Relevant bibliographies by topics / Primary education children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Primary education children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Primary education children"

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MAIER, Roxana, Ioana GOLU, and Alina MARIAN. "EDUCATION FOR SANOGENOUS BEHAVIOURS IN PRIMARY SCHOOL CHILDREN." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 607–12. http://dx.doi.org/10.19062/2247-3173.2016.18.2.16.

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Walsh, Grant. "Aboriginal Primary Education." Aboriginal Child at School 15, no. 2 (May 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.

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Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.
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Gavrilyushkina, O. P., and M. A. Egorova. "Primary School Children with Special Education Needs." Psychological-Educational Studies 8, no. 3 (2016): 141–52. http://dx.doi.org/10.17759/psyedu.2016080313.

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The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.
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Nen, Salina. "SEXUALITY AND REPRODUCTIVE HEALTH EDUCATION TO PRIMARY SCHOOL CHILDREN: PERCEIVED BARRIERS BY MALAYSIAN PARENTS." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 4476–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr201550.

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Wilks, Jeff, Harry Kanasa, Donna Pendergast, and Ken Clark. "Beach safety education for primary school children." International Journal of Injury Control and Safety Promotion 24, no. 3 (May 4, 2016): 283–92. http://dx.doi.org/10.1080/17457300.2016.1170043.

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Xalilova, Mamatqulovna Feruza, and Davronovna Sitora Niyazova. "Ecological education of children in primary school." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 615–22. http://dx.doi.org/10.5958/2249-7137.2021.00093.8.

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Wilson, Amanda, Thomas Hainey, and Thomas M. Connolly. "Using Scratch with Primary School Children." International Journal of Game-Based Learning 3, no. 1 (January 2013): 93–109. http://dx.doi.org/10.4018/ijgbl.2013010107.

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Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.
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Davies, Daniel. "Professional design and primary children." International Journal of Technology and Design Education 6, no. 1 (1996): 45–59. http://dx.doi.org/10.1007/bf00571072.

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Meijnen, G. Wim, and Linda Sontag. "Effective Education for Young Children in Primary Schools." Educational Studies 23, no. 1 (April 1997): 87–104. http://dx.doi.org/10.1080/0305569970230106.

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Klepp, Knut-lnge, Sidney S. Ndeki, Ahmed M. Seha, Peter Hannan, Babuel A. Lyimo, Maryceline H. Msuya, Mohamed N. Irema, and Aksel Schreiner. "AIDS education for primary school children in Tanzania." AIDS 8, no. 8 (August 1994): 1157–62. http://dx.doi.org/10.1097/00002030-199408000-00019.

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Dissertations / Theses on the topic "Primary education children"

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Gatenby, Lisa Ann. "Nutrient intakes of primary school children." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:761.

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Background In April 2004 Hull City Council introduced free healthy school meals for all primary and special school pupils (approximately 20,500 children from 71 primary schools and 6 special schools) in an attempt to reduce health and education inequalities. The meals were prepared to meet the Caroline Walker Trust (CWT) nutritional guidelines for primary schools. This study was carried out to assess the nutritional content of the meals and children’s actual intake from school dinners in comparison to children’s nutritional intake from packed lunches. The study then aimed to assess how food intake at lunch time impacted upon food consumed for the remainder of the day. Methods Children were recruited onto the study from two schools in Hull. The schools were selected by the number of pupils on roll and the number of children eligible for free school meals. The first phase of research assessing lunch consumption was conducted with 147 children, aged 8 – 11 years. School meals and packed lunches were weighed and photographed before and after consumption to assess actual intakes. The second phase assessed total daily food and nutrient intakes in a small sample of 20 children. All assessments were carried out over five consecutive days. Results The food provided by the schools for lunch met the majority of the CWT nutritional guidelines, however children’s intake did not. Children who ate a hot school dinner consumed only the foods they liked from the school meals provided leading to a low energy and nutrient intake. Large differences, for example 367kcal in comparison to 760kcal, in nutritional intakes were found between those children who ate a hot school dinner and those who ate a packed lunch. Children who consumed a packed lunch consumed significantly (p less than 0.05) more energy, fat, saturated fat, non-milk extrinsic (NME) sugar and sodium than children who ate a hot school dinner, but with this consumed more micronutrients. However, neither of the groups of children met the CWT guidelines for lunch time micronutrient intakes. The food diary analysis revealed that those children who ate a hot school dinner went on to consume food high in energy, fat, saturated fat, NME sugar and sodium later in the day. The significant differences in nutrient intakes between the hot dinner and packed lunch groups at lunch time disappeared when total daily intakes were compared. Differences were found between the children’s nutritional intake from the two schools, which may be due to socio economic factors. Conclusion The free healthy school dinners were not having the desired effect of improving children’s nutritional intake, children chose to eat the foods they liked and left the rest. Children who ate a free healthy school dinner went on to consume foods high in energy, fat, NME sugar and sodium later in the day and overall did not have a lower intake of these macronutrients than those children who had a packed lunch.
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Wills, Robin C. "Teaching primary school children in single-gendered classes." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.

