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Books on the topic 'Primary school homework contexts'

Author: Grafiati
Published: 19 February 2023

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1

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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2

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

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3

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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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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11

Press, Pagely Pagely. Homework Companion: Elementary Student Planner 2021-2022 Homework Organizer Book for Kids Primary and Middle School 8. 5 X11. Independently Published, 2021.

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12

Math in a Snap: Super Simple Beginning Math Experiences for Home and School (Kids' Stuff). Incentive Publications, 1996.

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13

Notebook, charlieestrada. Notebook: Python Ate My Homework Primary School Student Gift - 50 Sheets, 100 Pages - 6 X 9 Inches. Independently Published, 2020.

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14

The Social World of Pupil Assessment: Processes and Contexts of Primary Schooling (Social World). Continuum International Publishing Group, 2000.

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15

Slentz, Kristine, and Suzanne L. Krogh. Teaching Young Children: Contexts for Learning. Taylor & Francis Group, 2001.

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16

Slentz, Kristine, and Suzanne L. Krogh. Teaching Young Children: Contexts for Learning. Taylor & Francis Group, 2001.

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17

Slentz, Kristine, and Suzanne L. Krogh. Teaching Young Children: Contexts for Learning. Taylor & Francis Group, 2001.

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18

Slentz, Kristine. Teaching Young Children: Contexts for Learning. Taylor & Francis Group, 2017.

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19

Slentz, Kristine, and Suzanne Krogh. Teaching Young Children: Contexts for Learning. Taylor & Francis Group, 2001.

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20

Teaching Young Children: Contexts for Learning (Lea's Early Childhood Education Series). Lawrence Erlbaum, 2001.

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21

Ayers, Kelly. Teacher Planner Academic Year: Teacher Lesson Plan Book Undated Vertical All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College. Independently Published, 2021.

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22

Ayers, Kelly. Teacher Lesson Planner Academic Year: Undated Lesson Planning Book Vertical All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College. Independently Published, 2021.

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23

Ayers, Kelly. Teacher Planner Academic Year: Undated Teacher Lesson Plan Book Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College. Independently Published, 2021.

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24

Ayers, Kelly. Teacher Lesson Planner Academic Year: Undated Lesson Planning Book Vertical All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information Primary Secondary High School College Mandala Cover. Independently Published, 2021.

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25

Ayers, Kelly. Teacher Planner Academic Year: Teacher Lesson Plan Book Undated Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College Hardcover. Independently Published, 2021.

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26

Ayers, Kelly. Teacher Planner Academic Year: Undated Teacher Lesson Plan Book Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College Flower. Independently Published, 2021.

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27

Ayers, Kelly. Teacher Planner Academic Year: Undated Lesson Planning Book Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College Floral Cream. Independently Published, 2021.

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28

Ayers, Kelly. Teacher Planner Academic Year: Teacher Lesson Plan Book Undated Vertical All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College Hardcover. Independently Published, 2021.

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29

Ayers, Kelly. Teacher Planner Academic Year: Undated Teacher Lesson Plan Book Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information Primary Secondary High School College Leopard Print. Independently Published, 2021.

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30

van der Walt, Christa, and Verbra Pfeiffer, eds. Multilingual Classroom Contexts: Transitions and transactions. African Sun Media, 2021. http://dx.doi.org/10.18820/9781991201713.

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By far the majority of South African students get their schooling in a second language, which means that our classrooms are multilingual. This state of affairs is not exclusive to our country, as can be seen in the many academic conferences on multilingual learning and teaching. Terms like translanguaging and biliteracy appear in many articles and books that discuss the role language in education. What makes the multilingual nature of our South African classrooms challenging, is the fact that many learners switch from one language of learning and teaching to another at various points in their school career: from home language to English or Afrikaans after the foundation phase, from one language of learning and teaching to another when they move to new schools, high school or tertiary institutions. This book is an attempt to highlight the transitions; from home to school, from foundation to intermediate phase, from primary to high school, and from high school to tertiary institutions.
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31

Ayers, Kelly. Teacher Planner Academic Year: Undated Lesson Planning Book Vertical All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College in Floral Gold. Independently Published, 2021.

