Relevant bibliographies by topics / Primary English teacher

Contents

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

Academic literature on the topic 'Primary English teacher'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Primary English teacher"

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Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitativ
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Çetin Köroğlu, Zeynep, and Erkan Yüce. "Shall they teach english as efficient as english teachers? Primary school teacher candidates’ perspectives towards teaching English in the absence of an English teacher." Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 15, no. 2 (2025): 970–82. https://doi.org/10.30783/nevsosbilen.1622549.

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In today's education system, regardless of the distinction between public and private schools, teaching English as a foreign language begins in the 2nd grade. In public schools, English teachers conduct English classes; in schools where there are no English teachers, they are conducted by primary school teachers. In private schools, English classes are conducted by English teachers. In this context, a course titled "Teaching Foreign Languages in Primary Schools" has been included in the 4th-year classes of the primary school education programs within the faculties of education at universities
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Jung, Philip Yoongoo, and Jeong-Ah Shin. "Primary Teachers’ Perception toward Classroom English in Teacher-guidebooks." Korea Association of Primary English Education 27, no. 1 (2021): 99–120. http://dx.doi.org/10.25231/pee.2021.27.1.99.

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Forteck, Aloysius Betangah. "Mathematics Curriculum for Primary School Teacher Training Colleges and its Impact on the Teaching of Mathematics in English Speaking Primary Schools in South West Region of Cameroon." International Journal of Trend in Scientific Research and Development 4, no. 2 (2020): 180–95. https://doi.org/10.5281/zenodo.3843059.

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The paper examined the extent to which the mathematics curriculum for PSTTC impacts the teaching of mathematics in English Speaking Primary Schools in South West Region. The research question was to examine the extent to which mathematics pedagogic knowledge learnt in PSTTC have an impact on the teaching of mathematics in primary schools. The survey research design was used on a target population of 31 mathematics teacher trainers and 6482 primary school teachers. 31 mathematics teacher trainers and 45 primary school teachers formed the accessible population. The instruments used to collect th
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Kisi, Melkamu. "EXPLORING HOW ENGLISH LANGUAGE TEACHERS IN PRIMARY SCHOOL CONSTRUCT THEIR PROFESSIONAL IDENTITIES." International Journal of Engineering Technologies and Management Research 9, no. 2 (2022): 82–92. http://dx.doi.org/10.29121/ijetmr.v9.i2.2022.1024.

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This study explores how English Language teachers in primary school construct their professional identities (PI) as English teachers. Teacher interview was uses as a data gathering tools for the study. Accordingly, ten English language teachers who were teaching English in upper primary schools were interviewed to collect data needed. The results of the interview data reveal that former English as FLT willingness to help students learn well, good teaching skills, students’ engagement, the understanding that schools as a safe learning environment, and teacher confidence and competence were hono
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Enever, J. "Primary English teacher education in Europe." ELT Journal 68, no. 3 (2014): 231–42. http://dx.doi.org/10.1093/elt/cct079.

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Kapranov, Oleksandr. "Framing the Identity of an Ideal Primary School Teacher of English." English Studies at NBU 6, no. 1 (2020): 95–110. http://dx.doi.org/10.33919/esnbu.20.1.4.

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The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway.
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Xiong, Tao, and Xiuzhen Xiong. "The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China." English Language Teaching 10, no. 4 (2017): 100. http://dx.doi.org/10.5539/elt.v10n4p100.

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Zhuangang (literally means “transferring post”) English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conduct
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Ingabire, Marie Yvonne, Assoc Prof Gabriel Nizeyimana, Dr Delphine Mukingambeho, and Dr Michael Tusiime. "Contextual understanding of the influence of English language on teacher-learners’ classroom interactions in lower primary schools. The experience of an endoglossic country, Rwanda." International Journal of Teaching, Learning and Education 3, no. 3 (2024): 17–25. http://dx.doi.org/10.22161/ijtle.3.3.3.