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Simm, Rebecca Jayne. "Education professionals' understanding of self harm in primary school children." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.673844.

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Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.

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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.
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Peters, Lamees. "Somali parents’ educational support of their primary school children." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86307.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Parental involvement is a term that is associated with parental participation in schools and parents’ support of their children’s education. It is subjective in nature and often difficult to evaluate. In the late 1990s, many Somali families immigrated to South Africa due to the on-going factional wars in their country to take up employment opportunities and start a new life as immigrants. Limited knowledge exists about such parents’ understandings of education and their role in the educational development of their children. In this study, the researcher explored the various forms of support that Somali immigrant parents provide to their school-going children. This basic qualitative research study is situated in an interpretive paradigm. Through snowball sampling, five parents from a Somali community in the Helderberg area of the Western Cape were selected for the study. The data was collected through semi-structured interviews, a focus group interview and observations and was subjected to content analysis. The study found that there are various forms of support that Somali parents offer their primary school children. The support that these parents offer is mostly of physiological nature, such as to feed and to clothe them. The challenges that these Somali participants face are educational, cultural and linguistic. The study found that because the majority of the participants are uneducated, they face limitations in how they can support their children academically. Due to their lack of schooling experience together with their linguistic constraints, the parents’ participation tend to be limited to attending meetings and participating in social events.
AFRIKAANSE OPSOMMING: Ouerbetrokkenheid is ’n term wat algemeen in die skoolgemeenskap gebruik word en word gewoonlik vereenselwig met ouers se deelname aan skoolaktiwiteite asook hul ondersteuning ten opsigte van hul kinders se opvoeding. Ouerbetrokkenheid is subjektief van aard en dikwels moeilik om te evalueer. In die laat 1990’s, net na die beëindiging van apartheid, het baie Somaliese families, as gevolg van die voortdurende stamoorloë in hul land, na Suid-Afrika geëmigreer om nuwe werksgeleenthede te soek en sodoende ’n nuwe lewe as immigrante te begin. Beperkte kennis bestaan oor die uitdagings wat hierdie immigrantefamilies in die gesig staar asook hul rol in die opvoedkundige ontwikkeling van hul kinders. In hierdie studie het die navorser gepoog om die verskillende vorme van ondersteuning wat Somaliese ouers bied, te verken. Hierdie basiese kwalitatiewe navorsingstudie is in ’n interpretatiewe paradigma geleë. Deur middel van ’n sneeubalsteekproef is vyf deelnemers van ’n Somaliese gemeenskap in die Helderberg-gebied in die Wes-Kaap as deelnemers aan die studie gekies. Die data is ingesamel deur semi-gestruktureerde onderhoude, ’n fokusgroeponderhoud en waarnemings, en is toe inhoudelik ontleed. Die studie het bevind dat daar verskillende vorme van ondersteuning onder Somaliese ouers bestaan, wat hulle aan hul skoolgaande kinders bied. Die ondersteuning wat hierdie ouers aan hulle kinders bied, is van fisiologiese aard, byvoorbeeld om kos en klere, te voorsien. Die uitdagings wat hierdie Somaliese deelnemers in die gesig staar is opvoedkundig, kultureel en taalkundig. Die studie het bevind dat omdat die meeste van die ouers ongeletterd is, hulle nie hul kinders met hul skoolwerk kan help nie. As gevolg van hul gebrek aan skoolopleiding asook hul taalkundige beperkinge, is dié ouers se deelname geneig om beperk te wees ten opsigte van die bywoning van skoolvergaderings en deelname aan sosiale geleenthede by die skool.
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Gujberová, Monika, and Peter Tomcsányi. "Environments for programming in primary education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6449/.

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The aim of our article is to collect and present information about contemporary programming environments that are suitable for primary education. We studied the ways they implement (or do not implement) some programming concepts, the ways programs are represented and built in order to support young and novice programmers, as well as their suitability to allow different forms of sharing the results of pupils’ work. We present not only a short description of each considered environment and the taxonomy in the form of a table, but also our understanding and opinions on how and why the environments implement the same concepts and ideas in different ways and which concepts and ideas seem to be important to the creators of such environments.
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LeDrew, June Elizabeth. "Women and primary physical education, a feminist critical ethnography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21939.pdf.

