach consensus on the key themes. Findings – Findings suggest that mentors proved critical to reducing pre-service teacher anxieties and to enhancing their personal and professional knowledge, confidence and skills as they differentiated instruction and assessment techniques to cater for students with a diverse range of abilities. Research limitations/implications – This research suggests that maintaining the balance of theory and practice through genuine extended school engagement experiences provided opportunities for collaborative connections on multiple levels across the school. This mentoring pathway enhanced and reinforced pre-service teachers’ professional capacity, confidence and employability potential. Limitations such as small sample size and lack of secondary school representation must be noted. Originality/value – This work identified the importance of the unique features of a mentoring programme within a university-school partnership, including the benefits of a full-year immersion experience, financial reward, responsibility, empowerment and enhanced employability status of final year pre-service teachers as they transition to classroom teachers. This paper provides useful insights for researchers, practitioners and teacher education policy developers.
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Tsortanidou, Xanthippi, Thanasis Daradoumis, and Elena Barberá. "Connecting moments of creativity, computational thinking, collaboration and new media literacy skills." Information and Learning Sciences 120, no. 11/12 (2019): 704–22. http://dx.doi.org/10.1108/ils-05-2019-0042.
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Purpose This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched. Design/methodology/approach This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills. Findings The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement. Originality/value The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.
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Lahoz i Ubach, Sònia, and Cecilia Cordeu Cuccia. "Sensibilidad intercultural, clima escolar y contacto intergrupal en estudiantes de educación primaria y secundaria de la Región Metropolitana de Santiago de Chile." Revista de Investigación Educativa 39, no. 1 (2021): 131–47. http://dx.doi.org/10.6018/rie.415921.
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En este estudio se evaluó la sensibilidad intercultural, el clima escolar y contacto intergrupal de 1729 adolescentes de escuelas municipales de la comuna de Santiago, 74,4% de los cuales nacidos en Chile. Se realizó un estudio cuantitativo transversal, con cuestionarios autoadministrados, analizando luego los datos con t de Student, ANOVA y análisis regresión múltiple. Los resultados dan cuenta de que el alumnado presenta niveles aceptables de sensibilidad intercultural sin diferenciarse por edad. Las adolescentes y el alumnado extranjero presentan mayor sensibilidad intercultural que sus pares. Los resultados también indican que la presencia de estudiantes de distintas nacionalidades, por sí sola, no favorece la sensibilidad intercultural. Es el clima escolar, a través del apoyo al pluralismo cultural en las escuelas, las interacciones positivas y negativas entre estudiantes, junto con el contacto intergrupal en forma de tareas conjuntas, las dimensiones que inciden en la sensibilidad intercultural, explicando un 23% de su varianza. Los resultados son concordantes con estudios internacionales y suponen un insumo para el desarrollo de intervenciones en aulas multiculturales enfocadas a favorecer la comunicación intercultural entre estudiantes de distintas nacionalidades. In this study the intercultural sensitivity was assessed together with school climate and intergroup contact of 1729 primary and secondary students from Santiago de Chile, 74,4% were born in Chile. The study was a cross-sectional quantitative study with self-administered questionnaires. Data was analysed using T-Students, ANOVA and multiple linear regression. The results show that students have intercultural sensitivity with no difference by age. At the same time, girls and foreign-born children present more intercultural sensitivity than their peers. The results also show that the mere presence of students from different nationalities does not favour intercultural sensitivity. It is the school climate, especially through support to cultural pluralism, positive and negative interactions with peers, together with intercultural contact in the form of doing homework together, that affect intercultural sensitivity, explaining 23% of its variance. The results are in line with international studies and are an input for multicultural classrooms focused in intercultural communication between students of different nationalities.
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Rahim, Bushra. "Decentralized decision making and educational outcomes in public schools." International Journal of Educational Management 33, no. 7 (2019): 1625–40. http://dx.doi.org/10.1108/ijem-04-2018-0143.