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The study aimed to investigate the influences of the English Medium of Instruction on teacher-learner classroom interactions in the lower primary in the Musanze district in the Northern Province of Rwanda. It was a qualitative research that followed a phenomenological research design. The informants were 60 persons. Data were collected through semi-structured interviews with 12 teachers and focus group discussions with 48 learners in P3. Collected data were analysed thematically. Results revealed that the English language used as MoI influences teacher-learners’ classroom interactions in two w
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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." International Journal of Research in Education and Science 6, no. 3 (2020): 458. http://dx.doi.org/10.46328/ijres.v1i1.1002.

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In Germany, where every federal state has a different educational philosophy and diverse legal circumstances, the practices of English teachers vary considerably. In Bavaria, where the present study was conducted, English only became a mandatory primary school subject in the school year 2005-2004. Because a specific training for becoming primary school English teacher was only integrated into the university curriculum after that year, the majority of current primary school English teachers have not been trained to teach this subject so they lack the methodological background. Therefore, course
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Dissertations / Theses on the topic "Primary English teacher"

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Parker, Gemma Louise. "Teacher agency : curriculum development in English primary academies." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3975.

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The genesis of this study was the confluence of the Academies Act (2010), which legislated academy status and disapplied the statutory nature of the National Curriculum (DfE, 2013), and the finding that primary schools’ curriculum capacity was a cause for concern (Alexander, 2010). This concurrence seemed to make apparent a serious gap between intentions of teacher autonomy conveyed through policy (DfE, 2010; DfE, 2016a) and the capacity for teacher agency. This was compounded by a context of teachers’ professional environments characterised by long-standing statutory (Education Act, 1988) and
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Barrett, Angeline M. "Teacher identity in context : a comparison of Tanzanian with English primary school teachers." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/8732de07-0dc6-47da-b698-e74ffedf3452.

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The last two decades has seen a plethora of literature from Anglophonic Western countries treating teachers as thinking, feeling, believing, doing human beings. By contrast, primary school teachers in Sub-Saharan Africa are often represented as input-output functions, both causes and casualties as poor quality. An exception is the literature that has explored how the material, systemic and socio-cultural context of low-income countries constrains teachers' practice. This study sets out to open up a two-way conversation between Tanzanian primary school teachers' constructs of their occupational
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Chiu, A. S. M. "A socio-cultural perspective on the teacher identities of Hong Kong Primary English teachers : the fractal selves." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597621.

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This thesis explores the teacher identity of Hong Kong primary English teachers through the sociocultural lens with a focus on emotions. Its origins come from an observed contrast in the status and professionalism of these Chinese English teachers, and native English speaking teachers. The local literature of teacher identity is dominated by analyses of Western teacher identity, very little research exploring or utilising eastern principles or practices. The study examines the way six Chinese informant-teachers envision their teacher identity as well as the contexts by which their teacher iden
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Davies, Gareth Thomas. "Perceptions of methods of teacher appraisal amongst expatriate teachers in Hong Kong English schools foundation primary schools." Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036466.

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Al-Haji, Badria. "Investigating the primary English language classrooms in Kuwait : focusing on teacher-pupil interaction." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402394.

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Forrester, Victor David Nicolson. "Motivational adjustment of (primary) teacher trainees in the early stages of learning to teach English in Hong Kong." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1236/.

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Despite decades of research on human motivation within an educational context, there emerges neither one theory nor one pragmatic intervention that is commonly accepted. These observations raise two fundamental questions: why does human motivation confound a common theoretical base and why does it appear to resist interventions? Addressing these two fundamental questions, this thesis offers a literature critique that highlights motivation in education as value-laden. The thesis then posits that to understand motivational adjustment the critical focus lies not on the value-agents (lecturers, pa
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Atici, Meral. "An exploration of the relationships between classroom management strategies and teacher efficacy in English and Turkish primary school teachers." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30911.