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Killen, Andrew. "Democratic experiences for children in an urban primary school?" Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3377/.

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This dissertation is an autoethnographic study recounting my experience of working in an urban primary school between 2008 and 2010. Over a two year period, during which time I was acting headteacher and then principal teacher, I recorded my experiences in a daily journal. My focus was on children, especially children living in areas of challenging socio-economic conditions. Starting with a concern that their school experiences and interactions with adults are undemocratic and unsatisfactory, my focus in this study was to question how democratic schools are for children. From the numerous themes available, I chose to focus on the experience of children through the interactions and relationships in school structures. I consider pressures on staff and the effects of policy on the profession and the impact of these on developing democracy for children. Over eight chapters, a number of themes permeate the dissertation, including relationships and an assessment of how children are viewed in school and in society generally. Children’s treatment in the school environment has barely changed over many decades. This is in direct contrast with freedoms they enjoy outside of school from, for example, their use of information communication technology. The dissertation looks to highlight the challenges that face the teaching profession and the ways in which the pressures associated with education currently conspire against developing democracy for children. I conclude by anticipating possible changes to the status quo that could, if implemented, increase democratic opportunities in schools. Prospects for change include a reassessment of leadership roles, further engagement with Curriculum for Excellence (CfE) and the adoption of a more radical educational approach.
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Erickson, Melissa. "Reading aloud: Preparing young children for school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.

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Stuib, Susan. "HEALTH ATTITUDES, KNOWLEDGE AND LITERACY OF PRIMARY CAREGIVERS WITH ELEMENTARY SCHOOL CHILDREN." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3186.

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Previous research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental motor skills and develop health related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition). Primary caregivers play an important part in developing and teaching children these things through example and through conversations with their children. The purpose of this study was to examine the level of knowledge primary caregivers have about health and nutritional practices and whether primary caregivers' health practices, health knowledge or health literacy about nutrition and health affects their children's well-being and health practices. Based on the results from the questionnaire in this study targeted at primary caregivers of elementary school-age children, primary caregivers' health literacy, knowledge and attitudes of health were directly linked with their children's health and well-being and children's health practices.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Books on the topic "Primary education children"

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Sharma, Neerja. Evaluating children in primary education. New Delhi: Discovery Pub. House, 1997.

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Anne, Hession, ed. Children, Catholicism and religious education. Dublin: Veritas, 2005.

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Fraser, Douglas. A guide for parents of children at primary school. (Dundee): SCCC, 1993.

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Taylor, Philip H. Our children our future: Primary education today. Birmingham: Primary Schools Research and Development Group, 1994.

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Vieyra-King, Melissa. Forgotten children: The future of the primary school. Isando: Centaur Publications in association with the Independent Examinations Board, 1994.

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Misra, S. N. Child nutrition and primary education. New Delhi: Anmol Publications, 2004.

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David, Galloway. Primary school teaching and educational psychology. London: Longman, 1991.

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Pam, Denicolo, ed. Recognising and supporting able children in primary schools. London: David Fulton, 1998.

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Grevious, Saundrah Clark. Ready-to-use multicultural activities for primary children. West Nyack, N.Y: Center for Applied Research in Education, 1993.

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Grevious, Saundrah Clark. Ready-to-use multicultural activities for primary children. West Nyack, N.Y: Center for Applied Research in Education, 1993.

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Book chapters on the topic "Primary education children"

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Daniel, Paul, and John Ivatts. "Primary Education." In Children and Social Policy, 167–95. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26277-9_8.

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Christie, Donald. "Primary Education in Scotland." In Children in Society, 151–59. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-24714-8_16.

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Chan, Anita. "Political Education and Character Formation in Primary School." In Children of Mao, 11–51. London: Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-07317-7_2.

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Björkholm, Eva. "What Children Are Supposed to Learn in Primary Technology Education." In Contemporary Issues in Technology Education, 45–56. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3010-0_4.

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Kovářová, Pavla. "Information Safety Education of Primary School Children in Libraries." In Communications in Computer and Information Science, 693–702. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74334-9_71.

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Rainer, Paul. "Significant Factors that Affect Young Children Negotiating Transition from Primary to Secondary Physical Education." In Routledge Handbook of Primary Physical Education, 156–66. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-14.

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Pech, Detlef, and Christine Achenbach. "What Do Children Ask? What Do Children Know?: Awareness, Knowledge and Contemporary History." In Holocaust Education in Primary Schools in the Twenty-First Century, 255–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73099-8_15.

