Relevant bibliographies by topics / Primary school homework contexts

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

Academic literature on the topic 'Primary school homework contexts'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Primary school homework contexts"

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Wen, Jin. "Improvement Strategies of Primary School English Classroom Teaching in the Context of "Double Reduction" Policy." Journal of Education and Educational Research 1, no. 1 (November 1, 2022): 51–53. http://dx.doi.org/10.54097/jeer.v1i1.2285.

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In order to deal with the utilitarian and short-sighted nature of compulsory education, as well as the current heavy burden of students' homework and extracurricular training, the "double reduction" policy was promulgated in July 2021. Due to the reduced amount of homework and the inability of students to attend after-school tutoring, improving the quality of classroom instruction is one of the keys. This paper aims to analyze the strategies of improving the quality and efficiency of primary school English classroom based on the policy of "double reduction".
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Xu, Jianzhong. "Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion." Teachers College Record: The Voice of Scholarship in Education 113, no. 3 (March 2011): 529–60. http://dx.doi.org/10.1177/016146811111300303.

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Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.
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Birnie, Ingeborg. "Blended Learning to Support Minority Language Acquisition in Primary School Pupils Lessons From the 'Taking Gaelic Home Study'." Australian and International Journal of Rural Education 32, no. 2 (July 25, 2022): 126–41. http://dx.doi.org/10.47381/aijre.v32i2.329.

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Gaelic is a minoritised indigenous language of Scotland, with its traditional heartland in the rural north-west of the country. The education system, and in particular Gaelic Medium Education (GME), has been recognised as an important strand of the language maintenance and support initiatives. The provision of GME has grown significantly since its inception in the early 1980s, it remains on the ‘periphery’ of the education system, with around 0.9% of all primary school pupils enrolled in GME settings. The ongoing language shift from Gaelic to English, a process that has been particularly pronounced in the traditional heartlands of the language, and the resulted decline in the use of Gaelic as the language of the home, the family, and the community, raises the question of how GME can contribute to a sustainable future for Gaelic. This article will discuss the findings of a small-scale mixed method practitioner enquiry study, which incorporated parental questionnaires, classroom observations, class-based language assessments and focus groups, to explore the use of blended learning approaches to enhance the development of language skills. The results of this study, conducted initially to evaluate the impact of the Covid-19 school closures on the linguistic proficiency of children in Primary 1 to Primary 3 enrolled in GME, show that pupils who were actively engaged in online learning activities showed a greater confidence and proficiency in their use of Gaelic compared to their peers who had not used these materials to support their learning, as well as increased involvement of caregivers in these Gaelic homework tasks. These findings allow for a re-imaging of approaches to homework in minority language immersion contexts to support the acquisition and use of the minority language beyond the classroom.
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Paul, Ronak, Rashmi Rashmi, and Shobhit Srivastava. "Does lack of parental involvement affect school dropout among Indian adolescents? evidence from a panel study." PLOS ONE 16, no. 5 (May 10, 2021): e0251520. http://dx.doi.org/10.1371/journal.pone.0251520.

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Despite the gross enrolment ratio of Indian children, being almost 91% in grades 6–8, the equivalently soaring rates of school dropout after 8th grade remains a huge concern for the policymakers. Researches from the developed countries and some developing countries have shown the benefits of parental involvement in their children’s education in terms of reduced dropout rates. However, there is a stark absence of similar evidence in the Indian context. Our study examines whether the lack of parental involvement during primary schooling of Indian children eventually results in school dropout when the children become adolescents. We used IHDS panel data of children (8–11 years) in round-I who become adolescents (15–18 years) in round-II. Bivariate, multivariable and stratified analyses were performed using logistic regression models. The findings from the multivariable models show that children, whose parents did not -participate in PTA meetings, -discuss academic progress with schoolteacher and -supervise their children’s homework in round-I respectively had 1.15 (95% CI: 1.01–1.30), 1.14 (95% CI: 1.01–1.29) and 1.17 (95% CI: 1.01–1.34) times higher risk of school dropout in round-II. Further, a similar relationship was observed when hypothesized relationship by gender, type of school attended and type of community of the children were examined. Among male children, parents’ non-participation in PTA meetings was associated with 1.21 (95% CI: 1.02–1.44) times greater odds of school dropout. Children from private schools also had a 2.17 (95% CI: 1.42–3.32) times greater risk of dropout if their parents did not supervise their children in homework These findings highlight the crucial role of parental involvement in their children’s primary education, in terms of reduced school dropout. The findings call for programmatic interventions that create awareness and encourage parental participation in their children’s schooling.
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Gołębieska-Wesołowska, Agnieszka. "ROLE AND PURPOSE OF HOMEWORK IN RELATION TO THE TEACHING PRACTICE IN POLISH SCHOOLS." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 258–59. http://dx.doi.org/10.5604/01.3001.0012.9953.

