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Relevant bibliographies by topics / Pupils at primary schools

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Academic literature on the topic 'Pupils at primary schools'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Pupils at primary schools"

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Ketovuori, Heli, Sanna Hirvensalo, Päivi Pihlaja, and Eero Laakkonen. "Pupils’ Experience of Social Participation in Finnish Primary Schools." Nordic Studies in Education 40, no. 4 (2020): 323–42. http://dx.doi.org/10.23865/nse.v40.2600.

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Social participation means taking a full and active role in school life, being a valued and integral member of the school community. The purpose of this study was to examine pupils’ experiences of social participation and their active roles in Finnish primary schools. The intention was to find out in what ways primary school pupils’ (n = 3,760) personal experiences of pupil–pupil (PP) and pupil–teacher (PT) interaction vary between genders and across age groups in small and large schools. Pupils’ experiences were examined with questions concerning the active participation of the child and the

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Grivins, Mikelis. "Pupil Grouping: Education Agent Interaction Influence on Education Results." Multidisciplinary Journal of Educational Research 3, no. 2 (2013): 147–72. http://dx.doi.org/10.4471/remie.2013.10.

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This research illustrates how pupil grouping within primary education influences their possibilities to achieve high education results. Paper aims to show how does pupils’ achievements and education interpretation are constructed and how such constructs are connected to teacher interpretation of pupils’ abilities. Analysis is concerned with micro interaction occurring in schools between teacher and pupil. Research is elaborated in interpretative perspective and based on theories of new sociology of education and grouping. To obtain information about questions analyzed several interviews with L

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Chytrý, Vlastimil, Janka Medová, Jaroslav Říčan, and Jiří Škoda. "Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies." Sustainability 12, no. 23 (2020): 10215. http://dx.doi.org/10.3390/su122310215.

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In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well

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Essa, Mariam Saeed Ibrahim, Magda Elhadi Ahmed Yousif, and M. A. Abdalmagid. "Assessment of Personal Hygiene Practices among Primary School Pupils in Umbada locality, Khartoum state, Sudan (2018-2020)." ABC Research Alert 10, no. 3 (2022): 23–31. http://dx.doi.org/10.18034/abcra.v10i3.629.

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Background: Personal hygiene is the behaviors that must be practiced in daily life, starting from morning to sleep time to protect our health. Objectives: The current study aimed to assess personal hygiene practices among Primary School Pupils in Umbada Locality, Khartoum state, Sudan (2018-2020). Materials and methods: An observational interventional study was conducted where a pre- and post-assessment was done. Pre-test and post-test intervention was used to determine the practices of hygiene among primary school Pupils in some selected schools of Umbada locality al emir unit. Th

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Essa, Mariam Saeed Ibrahim, Magda Elhadi Ahmed Yousif, and M. A. Abdalmagid. "Assessment of Personal Hygiene Practices among Primary School Pupils in Umbada locality, Khartoum state, Sudan (2018-2020)." ABC Research Alert 10, no. 3 (2022): 23–31. http://dx.doi.org/10.18034/ra.v10i3.629.

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Background: Personal hygiene is the behaviors that must be practiced in daily life, starting from morning to sleep time to protect our health. Objectives: The current study aimed to assess personal hygiene practices among Primary School Pupils in Umbada Locality, Khartoum state, Sudan (2018-2020). Materials and methods: An observational interventional study was conducted where a pre- and post-assessment was done. Pre-test and post-test intervention was used to determine the practices of hygiene among primary school Pupils in some selected schools of Umbada locality al emir unit. Th

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Šindelková, Monika, and Irena Plucková. "The most Common Primary School Pupils' Misconceptions Based on the Concept of Protection in the Chemical Context." International Letters of Social and Humanistic Sciences 65 (December 2015): 130–37. http://dx.doi.org/10.18052/www.scipress.com/ilshs.65.130.

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Each pupil brings from his/her everyday life a lot of personal experiences and ideas. These ideas about various concepts and topics can sometimes be mistaken or completely wrong. A complex term misconception is used for a summary of these mistaken ideas. Misconception is seen as a wrong notion, wrong idea. It occurs in the context of the pupil's mistaken notions and mistaken conception of the curriculum or one of the forms of pupils' conception of the curriculum. In the course of teaching, pupils are affected not only by teachers, but also by pupil's ideas and experiences that pupils bring fro

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AMPAIRE, STELLA, and KEVIN DR. NWANA. "Relationship between school physical environment and co-curricular activities in private primary schools. A cross-sectional study." SJ Education Research Africa 2, no. 7 (2025): 9. https://doi.org/10.51168/gq6ws249.