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This thesis describes a study of the relationships between self-efficacy in primary school teachers and their classroom management strategies in England and in Turkey. The study includes a survey of 73 Turkish teachers and 51 British teachers in terms of teacher efficacy in classroom management, followed up by observation and interviews with 6 teachers identified as high and 6 teachers as low efficacy. The role of self-efficacy in classroom management is examined through the application of Bandura's (1977, 1986, 1997) self-efficacy approach. A second important part of this study is the investi
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Herques, Alexandra Joan. "Exploring an Monolingual English - Speaking Teacher's Perceptions of Classroom Interventions to Foster Hispanic English Language Learners' Primary Language." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/609.

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Although awareness of cultural diversity is slowly occurring, the need for multicultural curricula is increasing more each day as even more ethnically and linguistically diverse students enter into United States classrooms. The education of English Language Learners is a controversial topic due to people's mixed beliefs on the amount of English and primary language instruction needed to aid students' English language development. Due to the shortage of bilingual teachers many English Language Learners in the Unites States are learning English through the regular education classroom instructed
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Struthers, Alison E. C. "Educating about, through and for human rights in English primary schools : a failure of education policy, classroom practice or teacher attitudes?" Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/79548/.

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This thesis explores the nature and extent of Human Rights Education (HRE) in primary education policy and practice in England. It highlights that the provision of holistic education about, through and for human rights at all levels of formal schooling is required by the international legal framework, and has been included most recently within the UN Declaration on HRE and Training (2011). The UK has signed and accepted most of the international instruments and initiatives that address HRE and therefore ought to be educating in accordance with their requirements. The thesis investigates whethe
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Farmasari, Santi. "Exploring teacher agency through English language school-based assessment: A case study in an Indonesian primary school." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205615/1/Santi_Farmasari_Thesis.pdf.

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This qualitative instrumental case study analyzed the manifestations of teacher agency through one complete cycle of a School-Based Assessment (SBA) practice of English in a primary school in Indonesia. Through an ecological approach, this study indicates that agency is influenced by teachers’ past experiences, perspectives and beliefs, and the school’s cultural, structural, and material conditions; some of which are enabling and constraining teacher agency. A problematic relationship between agency and sound language assessment in terms of validity, reliability and fairness was revealed. Acti
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Books on the topic "Primary English teacher"

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Curriculum Committee for English., Ireland. Department of Education and Science., and National Council for Curriculum and Assessment., eds. English language: Teacher guidelines. Stationery Office, 1999.

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Henderson, Gordon, Holly Poynton, Emma Bonney, Ceara Hayden, and Sam Norman. KS2 English word power: Year 6 teacher book. Coordination Group Publications, 2014.

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Mooney, Margaret E. Books for young learners teacher resource. R.C. Owen Publishers, 2004.

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Osborn, M. Policy, practice and teacher experience: Changing English primary education ; findings from the PACE project. Continuum, 2000.

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Z, Provenzano Johanna, and National Clearinghouse for Bilingual Education., eds. Promising practices: A teacher resource (grades K-3). National Clearinghouse for Bilingual Education, 1985.

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Carol, Goldfus, Gefen Raphael, and Israel. Piḳuaḥ ʻal horaʼat ha-Anglit., eds. A communicative methodology: Suggestions for the teacher in the primary school and the intermediate school division : an anthology of articles. Publications Dept., Ministry of Education and Culture, 1993.

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Agency, Teacher Training, ed. Initial teacher training National Curriculum: Secondary English, secondary mathematics, secondary science, primary science, the use of information and communications technology in subject teaching. Teacher Training Agency, 1998.

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Gail, Ellis, and Girard Denis, eds. The primary English teacher's guide. Penguin, 1992.

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1962-, Medwell Jane, ed. Primary English: Knowledge and understanding. 4th ed. Learning Matters, 2009.

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1962-, Medwell Jane, ed. Primary English: Knowledge and understanding. 4th ed. Learning Matters, 2009.

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Book chapters on the topic "Primary English teacher"

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Glazzard, Jonathan, and Michael Green. "Subject Knowledge in English." In Learning to be a Primary Teacher, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781041056058-6.