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Purpose Devolution of fiscal and administrative autonomy to public schools is a global phenomenon now. Various models of school autonomy have been adopted both in developing and developed countries. The purpose of this paper is to explore the impact of devolution of fiscal autonomy to public primary schools through Parent–Teacher Councils (PTCs) on retention of primary school children in the Khyber Pakhtunkhwa (KP) province, Pakistan. Design/methodology/approach Two sources of data were used to analyze the research question: Education Management Information System for the years 2006–2011 and 2007–2012, and a specially designed survey questionnaire used to compile information about PTCs from 222 public primary schools in the KP Province. Multiple linear regressions were conducted to examine whether PTC reforms are related to retention rates. An education production function approach was used to examine the effect of “inputs” (PTC reform) on “outputs” (retention). Findings The regression results indicate that reforms in procedural mechanisms to spend PTC budget and schools with separate classrooms for each grade level are significant in improving retention to the last grade of primary. The results also indicate that retention in all-girls’ schools tend to be significantly lower compared to all-boys’ schools. Research limitations/implications First, the integration of data sets resulted in a small sample size, 361 schools, out of which the researcher could visit only 222 schools (10 schools per district) due to time and financial constraints. There may be a probability that with a larger sample size the author findings may look slightly different. However, this is the only current data set collected by the researcher in KP, Pakistan. Second, an ideal way of calculating retention is to track each and every child enrolled in a school over a period of five years and to calculate retention at the end of Grade 5 called true cohort model. However, due to unavailability of such kind of data, a more commonly used method, called reconstructed cohort method, is employed. In this method, data on enrollment by grade are used for six consecutive years, with an assumption that the student flow rates will remain unchanged over time and across grades. Practical implications The findings of this study provide vital policy input to the Government of Pakistan in particular and other developing countries in general. The study reveals that PTCs have critical impacts on educational outcomes, school productivity and return on public sector educational investment thus providing an impetus for further strengthening of PTC and community participation. Besides, this study offers significant implications as to how school-based management programs will lead to outcomes under resource scarcity in developing countries. Social implications The paper has implications for the role of school leadership and community participation and for how to engender community involvement in marginalized areas where communities often do not have the time, resources or confidence to participate in their schools. Besides, community participation in parent–teacher meetings means that the school budget is spent transparently and with consensus. Hence, the chances of misuse of funds are minimized to a considerable extent, a dilemma faced by many developing countries. Finally, the collection of PTC-related data regularly especially details about budget allocated, spent and, the unutilized budget may result in better record keeping, which was found lacking during the visit. Originality/value The uniqueness and originality of this paper can be gauged from the fact that no systematic study exists with regards to the impact of school autonomy on students’ retention to the last grade of primary in KP province – a poor and conflict-ridden region in a low-income country (Pakistan). Also, the data collection from primary and secondary sources was not an easy task. However, the researcher as a civil servant has to use personal contacts to collect primary and secondary data. Hence, this study is unique and first of its kind in nature. No such research has been conducted so far by any researcher, especially in KP.
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Sato, Brian K., Pavan Kadandale, Wenliang He, Paige M. N. Murata, Yama Latif, and Mark Warschauer. "Practice Makes Pretty Good: Assessment of Primary Literature Reading Abilities across Multiple Large-Enrollment Biology Laboratory Courses." CBE—Life Sciences Education 13, no. 4 (2014): 677–86. http://dx.doi.org/10.1187/cbe.14-02-0025.
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Primary literature is essential for scientific communication and is commonly utilized in undergraduate biology education. Despite this, there is often little time spent training our students how to critically analyze a paper. To address this, we introduced a primary literature module in multiple upper-division laboratory courses. In this module, instructors conduct classroom discussions that dissect a paper as researchers do. While previous work has identified classroom interventions that improve primary literature comprehension within a single course, our goal was to determine whether including a scientific paper module in our classes could produce long-term benefits. On the basis of performance in an assessment exam, we found that our module resulted in longitudinal gains, including increased comprehension and critical-thinking abilities in subsequent lab courses. These learning gains were specific to courses utilizing our module, as no longitudinal gains were seen in students who had taken other upper-division labs that lacked extensive primary literature discussion. In addition, we assessed whether performance on our assessment correlated with a variety of factors, including grade point average, course performance, research background, and self-reported confidence in understanding of the article. Furthermore, all of the study conclusions are independent of biology disciplines, as we observe similar trends within each course.
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Mu'alimin, Mu'alimin, Khoiriyah Khoiriyah, and Devi Mariatul Qiptiah. "Need Analysis on The Inclusive English Materials for The Primary Graders: Voices from Practitioners." Madrosatuna: Journal of Islamic Elementary School 3, no. 1 (2019): 37. http://dx.doi.org/10.21070/madrosatuna.v3i1.2070.
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This study is aimed at conducting a need analysis on the existence of English materials for the students of elementary level in an inclusive classroom. The data is obtained from inclusive teacher who has ELT undergraduate educational background and the students of pre-service training of PGMI at IAIN Jember. The result shows that teacher takes a very important role in conducting an inclusive classroom in primary level due to the fact that they have to prepare materials and activities specifically for the students who have social, emotional, and behavioral difficulties (SEBD). Listening and speaking skill (oracy cycle) are considered as the first skills to be taught and introduced to the students of primary level in order to be able to make interrelationship with others more easily. English materials that compatible with the students of primary level in an inclusive classroom are the materials that encourage their multiple intelligences and recognize their learning style. The teaching procedure is emphasized on the role play in the form of guided instruction flowing from fully guided, partly guided, to fully free learning so the scaffolding of presenting materials which emphasized on touching their feeling can improve their sense of empathy and sense of taking care of others as well as building their social skill.