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32

Ayers, Kelly. Teacher Planner Academic Year: Undated Lesson Plan Book Horizontal All Purpose Organizing Recording Teaching Log Classroom Management Gradebook Assignment Homework Attendance Student Information for Primary Secondary High School College in Zebra Print. Independently Published, 2021.

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33

HA, G. O. Primary Composition Notebook: Notebook for Girls Ages 8-11with Student,school Notebook 2022-2023 for Kindergarten,notebook for Kids to Write Homework for Kindergarten,cursive Handwriting Workbook for Kids Jokes and Riddles,dinausors for Kindergarten. Independently Published, 2021.

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34

School, I. M. kids World Home. Toddler Coloring Book: Preschool Early Childhood Baby Activity Books for Kids Age 1-3, Fun Workbook with Fun Easy Shapes, Images, Animals, Cars, Flowers, Pets for Girls, Boys for Pre K, Kindergarten, Creche, Primary, Gifts Homework, School and More. Independently Published, 2020.

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35

Casas, Juan F., and Alicia A. Bower. Developmental Manifestations of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0003.

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This chapter focuses on a review of the pertinent literature examining the developmental manifestations of engagement in relational aggression across the life course, from infancy to old age. Throughout the chapter, special attention is paid to the normative developmental changes taking place in the various domains of development that are believed to underlie the significant alterations taking place in the expression of relational aggression. While the primary emphasis is on changes in relational aggression in the peer group, a review of important differences across contexts (e.g., school, work, etc.) and close relationships (siblings, friendships, romantic relationships, etc.) are also discussed, as are important technological advances that have helped shape the form of these behaviors at different points in development.
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36

Granic, Isabela, and Jessica P. Lougheed. The Role of Anxiety in Coercive Family Processes with Aggressive Children. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.18.

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The majority of aggressive children exhibit symptoms of anxiety. This chapter outlines a novel theoretical model that builds explicitly on coercion theory, linking aggression with the regulation of anxiety in both caregivers and children. Three hypotheses are suggested and data are applied to support this model: (1) unpredictable oscillations between permissive and hostile parenting (two distinct aspects of the coercive cycle) induces anxiety in children, which in turn triggers aggressive behavior; (2) peer relations and difficult school contexts exacerbate anxiety, which in turn may trigger bouts of aggression that function as regulation for distressing emotions; and (3) to improve the efficacy of treatments for childhood aggression, anxiety needs to be one of the primary targets of treatment. Almost no research has directly tested these hypotheses, but the chapter reviews extant research and theory consistent with these claims and suggests future research designs that can test them specifically.
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37

Kabay, Sarah. Access, Quality, and the Global Learning Crisis. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192896865.001.0001.

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Around the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40 percent of all primary school-aged children. This situation has come to be called the “Global Learning Crisis,” and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the Global Learning Crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. In a mixed-methods case study, this book provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. The book concludes that embracing the complexity of education systems and focusing on dynamics where improvements in access and quality can be mutually reinforcing can be a new approach for improving basic education in contexts around the world.
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38

Dunmore, Stuart. Language Revitalisation in Gaelic Scotland. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474443111.001.0001.

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Situated within the interrelated disciplines of applied sociolinguistics and the sociology of language, this book explores the language use and attitudinal perceptions of a sample of 130 adults who received Gaelic-medium education (GME) at primary school, during the first years of that system’s availability in Scotland. The school is viewed by policymakers as a crucial site for language revitalisation in such diverse contexts as Hawai’i, New Zealand and the Basque Country – as well as throughout the Celtic-speaking world. In Scotland, GME is seen as a key area of language development, regarded by policymakers as a strategic priority for revitalising Gaelic, and maintaining its use by future generations of speakers. Yet theorists have stressed that school-based policy interventions are inadequate for realising this objective in isolation, and that without sufficient support in the home and community, children are unlikely to develop strong identities or supportive ideologies in the language of their classroom instruction. For the first time, this book provides an in-depth assessment of language use, ideologies and attitudes among adults who received an immersion education in a minority language, and considers subsequent prospects for language revitalisation in contemporary society. Based on detailed analyses using mixed methods, the book offers empirically grounded suggestions for individuals and policymakers seeking to revitalise languages internationally.
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39

Goodman, James. Nationalism as a Social Movement. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.267.