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Grigg, Russell. "Challenges and best practices in English, mathematics, and science." In Becoming an Outstanding Primary School Teacher, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-7.

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Moodie, Ian. "Primary School English Teacher Education in South Korea." In English for Young Learners in Asia. Routledge, 2022. http://dx.doi.org/10.4324/9781003016977-2.

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Myrset, Anders, and Troy McConachy. "Incorporating Pragmatics into Primary English Language Teacher Education." In Innovative Practices in Early English Language Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12922-3_15.

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Lim, Donna, Willy A. Renandya, and Kiren Kaur. "Mainstreaming Metacognitive Practices in Primary English Teacher Education Programmes." In Innovative Practices in Early English Language Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12922-3_14.

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Limberg, Holger. "On teachers’ use of the L1 in primary English classrooms in Germany." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.04lim.

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Abstract This study deals with how teachers make use of their L1 in primary English classrooms in Germany. The database for the analysis consists of 24 lesson transcripts from grades 3 and 4 which were taken from the Primary English Classroom Corpus (PECC) (Limberg, 2019). The analysis first focuses on the frequency of teachers’ L1 use in the data corpus and then takes a qualitative, CA-oriented perspective on four selected cases to describe the organisation of codeswitching and the consequences which the L1 use potentially has for the ongoing interaction with the learners. Conclusions are dra
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Kersten, Kristin, Karen Glaser, Hannah Ruhm, Jana Roos, Sonja Brunsmeier, and Martin J. Koch. "Student teachers’ and mentors’ perceptions of effective teaching techniques in the primary L2 English classroom." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.12ker.

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Abstract This chapter presents the results of a multi-site study that employed the Teacher Input Observation Scheme (TIOS, Kersten et al., 2018) in the context of the primary second language (L2) English practicum to elicit self- and other-assessments of classroom practices from 74 student teachers and their 13 university mentors at three German universities. The four TIOS sub-scales permit a differentiated view on mentor and student perceptions of language teaching strategies to shed light on this crucial phase of pre-service teacher education programmes. ANOVAs showed that student and mentor
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Reynolds, Barry Lee, Chen Ding, and Janis Zhiyou Li. "Pre-service Primary Teachers’ Perceptions of a Primary Education Program and an English Language Teaching Practicum: A Macau Case Study." In Handbook of Research on Teacher Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9785-2_18.

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Vilches, Maria Luz C. "Becoming a Trainer: The Experience of Philippine English Teachers in the Primary Innovations Project." In Experiences of Second Language Teacher Education. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137316257_13.

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Barboni, Silvana. "Teacher-Made Critical Materials for Primary and Secondary English Language Classrooms." In From Critical Literacy to Critical Pedagogy in English Language Teaching. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5780-1_3.

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Conference papers on the topic "Primary English teacher"

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Goras-Postica, Viorica, and Dana-Maria Motfolea. "The role of the young student in the efficient teaching-learning of english in the primary school." In Conferința științifică națională cu participare internațională "Integrare prin cercetare și inovare", dedicată Zilei Internaționale a Științei pentru Pace și Dezvoltare. Moldova State University, 2025. https://doi.org/10.59295/spd2024s.71.

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Teaching English as a foreign language in primary school for young students is a complex task for the teacher, and at the same time for the student, who believes that learning English is one of the most difficult subjects to learn. Language learning should be appropriate, more fun and enjoyable for the pupils to learn. The English teacher needs to have effective teaching strategies to make students understand English materials better in the learning process. And the pupils need to have the effective learning methodes in order to facilitate the educational process towards learning English. Due
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Černá, Monika, and Irena Reimannová. "Mentors’ Perceptions of Supervising Student English Language Teachers During One-Year Clinical Practice." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.33.

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Mentoring in initial teacher education programmes is believed to play one of the primary roles in student teachers’ professional development, as it enhances the professional learning of student teachers in the context of their classroom and school experience. The purpose of the article is to explore mentors’ perceptions of their readiness, expectations, and relationship with student teachers during one-year clinical teaching practice. The article defines and discusses mentoring in an initial teacher education programme at a Czech university and reports the findings of a qualitative study which
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Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.