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Muedini, Fait. "What Are the Reasons Why Children Are Not Attending Primary School?" In Human Rights and Universal Child Primary Education, 55–95. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242_4.

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Ginsburg, Herbert P., Susan F. Jacobs, and Luz S. Lopez. "Assessing Mathematical Thinking and Learning Potential in Primary Grade Children." In Investigations into Assessment in Mathematics Education, 157–67. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-1974-2_10.

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Bradbury, Alice, and Guy Roberts-Holmes. "Data, reductionism and the problems of assessing young children." In The Datafication of Primary and Early Years Education, 70–86. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Foundations and futures of education: Routledge, 2017. http://dx.doi.org/10.4324/9781315279053-4.

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Conference papers on the topic "Primary education children"

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Gainutdinova, Zulfiia Irekovna. "Environmental Education of Primary School Children." In International Research-to-practice conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-552752.

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Shanginova, G. A. "ENVIRONMENTAL KNOWLEDGE OF PRIMARY SCHOOL CHILDREN." In Prirodopol'zovanie i ohrana prirody: Ohrana pamjatnikov prirody, biologicheskogo i landshaftnogo raznoobrazija Tomskogo Priob'ja i drugih regionov Rossii. Izdatel'stvo Tomskogo gosudarstvennogo universiteta, 2020. http://dx.doi.org/10.17223/978-5-94621-954-9-2020-100.

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The article is devoted to the results of a survey of primary school students conducted in Ulan-Ude. The survey revealed the average level of environmental culture of students, which does not meet the requirements of the Federal state educational system of primary General education (grades 1–4).
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Papancheva, Rumyana, and Maria Dishkova. "ONLINE TOLERANCE AMONG PRIMARY SCHOOL CHILDREN." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1563.

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

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Voronina, Ludmila Valentinovna. "EDUCATION OF PRIMARY SCHOOL CHILDREN IN TEACHING MATHEMATICS." In Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-15.

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Rotaru, Ramona Elena. "Some Aspects of the Creative Potential in Primary School Children." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/28.

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A notable theme in much recent primary education has been the concept of creativity. Nowadays it is highlighted the fact that creativity is directly responsible for the progress of the society. Creativity and creative potential are still seen as two abstracts concepts because literature in the field is updating day by day. The curriculum contributes the developing of trans and interdisciplinary activities. Throughout time, the most important innovations in different domains were possible only with the help of human who wanted to create something new, original and innovative. In this case, creativity plays a very important role. Developing the capacity of being creative, it is essential for surviving, as each of us is in great need of novelty and originality. The link between creativity and creative potential is very thin because it positively influences at the same time the educational process. In the article, the novelty is highlighted through the connections between creativity and creative potential in education and also, there are presented few theoretical interpretations of each concept. In order for an adult to become creative, fostering creativity and stimulating creative potential from an early age is required. The school system remains the main instrument, which society uses to cultivate and enhance creativity in young members, of school age. In this sense, the systemic modernization of education, in the light of pedagogy of creativity, is necessary. Although, the school play an essential role in training primary school children in order to be able to use their full creative potential in future productive activities. At the same time, creativity represents a condition of efficiency in both work and education. Creativity and creative potential in education stands for an important factor in developing primary school children in order to obtain an autonomous and creative personality.
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Semenova, I. "Teaching optics to primary school children." In Ninth International Topical Meeting on Education and Training in Optics and Photonics, edited by François Flory. SPIE, 2005. http://dx.doi.org/10.1117/12.2207779.

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Shumakova, Natalia. "Creativity In Intellectually Gifted Primary School Children And Gifted Children In Art." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.72.

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Müller, Kathrin, and Carsten Schulte. "Are children perceiving robots as supporting or replacing humans?" In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265767.

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Sabitzer, Barbara, and Heike Demarle-Meusel. "A congress for children and computational thinking for everyone." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265782.

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Reports on the topic "Primary education children"

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Amin, Sajeda, and Amin Chandrasekhar. Looking beyond universal primary education: Gender differences in time use among children in rural Bangladesh. Population Council, 2009. http://dx.doi.org/10.31899/pgy3.1031.

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3

Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Tiruneh, Dawit, Ricardo Sabates, and Tassew Woldehanna. Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/026.

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This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.
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Andrabi, Tahir, Benjamin Daniels, and Jishnu Das. Human Capital Accumulation and Disasters: Evidence from the Pakistan Earthquake of 2005. Research on Improving Systems of Education (RISE), May 2020. http://dx.doi.org/10.35489/bsg-risewp_2020/039.

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We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150% of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15% of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations.
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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