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There are many new methods and forms of work in the education of every young man which he will not be able to meet on a daily basis. In order to learn the reasonableness of didactic activities, a student will need not only a school, but also a home, which are an inseparable part of education and the upbringing of future generations. The aim of the article is to describe the role and purpose of homework in the context of teaching and the current re-form of education. In the teaching process, every teacher should strive to make the student learn at school as much as possible and to decrease his work at home. If the lesson is well carried out and stimulates the thinking, if its contents and functions have been properly selected, then it can be expected that the students have gained so much knowledge that their homework will not take them much time. Its performance will be a pleasure for the student, not a duty. We often forget that the teaching profession is characterized above all by the fact that its area of activity is a contact with people, especially children and youth, and the primary purpose of its actions is to edu-cate them. Working as a teacher sets requirements, which are not limited only to the transfer of knowledge. These tasks are also the transfer of experiences, stimulating to be creative, active, motivated and capable, which con-tributes to shaping the value system of a young person. Implementation of these tasks may affect with teachers being overloaded by work, and cause fatigue and tiredness. It is important whether the beliefs about the teaching profession are reasonable and the skills are adapted to the position. Therefore, it is necessary to plan didactic work, so that it is not obligatory to give homework after each lesson because homework is supposed to be a consol-idation of what the student learned during the lesson, homework should not be just another filler of the day.
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Hakobyan, S., and I. R. Khanamiryan. "THE PECILARITIES OF THE INDEPENDENCE OF THE PRIMARY SCHOOL CHILDREN IN THE CONDITIONS OF DISTANCE EDUCATION." Modern Psychology 5, no. 1(10) (January 17, 2022): 40–46. http://dx.doi.org/10.46991/sbmp/2022.5.1.040.

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This article reflects the concepts of teachers and parents about the independence of primary schoolchildren in the context of the 2020 pan- demic. A comparative analysis is given between the characteristics and types of independence (activity, criticality and flexibility of thinking, independent homework, dependence on parents when performing various tasks, etc.) in the conditions of distance and full-time education. Independence is especially important at primary school age, when educational activity becomes dominant. The study is aimed at studying the characteristics of the independence of primary schoolchildren, for whom the transition to distance learning has become especially critical, given their age characteristics. According to the hypothesis, it is assumed that, in contrast to full-time education, distance learning contributes to the development of the independence of primary school children. An expert survey was conducted using 2 questionnaires. The research results are presented in the form of corresponding conclusions. In general, it can be stated that distance learning negatively affects the activity, self-confidence and independence of primary school children.
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Gaarde, Jenna, Lindsay T. Hoyt, Emily J. Ozer, Julie Maslowsky, Julianna Deardorff, and Christine K. Kyauk. "So Much to Do Before I Sleep: Investigating Adolescent-Perceived Barriers and Facilitators to Sleep." Youth & Society 52, no. 4 (February 11, 2018): 592–617. http://dx.doi.org/10.1177/0044118x18756468.

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Adolescent sleep deprivation is a pressing public health issue in the United States as well as other countries. The contexts of adolescents’ lives are changing rapidly, but little is known about the factors that adolescents themselves believe affect their sleep. This study uses a social-ecological framework to investigate multiple levels of perceived influence on sleep patterns of urban adolescents. Data were drawn from interviews and surveys conducted in three California public high schools. Most participants identified homework as their primary barrier to sleep, particularly those engaged in procrastinating, multitasking, or those with extracurricular demands. Results indicate that the home context has important implications for adolescent sleep, including noise, household rules, and perceived parent values. These findings identify important areas for future research and intervention, particularly regarding the roles of parents.
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Lopez-Iturri, Peio, Mikel Celaya-Echarri, Leyre Azpilicueta, Erik Aguirre, José Astrain, Jesús Villadangos, and Francisco Falcone. "Integration of Autonomous Wireless Sensor Networks in Academic School Gardens." Sensors 18, no. 11 (October 25, 2018): 3621. http://dx.doi.org/10.3390/s18113621.

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In this work, the combination of capabilities provided by Wireless Sensor Networks (WSN) with parameter observation in a school garden is employed in order to provide an environment for school garden integration as a complementary educational activity in primary schools. Wireless transceivers with energy harvesting capabilities are employed in order to provide autonomous system operation, combined with an ad-hoc implemented application called MySchoolGardenApp, based on a modular software architecture. The system enables direct parameter observation, data analysis and processing capabilities, which can be employed by students in a cloud based platform. Providing remote data access allows the adaptation of content to specific classroom/homework needs. The proposed monitoring WSN has been deployed in an orchard located in the schoolyard of a primary school, which has been built with EnOcean’s energy harvesting modules, providing an optimized node device as well network layout. For the assessment of the wireless link quality and the deployment of the modules, especially the central module which needs to receive directly the signals of all the sensor modules, simulation results obtained by an in-house developed 3D Ray Launching deterministic method have been used, providing coverage/capacity estimations applicable to the specific school environment case. Preliminary trials with MySchoolGardenApp have been performed, showing the feasibility of the proposed platform as an educational resource in schools, with application in specific natural science course content, development of technological skills and the extension of monitoring capabilities to new context-aware applications.
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Lyon, Charlotte Haines. "Democratic parent engagement: Relational and dissensual." Power and Education 10, no. 2 (June 14, 2018): 195–208. http://dx.doi.org/10.1177/1757743818756913.