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In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences fo
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Pokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.

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"For centuries, print dictionaries were the primary assisting tool for those who needed to find the meaning of an unknown word or translate something from or to a target language. These days, various technological solutions are available, many of them online and free of charge. Online machine translators (OMTs) are used as dictionaries to look up individual words or translate texts of various lengths. OMTs have changed the situation in foreign language education, too. The paper aims to discover how OMTs are perceived and used by non-native speaking university students of English in teacher-tra
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Biswas, Anita. "TEACHER DIGITAL LITERACY IN THE CONTEXT OF ENGLISH DISTANCE LEARNING FOR PRIMARY SCHOOL PUPILS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1723.

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Lijun, Wang. "Improve qnational training planq quality of primary and secondary school English teacher training Approaches." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.19.

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Sahiruddin, Sahiruddin, and Yana Manipuspika. "English Learning Motivation and Learning Practices in Indonesian Primary School Context: Parent and Teacher Perspectives." In 1st International Seminar on Cultural Sciences, ISCS 2020, 4 November 2020, Malang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.4-11-2020.2308901.

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Latkovska, Evija, and Amanda Cine. "Gamification Elements in English Lessons to Encourage Young Learners’ Communication in a Foreign Language." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.46.

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Communication is a part of people’s lives. Speaking with each other is one of the most general ways of communication. If in one’s native language speaking skills are acquired naturally in the due course of a person’s development, in a foreign language speaking has to be learnt in a more purposeful manner. Furthermore, it has to be noted that not always speaking means communication as the latter entails its specific strategies. Therefore, people, who find communication problematic in their native language, may look upon communication in a foreign language as a challenge. It is because besides p
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Mohatle, Seabata Ambrose. "ADVANCING MEASURES FOR TRANSITIONING MOTHER-TONGUE (SESOTHO) IN FOUNDATION PHASE TO ENGLISH IN INTERMEDIATE PHASE AS LANGUAGE OF LEARNING AND TEACHING." In ADVED 2022- 8th International Conference on Advances in Education. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.47696/adved.202250.

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The purpose of this study was to design measures that should be included in a framework for the use of English as a Language of Learning and Teaching in a classroom interaction approach to enhance learners’ communicative competence in the Intermediate Phase. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while ex
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Öztürk, Özge. "From zero to hero: A longitudinal study of ICT attitudes in relation to language teaching in the technology era." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19102.

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In this longitudinal study, how EFL instructors understand the use of computer technologies and their attitudes towards ICT (Information and Communication Technologies) are investigated. The aims are to define the instructors' attitudes, explain the relationship between instructors' attitudes and their ICT use, and specify the ICT needs of their language teaching using two types of data collection instruments. In the initial study conducted in 2017, the first questionnaire measured ICT use with the participants' demographic features and the second aimed to identify instructors' attitudes towar
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Reports on the topic "Primary English teacher"

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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
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3

Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uga
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4

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

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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Watson, Sophie, Sally Boyd, and Teresa Maguire. Supporting early career teachers and kaiako: Experiences of mentoring, induction, and PLD. NZCER, 2023. http://dx.doi.org/10.18296/rep.0035.

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This report explores the support that early career teachers | kaiako (ECT|K) in English-medium early childhood education, primary, and secondary centres need. It includes an examination of aspects of the mentoring process that are working well for both ECT|K and their mentors and suggests ways this support could be improved.
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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundation
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7

Näslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon, and Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004836.

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The COVID-19 pandemic brought school systems to a halt across the globe. In Belize, remote learning was challenging owing to limited access to educational technologies and lack of familiarity with remote learning among teachers. This study draws on national standardized exams and specific achievement testing to assess pandemic-related learning losses at the primary education level. Based on administrative data, the study also analyzes changes in student enrollment, dropout rates, and grade repetition at the primary and secondary levels. We find that school closures resulted in significant lear
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