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McDougall, Christine. "Inquiry and Participatory Action Research in Primary School." Caribbean Journal of Education 42, no. 1&2 (2021): 157–205. http://dx.doi.org/10.46425/c642123197.
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In Jamaica, learner-centered instruction is commended for teaching a curriculum focused on environmental education and sustainable development. This study investigated the potential of participatory action research (PAR) as an inquiry-based instructional method in a sixth-grade Jamaican classroom. Mixed methods compared the academic performance of students between teacher-led and PAR-driven groups, and analyzed key attributes of sustainable development. Though practicing PAR had no significant effect on students’ academic performance, perceived collaboration skills, and interest in science, participants displayed leadership skills, such as self-confidence, commitment, and teambuilding. Moreover, the inquiry group conducted cross-curricular research towards place-based environmental improvement. These assets correspond to the Jamaican educational objective of integrating multiple disciplines and stakeholders in the equation for a sustainable future and warrant a further evaluation of PAR in Jamaican schools.
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Morowski, Deborah Lynn, and Theresa M. McCormick. "Did it count?: Preservice teachers’ reflections on teaching with primary sources." Social Studies Research and Practice 12, no. 3 (2017): 280–94. http://dx.doi.org/10.1108/ssrp-05-2017-0020.
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Purpose During field experiences, preservice teachers often are asked plan and teach a lesson and then to reflect on their teaching. The purpose of this paper is to examine the guided reflections of 66 preservice teachers after they planned and implemented a primary source-based lesson in an elementary classroom. The project occurred during the preservice teachers’ enrollment in a social studies methods course. Design/methodology/approach This qualitative study utilized a fieldwork approach as the methodological framework. This approach provided data that allowed the researchers to develop a deeper understanding of the preservice teachers’ experiences. Data were analyzed using Bogdan and Biklen’s (1998) content unit of analysis. Descriptive and interpretive coding schemes were used to analyze data using a priori categories of successes and challenges. Findings The preservice teachers were able to engage in technical and practical reflection, considering strategies used in the classroom and their effects on student learning, but they were unable to reflect at the critical level, thinking about moral and ethical decisions. The themes and subthemes that many of the preservice teachers identified as successes, others identified as challenges. Originality/value This study highlights the importance of preservice teachers engaging with primary sources, as well as with frequent, meaningful, and ongoing field experiences. Teacher educators need to provide multiple opportunities for teacher candidates to reflect broadly and deeply on their teaching practice and student learning. Additional research needs to be conducted to assess the impact of preservice teachers use of primary sources in the elementary classroom.
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Long, Anna C. J., Lisa M. Hagermoser Sanetti, Catherine R. Lark, and Jennifer J. G. Connolly. "Examining Behavioral Consultation Plus Computer-Based Implementation Planning on Teachers’ Intervention Implementation in an Alternative School." Remedial and Special Education 39, no. 2 (2018): 106–17. http://dx.doi.org/10.1177/0741932517748422.
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Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students’ return to their community school. Consistently implemented evidence-based classroom management is necessary toward this goal; yet, many teachers report not having the necessary knowledge or skills to effectively manage behavior in their classroom. Implementation Planning (IP) is a proactive and efficient implementation support that has evidence of being effective when delivered by a consultant during behavioral consultation. The primary aim of this multiple baseline design study was to extend the findings on consultant-mediated IP by evaluating the effect of a self-guided, computer-based version of IP on teacher treatment integrity of classroom management plans. Unlike previous studies of consultant-mediated IP, results from this study indicated a minimal effect across dimensions of teachers’ implementation, and thus also on student disruptions.
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LI, XIN, and SHI-KUO CHANG. "USER PROFILING IN THE CHRONOBOT/VIRTUAL CLASSROOM SYSTEM." International Journal of Software Engineering and Knowledge Engineering 17, no. 02 (2007): 191–206. http://dx.doi.org/10.1142/s0218194007003185.
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The Chronobot/Virtual Classroom (CVC) system is a novel time knowledge exchange platform where any pair of users can exchange their time and knowledge. User profile that contains user attributes, preferences, and learning patterns serves as a primary basis to identify exchange partners and determine exchange rates. In this paper, we described the methodology to acquire knowledge about users i.e. user profile from their activities. The association between user profile and user behaviors (e.g. online reading, chatting and time/knowledge exchanging) is identified by several feedback indicators extracted from browsing history, chatting session and exchange transaction. A linear learning model is constructed to fuse multiple feedback indicators to infer user preference. The methods utilizing user profile to identify the exchange partners and determine the exchange rate are also described in detail.