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In opposition to the discourse of silent compliance and the neo-liberal colonisation of voice, this article shares research with parents in an English primary school. Drawing on the work of Jacques Rancière and John Macmurray, the author argues that there is a need for a more relational but dissensual approach to parent engagement and voice, instead of parents being positioned by schools as support acts. Parent engagement, increasingly commodified over recent years within English school policy, has been relegated to responding to questionnaires, dutiful attendance of parents’ evenings, ensuring homework completion and choosing the correct school. Meanwhile, the social mobility agenda demands that parents inculcate aspirations in their children unquestioningly. Policies and pronouncements seek to ‘close the gap’ in attainment between the poorest children and their peers in England, Australia, the USA and other neo-liberalised countries. Hence a context is created in which parent engagement is now an exercise in creating ‘good’ pupils and successful economic beings. This article considers how parents have been rendered objects rather than agentic subjects within neo-liberal education systems and have lost their democratic voice. It concludes that there needs to be a reanimation of Dewey’s vision of education politics.
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Nikolić, Sanja K., Olivera D. Cekić-Jovanović, and Andrijana J. Miletić. "Iskustva učitelja u primeni hibridnog modela izokrenuta učionica u nastavi prirode i društva tokom pandemije." УЗДАНИЦА 18, no. 2 (2021): 187–204. http://dx.doi.org/10.46793/uzdanica18.ii.187n.

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With the appearance of the Sars-Cov2 virus pandemic, all schools in Serbia, as well as in almost all parts of the world, applied a combination of online and direct teaching ‒ hybrid teaching. Flipped classroom is the most famous model of hybrid teaching, which implies “reversal” of the classic way of working in the classroom and at home. Students learn new teaching contents at home, with the help of multimedia contents, and at school the material is determined and applied through active teaching ‒ discussion, research activities, problem solving, experiments, projects, etc. The aim of the research is to examine the attitudes and experiences of teachers working in primary schools on the application and didactic-methodological specifics of the flipped classroom teaching model. The results show that teachers are familiar with the concept of flipped classroom and very successfully determine the key elements related to its didactic and methodological specifics. The largest number of respondents points out the following key elements of flipped class- room: swiching schoolwork for homework, emphasizing the individualization of teaching, problem solving, interactivity in teaching, active participation of students, etc., which are actually the most important features and advantages of this innovative model. Most teachers have a positive attitude towards the flipped classroom model and its application in teaching science during a pandemic. It is assumed that it is worth investing additional efforts in the implementation of this model of work in teaching practice, because a positive attitude of teachers towards a novelty is a necessary, certainly not sufficient, condition for innovating the teaching process. Additional support and training of teachers, as well as a database with examples of good practice for the application of flipped classroom, would certainly contribute to intensifying the application of this model in schools, both in teaching science and other subjects, especially during the pandemic, which contributed to a more frequent use of hybrid teaching.
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Dissertations / Theses on the topic "Primary school homework contexts"

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Fredriksson, Louise. "The phenomenon of homework in primary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36554.

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Jiang, Zhengyao. "Homework! What, Why, How？ : Primary school English teachers’ attitudes towards and use of homework in China." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157926.

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This study aims to investigate the attitudes to English homework held by teachers of primary school (Grades 4-6) in Mainland China, through an online survey. After obtaining 112 responses and analysing them by utilising both qualitative and quantitative methods, the results found that English teachers in China have a unified positive attitude towards homework and its effect. English homework is most commonly assigned once a day. Repetition or Exercise is the most popular type of assigned homework, and it is overwhelmingly preferred by the teachers, followed by Preparation and Reading. The respondents stress that homework has an indispensable connection with the scheduled school teaching. Through assigning the correct volume of homework, students can develop positive habits with regards to self-study, and therefore students can improve their academic performance in examinations. A combination of both oral and written feedback is utixlised the most. Follow-up of homework usually appears to be two-dimensional; material stimuli such as penalty copy and self-correction, and immaterial stimuli such as encouragement and criticism. All of the evidence shows that China’s particular education system reflects Skinner’s behaviourist theories of learning, meaning that students’ behaviour with regards to acquiring knowledge can be shaped by frequent and random reinforcement, and this behaviour will eventually persist in the long-term even in the absence of reinforcements.
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Rudman, Nicholas. "Conceptualising homework in an Essex primary school: learning from our community." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/579897/1/THESIS%20N%20RUDMAN.pdf.

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The aim of this research is to explore the views of pupils, parents and teachers about homework at Maylandsea Community Primary School. Specifically it is designed to investigate their opinions about the value and purpose of homework, about what sort of homework they think may be most suitable for primary aged children, about the different roles and responsibilities of stakeholders in the homework process and about ways in which homework activities might promote children’s involvement and their enjoyment of learning. These collected views were then used to prepare a framework to provide guidance, clarification and exposition in order to assist members of the school community. This research is designed to address the paucity of understanding about homework in a primary school and to discover if and why parents, pupils and teachers think that homework is valuable and worthwhile. This study is located within a qualitative, epistemological paradigm and it employs a social constructivist research methodology. The researcher adopts the stance that homework is a socially constructed, socially described and socially conceptualised activity. This is insider research and the researcher is also the school’s headteacher. There is an acknowledgement that action research models and participatory enquiry approaches have influenced the research design but have not defined it. This research is a single case study located within one semi-rural primary school in Essex. This study finds that parents, pupils and teachers recognise that homework has an important role to play in helping primary age children to learn, in developing positive learning habits and in promoting good personal and social skills. It discovers that there is confusion about parents’ roles in supporting homework. It demonstrates that homework should be made meaningful for families and engaging for pupils and that the foundation for successful homework lies within the quality of the tripartite relationships between teachers, children and parents. This thesis offers a new framework to support teachers and families and it concludes that, whilst existing literature is ambivalent in terms of the value, purpose and effectiveness of homework, stakeholders at this primary school consider it to have positive benefits both for learning and for the personal development of young children. However, these benefits are most evident when the homework tasks are interesting, varied, personalised and relevant to learners’ needs. Families are supportive of homework when they can appreciate that it is meaningful to them and their children.
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Rudman, Nicholas. "Conceptualising homework in an Essex primary school : learning from our community." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/579897/.