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Since the late eighteenth century, nationalist movements have been one of the world’s most powerful agents of social change. As a social movement, nationalism serves as a primary instrument both for popular aspiration and for ruling ideology. It is embedded in political contexts and can only be explained in relation to the resulting dynamics of contention. There is considerable debate over types of nationalist movements and their role in history, in large part because nationalism is not often explicitly conceptualized as a social movement. These debates, especially those that played out through the 1980s and into the mid-1990s, offer important insights into nationalist mobilization and its conditions of emergence and development. In order to understand the dynamics of nationalism as a social movement, one may draw insights from the “political process” school of social movement scholarship, where the exercise of state power is seen as framing movement identification and as structuring mobilization. Three interrelated dimensions deserve consideration in this regard: material interests and resources, institutional opportunities, and ideological framing of nationalist mobilization. Each is linked to the other by a process of capitalist development that creates systemic inequalities and fragments global society into national units. What emerges is a political sociology of nationalist movements, where movements are embedded in the social forces that they inhabit. The interaction of social forces and nationalist mobilization can be conceived of as a hierarchy, where one leads to the other.
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40

A/L Bikar Singh, Soon Singh. GIS Integrated Teaching for Underachieving Geography Students. UMS Press, 2019. http://dx.doi.org/10.51200/gisintegratedumspress2019-978-967-2166-46-7.

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Recent studies show that the number of students who select to study Geography in Malaysian secondary schools, and their level of achievement in the subject, has decreased. The main factor is lack of motivation. Over multiple decades, a large and growing body of literature has indicated that ICT enhances students’ motivation to learn and their learning outcome. The studies demonstrate that the use of ICT in teaching activities provides more fun in an authentic learning environment, and increases learning autonomy, interaction, and collaboration. It is, therefore, a rich opportunity for motivating students to study. In addition, despite an increased interest among scholars to investigate the impact of ICT integrated Geography teaching on students’ motivation and achievement, none have investigated the effects of GIS as a new technological teaching tool on students’ Geography learning goals and their learning outcomes. The idea for this book originated from the author’s PhD study to examine the effects of GIS-based instruction on secondary school student Geography learning goals and their learning outcomes. This book is highly beneficial for Geography teachers to use multiple teaching methods and pedagogies in a GIS integrated teaching environment to cultivate underachieving students’ mastery goal, performance-approach goal and learning, and to decrease avoidance behaviour in learning the subject. Although GIS is widely used in Malaysia, it has not been embraced by the Malaysian education system and is absent from the Geography curriculums in the primary and secondary school contexts. Hence, writing of this book will also help the Curriculum Development Centre and Ministry of Education Malaysia develop a GIS-based teaching module to enhance the learning motivation of Geography and improve the student level of achievement.
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41

Grace, Nancy M., ed. The Beats. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781949979954.001.0001.

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This volume is the first-ever collection devoted to teaching Beat literature in high school to graduate-level classes. Essays address teaching topics such as the history of the censorship of Beat writing, Beat spirituality, the small press revolution, Beat composition techniques and ELL, Beat multiculturalism/globalism and its legacies, techno-poetics, the road tale, Beat drug use, the Italian-American Beat heritage, Beats and the visual arts of the 1960s, the Beat and Black Mountain confluence, Beat comedy, Beat performance poetry, Beat creative non-fiction, West coast-East/coast Beat communities, and Beat representations of race, gender, class, and ethnicity. Individual essays focus on Gary Snyder’s ecopoetics, William S. Burroughs’s post- and transhumanism, Jack Kerouac’s On the Road (teaching it in the U.S. and abroad) and his Quebecois novels, Allen Ginsberg, Diane di Prima, ruth weiss, Joyce Johnson, Joanne Kyger, Bob Kaufman, and Anne Waldman. Many additional Beat-associated writers, such as Amiri Baraka Gregory Corso, are featured in the other essays. The collection opens with a comprehensive essay by Nancy M. Grace on a history of Beat literature, its reception in and out of academia, and contemporary approaches to teaching Beat literature in multidisciplinary contexts. Many of the essays highlight online resources and other materials proven useful in the classroom. Critical methods range from feminism/gender theory, to critical race theory, formalism, historiography, religious studies, and transnational theory to reception theory. The volume concludes with selected scholarly resources, both primary and secondary, including films, music, and other art forms; and a set of Beat-related classroom assignments recommended by active Beat scholars and teachers.
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