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Ma’rifah, Ulfatul. "Relationship between EFL young learners’ multiple intelligences and English Achievement in Bilingual School." Journal of English Teaching, Literature, and Applied Linguistics 4, no. 2 (2021): 125. http://dx.doi.org/10.30587/jetlal.v4i2.2515.
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This research set out with the aim of assessing whether EFL young learners’ multiple intelligence in bilingual school in Intensive Cambridge Program (ICP) has influence on their English proficiency as the important determining factors. The total number of participant was 76 students which consist of 38 male and 38 female students of 2rd, and 5th grade of bilingual primary school. The instrument used to elicit information for this study is multiple intelligences survey for kid by Laura Candler and Cambridge Progress Test (CPT). The result shows that there is no significant relationship between EFL young learners’ multiple intelligences and English proficiency. To find the predictor of type of multiple intelligences which have strength to effect toward English achievement also showed no significant since the probability was small. It can be caused that in bilingual classroom since English is used not only as a subject but also as classroom instruction and language in the text book for science, mathematics and English itself. So student’s’ English proficiency had been influenced not only by how teacher conduct the class based on multiple intelligences, but by other input outside English subject.
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Rohrer, Jane C. "Primary Teacher Conceptions of Giftedness: Image, Evidence, and Nonevidence." Journal for the Education of the Gifted 18, no. 3 (1995): 269–83. http://dx.doi.org/10.1177/016235329501800304.
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This qualitative multisite single case study is designed to explore the conception of giftedness held by four experienced teachers. These teachers were from three school districts piloting the Early Assessment for Exceptional Potential portfolio assessment model (Shaklee, Barbour, Ambrose, Viechnicki, & Rohrer, 1991). Teacher interviews triangulated by multiple secondary sources were analyzed to answer the research question guiding the study: How do primary teachers conceptualize giftedness in young children! Findings revealed that the four teachers shared a similar image of giftedness. This conception had two dimensions: classroom performance and affective style of the students. Teachers assessed children developmentally against their peers for extremely unusual intellectual and/or academic ability as demonstrated by what children said and did, and a “spark, ” or qualitative difference in these children characterized by intensity, high visibility, and/or uniqueness. Four strands of evidence created the teachers' image of child potential.
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Warner, Chantelle, Diane Richardson, and Kristin Lange. "Realizing multiple literacies through game-enhanced pedagogies: Designing learning across discourse levels." Journal of Gaming & Virtual Worlds 11, no. 1 (2019): 9–28. http://dx.doi.org/10.1386/jgvw.11.1.9_1.
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One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.
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Rogers, John, and Anisa Cheung. "Input spacing and the learning of L2 vocabulary in a classroom context." Language Teaching Research 24, no. 5 (2018): 616–41. http://dx.doi.org/10.1177/1362168818805251.
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This study examined the optimal learning schedule for second language vocabulary within an authentic classroom setting in Hong Kong. Following a pretest, treatment, delayed posttest design, fifty-two primary school students (Cantonese first language) studied 20 English adjectives over two learning episodes under spaced-short (1-day interval) or spaced-long (8-day interval) learning conditions. The spacing of the vocabulary items was manipulated within-participants, and learning was assessed on a multiple-choice posttest, administered following a four-week delay. In contrast to previous laboratory-based findings, the results here indicated superior learning of the items presented under the spaced-short format, suggesting that lag effects might be attenuated by age, learning context and teaching procedure.
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Hayixibayi, Alimila, Esben Strodl, Wei-Qing Chen, and Adrian B. Kelly. "School-based relationships and problematic internet use amongst Chinese students." PLOS ONE 16, no. 3 (2021): e0248600. http://dx.doi.org/10.1371/journal.pone.0248600.
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The potential for adolescent mental health problems arising from heavy internet use is significant. There is a need to better understand the risk and protective factors related to problematic internet use (PIU) amongst adolescents. This study examined the role of adolescents’ perceptions of school-based relationships as potential contextual antecedents to problematic internet use. Specifically, 6552 adolescent students (55.9% boys, 13.51 ± 2. 93 years) from 22 primary and middle schools in southern China completed questionnaires to measure the degree of adolescent conflict with peers, teachers and other staff, school connectedness, perceived classroom atmosphere and problematic internet use. Self-reported data was collected using a two-level stratified sampling. Multiple regression analyses showed that conflict with peers and teachers was positively associated with higher levels of PIU, while school connectedness and perceived classroom atmosphere were negatively associated with PIU. An interaction effect was found for conflict with peers and grade level, such that the association between conflict with peers and PIU was stronger for secondary students compared to primary school students. The results support the need for school-based interventions for PIU to include a focus on conflict with peers and teachers, and for a focus on the enhancement of school connectedness and classroom atmosphere.