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The aim of this research is to explore the views of pupils, parents and teachers about homework at Maylandsea Community Primary School. Specifically it is designed to investigate their opinions about the value and purpose of homework, about what sort of homework they think may be most suitable for primary aged children, about the different roles and responsibilities of stakeholders in the homework process and about ways in which homework activities might promote children’s involvement and their enjoyment of learning. These collected views were then used to prepare a framework to provide guidance, clarification and exposition in order to assist members of the school community. This research is designed to address the paucity of understanding about homework in a primary school and to discover if and why parents, pupils and teachers think that homework is valuable and worthwhile. This study is located within a qualitative, epistemological paradigm and it employs a social constructivist research methodology. The researcher adopts the stance that homework is a socially constructed, socially described and socially conceptualised activity. This is insider research and the researcher is also the school’s headteacher. There is an acknowledgement that action research models and participatory enquiry approaches have influenced the research design but have not defined it. This research is a single case study located within one semi-rural primary school in Essex. This study finds that parents, pupils and teachers recognise that homework has an important role to play in helping primary age children to learn, in developing positive learning habits and in promoting good personal and social skills. It discovers that there is confusion about parents’ roles in supporting homework. It demonstrates that homework should be made meaningful for families and engaging for pupils and that the foundation for successful homework lies within the quality of the tripartite relationships between teachers, children and parents. This thesis offers a new framework to support teachers and families and it concludes that, whilst existing literature is ambivalent in terms of the value, purpose and effectiveness of homework, stakeholders at this primary school consider it to have positive benefits both for learning and for the personal development of young children. However, these benefits are most evident when the homework tasks are interesting, varied, personalised and relevant to learners’ needs. Families are supportive of homework when they can appreciate that it is meaningful to them and their children.
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Smith, Jennifer Ann. "Rethinking homework for foreign language teaching and learning in primary school." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132305/1/Jennifer_Smith_Thesis.pdf.

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Homework attracts much debate in schooling, especially in terms of its processes, outcomes and benefits for primary school learners. This study investigated the implementation and accomplishment of foreign language homework in a Year 4, 5 and 6 Japanese as a Foreign Language program. Utilising Activity theory and understandings of Second Language Acquisition, the case study involved video, interview and document data from students, Japanese language teachers and parents. Key findings include the students' use of self-talk to regulate their accomplishment of foreign language tasks; the teaching needed to scaffold students' understanding of task demands; and parents' gradual reduction of assistance in homework.
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Filer, Ann Elizabeth. "Classroom contexts of assessment in a primary school." Thesis, University of the West of England, Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384956.

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Rooi, Christabel Belinda. "An educator's intervention to involve parents with english literacy homework of primary school learners." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1846.

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Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
The aim of this research is to explore parental involvement within an English Literacy intervention programme focusing on a group of 38 Grade 4 primary school learners enrolled at a primary school in the Cape Peninsula area of the Western Cape, South Africa. The study postulates that active involvement of parents in their children’s education can enhance learning, and argues that learners and parents should actively engage with the learning processes; by doing so they should become more emancipated in the process. The study is framed by a qualitative approach. The parents of identified learners were invited to participate in an English literacy homework intervention programme, implemented to practically investigate the benefits of parental involvement in homework activities. A small, multilingual focus group was formed afterwards to determine the success of this particular intervention programme. To give credence to both researcher and authentic responses, the research paradigm used leaned towards a critical theory paradigm, as framed by an action research model. The theoretical frameworks of Habermas and Horkheimer largely underpin the literature review, to which further views of educational researchers were cross-referenced and acknowledged. Based on findings derived from interviews, it became apparent that (1) authentic texts used to frame intervention programmes can foster a real sense of awareness, even in socio-economically-deprived areas, (2) greater triadic relationships between schools, educators and learners can yield meaningful relationships that can scaffold learning, and (3) parental involvement can increase motivation among learners and parents.
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Wardman, Natasha Penelope. "Rules, rights and responsibilities: Becoming 'responsible' students in upper-primary school contexts." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/f5a3f36a14e8159ca8a60f7c05e532990657d660181efeceea1d0f87c3214151/3938082/Wardman_2013_Rules_rights_and_responsibilities_becoming_responsible.pdf.

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This study investigates how the discourses embedded in education policy and mediated through principal and teacher pedagogy work to shape upper-primary students’ understandings and experiences of responsibility for self and others. The study analyses findings from a poststructuralist educational ethnography undertaken in three case study sites from Catholic, Independent and State schooling sectors. These case study schools are located in a regional city in the Australian state of New South Wales. The study critically examines how every day, taken-for-granted, discursive practices of policy-makers, teachers and students work to construct ir/responsible subjectivities. Data was generated through observational field notes, semi-structured individual or focus-group interviews with principals, teachers and students, and document archiving. The study is situated in a policy context in which national, state and school-level policies shape definitions of responsibility applied in schooling contexts. The study explores how such definitions are mediated through pedagogies applied and rationalised by educators, and also considers how students negotiate often contradictory discourses of responsibility in order to understand and become ‘responsible’ subjects. The study highlights distinctions between pedagogies of control that normalise compliance and submission through practices of surveillance, punishment and reward; and pedagogies of agency and alterity that facilitate students’ understandings of ethical responsibility by offering opportunities for negotiation, encouragement, emotional labour and open dialogue. It is argued throughout the thesis that such negotiation is a complex and often impossible task as students are simultaneously expected to unquestionably conform to authority on the one hand and exercise their independence and ethical deliberation on the other. Furthermore, educators also face institutional pressures to shape their pedagogies in ways that encourage conformity and control over responsibility. The research explores themes proposed in the MCEETYA (now MCEECDYA) 2008 Melbourne declaration on educational goals for young Australians and contributes new knowledge about socio-cultural factors that enable and constrain primary school children's understandings and experiences of 'responsibility' and how this may impact on the achievement of national goals.
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Petersén, Hammarsten Elin. "Matematikläxans fördelar och nackdelar : En intervjustudie av lärares syn på matematikläxor i grundskolans tidigare år." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14021.

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Syftet med denna studie är att få kunskap om lärares syn på matematikläxor i grundskolans tidigare år. Förhoppningen var att få förståelse för lärares syfte med matematikläxor och vilka förmågor eleverna förväntas utveckla med matematikläxors hjälp samt att jämföra vilka för- och nackdelar matematikläxan har. För att undersöka detta har sju intervjuer gjorts med lärare från olika skolor och olika årskurser från 1-6. Samtliga lärare som intervjuats undervisar i matematik. Lärares erfarenheter av läxornas betydelse för matematikundervisningen är ett viktigt område att få kunskap om. De lärare som deltog i intervjuerna uttryckte olika synpunkter på matematikläxan. Något lärarna var överens om var att läxa är en skoluppgift som eleven tar med hem efter skolans slut och arbetar med hemma. Lärarna uttryckte samstämmigt att eleverna inte utvecklar några förmågor med matematikläxans hjälp utan förmågorna utvecklar eleverna i skolan med hjälp av lärarna. Det framgick att samtliga lärare upplevde att matematikläxan var tidskrävande och för att matematikläxan ska nå syftet på bästa möjliga sätt behövs mer tid. Att läxan kopplas till undervisning och uppföljning är centralt för att syftet med matematikläxan ska uppnås enligt de intervjuade lärarna. Av resultaten framgår att några lärare är negativt inställda till matematikläxor för att uppföljning och koppling till undervisningen inte finns med och därför förlorar matematikläxan sitt syfte. Föräldrarnas förutsättningar är väldigt olika som exempelvis att de har svårigheter med det svenska språket eller inte är engagerade i barnets skolgång. Andra lärare är positivt inställda till matematikläxor för att färdighetsträningen och repetitionen är viktig och tiden som behövs för det inte räcker till i skolan.
The purpose of this study is to gain insight into teachers’ views of mathematics lessons in primary school. The hope is to gain understanding of teachers’ aim with mathematic homework and what skills students are expected to develop with help of mathematic homework as well as comparing the advantages and disadvantages that mathematic homework has. To investigate this, the seven interviews have been conducted with teachers from different schools and different grades from 1-6. All the teachers interviewed teach mathematics. Teachers’ experience of the importance of homework is an important area to gain knowledge of why was this investigation. The teachers who participated in the interviews expressed different views on mathematic homework. Something teachers agreed on was that homework is a school assignment that students bring home after school and working on at home. The teachers also expressed unanimously that the students do not develop any abilities with mathematic homework help but that pupils develop abilities in school with help of the teachers. It appeared that all teachers felt that mathematics homework was time consuming and for mathematics homework to achieve its purpose in the best possible way more time was needed. Also to link with teaching and follow-upare two key elements for the purpose of mathematic homework to be achieved. The results show that some teachers have negative attitudes toward mathematic homework tracking and coupling is not present and therefore loses mathematic lesson's purpose. Parents circumstances are very different. It may be that they have problems with the Swedish language or not are involved in the child's schooling. Other teachers have a positive attitude towards mathematic homework because proficiency training and rehearsal is important and the time needed for this is not enough in school.
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Jacques, Kathleen. "Community Contexts of Bilingual Education:A Study of Six South Island Primary School Programmes." Thesis, University of Canterbury. Education, 1991. http://hdl.handle.net/10092/818.

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Community Contexts of Maori-English Bilingual Education is a multi-case study of six primary school bilingual programmes located throughout the South Island. These six programmes comprised the total number of programmes officially designated by the (former) Department of Education as bilingual and which were administered from the Southern Regional Office of the Department. Each of these programmes employed the services of a kaiarahi reo and had been in operation for at least one school year at the beginning of Term I, 1989. The focus of the study is the interlocking sociocultural and pedagogical contexts which affect, and which, in turn, are affected by the recent inclusion of Maori as a language of instruction within the New Zealand public school system. The material presented in this report resulted from quantitative and qualitative study over an eighteen month period commencing in February, 1989. Data collection techniques included interviews, classroom observations and questionnaire surveys which were used to compile base-line data on the numbers and backgrounds of pupils enrolled in the programmes, classroom practices, perceptions of parents and school staff and outcomes of the programmes. The research also included a number of interviews with affiliated personnel such as Kohanga Reo parents and staff, local kaumatua, and officials from the Ministry and Department of Education. A number of issues are covered in the study; including the rationales for establishing programmes, staffing policies and procedures, resource allocation, bilingual teaching methodology, the range and depth of bilingual and bicultural innovation, community involvement and levels of satisfaction and concern with the programmes.
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Books on the topic "Primary school homework contexts"

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Graham, Dorothy Alison. Primary school children's literacy and their parents' involvement in homework. Birmingham: University of Central England in Birmingham, 2002.

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Women in primary teaching: Career contexts and strategies. London: Unwin Hyman, 1990.

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Doherty, Barry E. Homework: Help or hindrance? : a case study of the effectiveness of homework and the suitability of the current homework policy in St Miichael's Primary School, Belfast. [S.l: The author], 2000.

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Filer, Ann. The social world of pupil assessment: Processes and contexts of primary schooling. London: Continuum, 2000.

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Slentz, Kristine L. Teaching young children: Contexts for learning. Mahwah, N.J: L. Erlbaum Associates, 2000.

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Evetts, Julia. Women in Primary Teaching: Career Contexts and Strategies. Taylor & Francis Group, 2017.

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Notebooks, A5. A5: Child's School Education Primary Secondary Homework Daily Writing Notebook Journal. Independently Published, 2018.

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Evetts, Julia. Women in Primary Teaching: Career Contexts and Strategies. Taylor & Francis Group, 2017.

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Evetts, Julia. Women in Primary Teaching: Career Contexts and Strategies. Taylor & Francis Group, 2017.

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Evetts, Julia. Women in Primary Teaching: Career Contexts and Strategies (Key Issues in Education). Unwin Hyman, 1991.

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Book chapters on the topic "Primary school homework contexts"

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Dobell, Natalie. "How Beneficial Is Homework for Students in Primary School?" In The Challenge of Teaching, 229–34. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2571-6_32.

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Westerveld, Marleen F., Rebecca M. Armstrong, Georgina M. Barton, and Jennifer Peach. "Implications and Transferability to Other School Contexts." In Reading Success in the Primary Years, 141–49. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3492-8_8.

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Creech, Andrea, Maria Varvarigou, and Susan Hallam. "Emergent Musical Possible Selves in Primary School." In Contexts for Music Learning and Participation, 43–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48262-6_3.

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Papadatou, Evangeloula, and Anna Saiti. "Investigation of Aggression and Belligerence in Greek Primary and Secondary Schools." In School Violence in International Contexts, 89–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17482-8_6.

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Watanabe, Aya. "The Collaborative Emergence of Storytelling in an After-School Foreign Language Primary Classroom." In Storytelling Practices in Home and Educational Contexts, 149–73. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9955-9_9.

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Cao, Jie, and Nicholas Sun-keung Pang. "Leadership for Teacher Professional Learning: A Case Study of Two ‘New-High-Quality’ Primary Schools in Shanghai." In Perspectives on School Leadership in Asia Pacific Contexts, 79–94. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9160-7_6.

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Cinganotto, Letizia. "Digital Technologies and Storytelling for CLIL in a Primary School in Italy." In Research on Integrating Language and Content in Diverse Contexts, 53–70. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003181859-5.

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Cannone, Lina. "Educational Robotics in Informal Contexts: An Experience at CoderDojo Pomezia." In Makers at School, Educational Robotics and Innovative Learning Environments, 229–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_30.

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AbstractThe project aims to develop technical skills in primary school students. Technical courses are usually not popular among schoolchildren. With the introduction of the National Plan for Digital Education (PNSD) by Italian Education Ministry since 2015, words like coding, robotics and computational thinking are used more frequently in primary school classrooms. CoderDojo is a worldwide movement working to introduce children to robotics and computer science. As CoderDojo Pomezia, we prepared a number of activities to encourage students’ interest in computational thinking and robotics, and to improve their skills. In recent years, we have held several workshops for primary school students. The workshops have involved activities such as programming robotics kits, using robotics with six-year-olds, programming videogames, modelling 3D objects. The activities always have a hands-on approach. Over 100 primary schoolers have participated in the workshops. We have also held workshops to train teachers to introduce these technical skills in their classrooms. This paper presents the work of CoderDojo Pomezia to train children and demonstrate how students have improved their technical and social skills.
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De Abreu, Guida, Tony Cline, and Tatheer Shamsi. "Exploring Ways Parents Participate in Their Children’s School Mathematical Learning: Cases Studies in Multiethnic Primary Schools." In Transitions Between Contexts of Mathematical Practices, 123–47. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47674-6_6.

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Theobald, Maryanne, Binh Thanh Ta, and Anna Filipi. "Storytelling Practices of Preschool, Primary and Secondary School Children and Youth with Adults and Peers: Section Introduction." In Storytelling Practices in Home and Educational Contexts, 95–100. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9955-9_6.

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Conference papers on the topic "Primary school homework contexts"

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Podworny, Susanne, Daniel Frischemeier, and Rolf Biehler. "Design, realization and evaluation of a statistics course for preservice teachers for primary school in Germany." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17309.

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We designed and developed a statistics course “Data & chance for primary school” that aims at developing content knowledge, pedagogical content knowledge, and technological knowledge of preservice primary school teachers. The course consists of weekly lectures where the content and the technological knowledge components are developed and of a weekly accompanying small- group seminar. The course is designed with statistical reasoning learning environment principles; interface tasks that bridge content knowledge and pedagogical content knowledge play a fundamental role in the course. Three topics are taught: data analysis, combinatorics, and introduction into probability via stochastic simulations. The first results—from online surveys before and after the course (n=189), evaluation of participants’ written homework assignments, and a written test administered after the course—show that statistical thinking of our preservice teachers improves over time and that they show more positive attitudes towards statistics after having attended the course.
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Goncharova, N. V., and V. A. Bakhmat. "Types of homework in mathematics in primary school." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-107.

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"Research on Optimization Design of Primary School Students’ Homework in Xi'an." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.213.

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Petrova, Krassie, and Asra Rahimi. "TABLET APPS TO REPLACE PRIMARY SCHOOL HOMEWORK: A GAMIFICATION AND CONSTRUCTIVIST LEARNING APPROACH." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0837.

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Napierala, Stephan. "The road to finding interesting contexts for teaching data literacy at school." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421620.

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Mariana, Neni, Julaika Julaika, Hendrik Pandu Paksi, and Ika Rahmawati. "Exploring the Unity Value of Pancasila to Transform Mathematics Contexts in Primary School." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.114.

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Medina, José Manuel, Tatiana Herreros, Pamela De Barca, and Carolina Crovetto. "PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end046.

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In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagogical practices that strengthen these probabilities of failure (Román, 2013). The phenomenon of school reintegration has little evidence in relation to the human and technical component in school reintegration processes, either locally (Mide-UC, 2016; UNESCO-UNICEF-Chilean Association of Municipalities, 2012), or internationally (CEPAL, 2010; Contreras et al, 2014; Sucre, 2016), which implies observing and analyzing pedagogical intervention practices in these contexts, in terms of how these dialogical-reflective relational dynamics between teachers and children and adolescents are developed, from the perspective of pedagogical interactions, an area of growing interest in educational sciences, which looks at more than the action itself, at how and what happens in the interaction. (Colomina et al, 2001) This research from a qualitative, transactional approach, oriented from the perspective of descriptive studies (Hernández,et al, 2010) and enriched with the symbolic interactionism of Blumer (1969), whose contributions indicate that the nature of the teaching-learning processes can only be unraveled through direct examination, seeks to understand pedagogical intervention practices from the perspective of pedagogical interactions which are developed between teachers and their students, within the framework of the specialized protection programs in school reintegration implemented in Chile by the National Service for Minors of the Ministry of Justice and Human Rights, in vulnerable sectors of the communes of Talca, Region of Maule and La Pintana, Metropolitan Region. The analysis through the theoretical and empirical contributions provided by the scientific evidence on pedagogical interactions, in terms of how they are configured, deployed and how these pedagogical intervention practices are perceived by the actors involved, added to the findings obtained, provides an opportunity to innovate by allowing the observation of school reintegration as a scenario of human relations and to deepen around this professional action as a critical element, constituting the improvement of teaching and effectiveness in school reintegration processes.
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Jayanti, Zulkardi, R. I. I. Putri, and Y. Hartono. "The numeration with lesson study assisted by E-learning Merdeka campus of COVID-19 contexts at primary school teachers Universitas PGRI Palembang." In PROCEEDINGS OF THE 6TH PROGRESSIVE AND FUN EDUCATION INTERNATIONAL CONFERENCE. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0071589.

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Ferri, Nicoletta. "FROM BODY WORKSHOPS TO CO-RESEARCHER TEACHERS: A STUDY ON THE EDUCATIONAL VALUE OF BIODANZA IN PRIMARY SCHOOL CONTEXTS. PRE AND POST PANDEMIC REFLECTIONS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2108.

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Pereira Martins, Maria Niedja, Carolina Fernandes de Carvalho, and Carlos Eduardo Monteiro. "The Challenges Of Learning In Statistics In Hybrid Education: The Case Of A Primary School Class In Brazil." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2b3.

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With the advent of the COVID-19 syndemy, primary schools progressively returned to face-to-face activities in 2021. This article presents aspects of a study that aimed to analyze the challenges of teaching and learning in statistics in the hybrid model of a 4th grade elementary school class in Brazil. The results suggest that the use of this model in realities where online tools are not accessible to all, generates impacts on the continuum of learning related to statistics. In addition, teachers are faced with the task of reinventing teaching strategies to close gaps caused by structural inequalities in access to technologies. The study contributes to reflecting on the impacts of the COVID-19 syndemia on statistical education in contexts of social and technological inequality. Com o advento da sindemia do COVID-19, as escolas básicas retornaram progressivamente às atividades presenciais em 2021. Este artigo apresenta aspectos de um estudo que teve como objetivo analisar os desafios do ensino e da aprendizagem em Estatística no modelo híbrido de numa turma do 4º ano do Ensino Fundamental no Brasil. Os resultados sugerem que a utilização desse modelo em realidades onde as ferramentas online não são acessíveis a todos, gera impactos no contínuo da aprendizagem relacionada à Estatística. Além disso, professores se veem na tarefa de reinventar estratégias de ensino para suprir lacunas ocasionadas por desigualdades estruturais no acesso às tecnologias. O estudo contribui para refletir sobre os impactos da sindemia do COVID-19 na educação estatística em contextos de desigualdade social e tecnológica.
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Reports on the topic "Primary school homework contexts"

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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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Penman, Olivia, Andrew Sheridan, Nic Badcock, Georgia Horsburgh, and Carmela Pestell. Could local sleep explain the occurrence of attentional lapses in primary school-aged children? A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0074.

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Review question / Objective: The current review aims to describe the literature on the relationship between local sleep and attentional lapses in neurotypical children or children with ADHD and how this can be applied to inform our understanding of poor attention under conditions of low arousal and increased sleep pressure. The main/primary question is, what is known from the existing literature about the relationship between local sleep and attentional lapses in children? In answering this primary question, we also want to know under what conditions is local sleep occurring? For example, does local sleep occur more frequently with increased fatigue? Eligibility criteria: All papers identified must meet the following criteria for inclusion: the population is neurotypical children and children with ADHD aged between 6 and 12 years of age, published in English, full text available (where full-text is not available, authors will be contacted to request a copy of the paper). All time frames, types of sources (e.g. qualitative or quantitative research studies), geographic locations, cultural and sociodemographic contexts will be included. Review papers (i.e. systematic reviews, meta-analyses), papers with animal studies and clinical cohorts other than ADHD (e.g. autism, sleep disorders, acquired brain injuries etc.) will be excluded. As local sleep is defined as occurring during wakefulness, studies with participants who are asleep will also be excluded.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.

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Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low-fee private schools but also from among an array of low-fee tuition providers in their immediate neighbourhood to ensure that the child can cope in class, complete daily homework assignments, and pass exams in order to transition to the next grade. The evidence presented in this paper suggests that whether their child is enrolled in a state school or in a low-fee private school, the parents’ dependence on low-fee tuition providers is absolute: without their services, the child will not progress through the primary grades. Yet the sector remains entirely under-researched. The paper argues for the need to map the scale of this sector, document the household spending on it, and bring it within policy debates, placing it alongside low-fee private schools and state schools in order to provide access to primary education to all and improve the quality of education. At the same time it complicates the existing debates on low-fee private schools, by showing that parents on very low incomes — in this case households where mothers are employed as domestic workers and fathers are in casual employment — find them inaccessible; it also shows that household spending on education needs to take into account not just the charges imposed by low-fee schools, but also the cost of securing religious education, which is equally valued by the parents and is not free, and also the cost of paying the low-fee tuition provider. When all these costs are taken into account, the concerns that low-fee private schools are not truly accessible to the poor gain further traction. The paper also shows that mothers end up bearing the primary burden, having to work to cover the costs of their children’s education, because the core income provided by the father can barely cover the household costs.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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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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Lewis, Dustin, Naz Modirzadeh, and Jessics Burniske. The Counter-Terrorism Committee Executive Directorate and International Humanitarian Law: Preliminary Considerations for States. Harvard Law School Program on International Law and Armed Conflict, March 2020. http://dx.doi.org/10.54813/qiaf4598.

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In developing international humanitarian law (IHL), States have aimed in part to lay down the primary normative and operational framework pertaining to principled humanitarian action in situations of armed conflict. The possibility that certain counterterrorism measures may be instituted in a manner that intentionally or unintentionally impedes such action has been recognized by an increasingly wide array of States and entities, including the United Nations Security Council and the U.N. Secretary-General. At least two aspects of the contemporary international discourse on intersections between principled humanitarian action and counterterrorism measures warrant more sustained attention. The first concerns who is, and who ought to be, in a position to authentically and authoritatively interpret and apply IHL in this area. The second concerns the relationships between IHL and other possibly relevant regulatory frameworks, including counterterrorism mandates flowing from decisions of the U.N. Security Council. Partly in relation to those two axes of the broader international discourse, a debate has emerged regarding whether the U.N. Security Council may authorize one particular counterterrorism entity — namely, the Counter-Terrorism Committee Executive Directorate (CTED) — to interpret and assess compliance with IHL pertaining to humanitarian action in relation to certain counterterrorism contexts. In a new legal briefing for the Harvard Law School Program on International Law and Armed Conflict (HLS PILAC), Dustin A. Lewis, Naz K. Modirzadeh, and Jessica S. Burniske seek to help inform that debate by raising some preliminary considerations regarding that possibility. The authors focus on the possible implications of States and other relevant actors pursuing various responses or not responding to this debate. One of the authors’ goals is to help raise awareness of this area with a focus on perspectives drawn from international law. Another is to invite a broader engagement with the question of the preservation of the humanitarian commitments laid down in IHL in a period marked by a growing number — and a deepening — of the intersections between situations of armed conflict and measures to suppress terrorism.
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