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Background Co-curricular activities are seen as a way of enhancing students' academic, social, and personal development, as well as preparing them for future careers. The study aims to assess the relationship between the school's physical environment and co-curricular activities in private primary schools. Methodology The study adopted a descriptive, correlational, and cross-sectional survey design. The study was carried out in selected private primary schools in Fort Portal City. Fort Portal City is located in western Uganda, in the Kabarole District. The researcher ensured that quantitative

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CYIZA, JOHN LOVE, and MUGIRANEZA FAUSTIN DR. "INFLUENCE OF SCHOOL FEEDING PROGRAMME ON PUPILS RETENTION RATE IN PUBLIC PRIMARY SCHOOLS IN RWANDA A CASE OF PRIMARY SCHOOLS OF BUGESERA DISTRICT." International Journal of Social Science and Humanities Research 11, no. 4 (2023): 179–90. https://doi.org/10.5281/zenodo.10060354.

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<strong>Abstract:</strong> The research assessed the influence of school feeding programme on pupil retention rates in public primary schools in Rwanda. Specifically, we analysed the implementation of school feeding programme in public primary schools of Bugesera District, evaluated the level of pupil's retention rate in public primary schools of Bugesera District and determined the influence of school feeding programme on pupil's retention rate in public primary schools of Bugesera District. The sample size was 375, including 53 Teachers, 54 students, 3 Head teachers. Primary sources wer

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Adebusuyi, O. F., A. O. Adeleye, D. O. Jimoh, D. K. Ayide, and A. B. Adedoyin. "Exploring the Social and Cognitive Factors Shaping the Acquisition of Science Concepts among Primary School Students in first and second languages." Journal of Science Education Research 8, no. 1 (2024): 24–31. http://dx.doi.org/10.21831/jser.v8i1.69615.

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This study investigates the intricate interplay of social and cognitive factors influencing the acquisition of science concepts among primary school pupils, with a focus on their first and second language. A survey research design was carried out across different primary schools in Ijebu Ode Government Area of Ogun State, during the third term of the 2022/2023 academic year. A sample size of 268 primary four pupils, 196 from eight private and seventy-two (72) from three public primary schools, were randomly selected through simple random sampling technique. A pilot survey was conducted by admi

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Prais, S. J. "The Superior Educational Attainments of Pupils in Religious Foundation Schools in England." National Institute Economic Review 193 (July 2005): 102–5. http://dx.doi.org/10.1177/0027950105058560.

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Pupils of religious foundation schools in England show superior educational performance over general (Local Education Authority) schools, the advantage having been estimated in previous studies at learning about a tenth faster for the average pupil by the age of leaving primary schooling (age 11+). In this study access to individual pupils' scores at SAT tests shows that the advantage of religious foundation schools is particularly great for lower-attaining pupils, with only the lowest tenth of those in religious schools attaining the scores of the lowest third in general schools.

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Dissertations / Theses on the topic "Pupils at primary schools"

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Leung, Siu-tong. "Teachers' and pupils' participation in extracurricular activities in primary schools in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601782.

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See, Lam Pui-shan Sophia. "Teachers' attitudes towards the integration of hearing-impaired pupils in primary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595629.

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Short, Leanne. "Teachers' and pupils' views of teacher-pupil relationships through primary and middle school." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2250.

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Research into teacher-pupil relationships is a rapidly expanding evidence-base with literature reporting these relationships to be fundamental to pupils’ psychological and academic development. Previous research focused on educational priorities of academic achievement, as opposed to social relationships and psychological well-being. The first paper critically reviews existing research using the Student-Teacher Relationship Scale (STRS) as a measure of teachers’ views of teacher-pupil relationships through Primary and Middle School. The studies acknowledge the importance of teacher-pupil relat

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Quibell, Gina. "Reintegrating pupils with BESD from a PRU to mainstream primary schools : Multiple perspectives." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506255.

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Yuen, Chun Ni Jennie. "Achievement of Nepalese pupils in Hong Kong primary schools : barriers and education needs." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/02953eb5-e6ff-4f96-a799-c638a27d2df0.

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People of Nepalese origin are a small ethnic group in Hong Kong. As Hong Kong citizens, they are entitled to equality of opportunity and right of access to public services including education. However, it is frequently reported that the Nepalese and other minority ethnic groups encounter many difficulties in their interaction with the local education system. This study is a two-case case study that investigates Nepalese pupils' learning in two aided primary schools, which includes their performance in relation to other pupils, their barriers to achievement, their education needs, and effective

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Kaunhoven, Rebekah Jane. "Neurocognitive study of mindfulness with primary school pupils." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/neurocognitive-study-of-mindfulness-with-primary-school-pupils(6e46901c-d11c-4278-a9b7-6ef6bc455137).html.

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Pre-adolescence has been highlighted as a pivotal developmental period in which self-regulatory skills including emotion processing and attention control develop. In recent years interest has grown in the potential of mindfulness-based approaches as a method for enhancing these skills in pre-adolescence and initial findings are promising. Mindfulness can also be considered a disposition present in the absence of mindfulness training, and whilst research investigating the association between dispositional mindfulness and self-regulation abilities in pre-adolescents is still limited, findings fr

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Chan, Shing-kun. "An exploratory study of social stratification and pupils' deviance in Hong Kong primary schools." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709569.

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Chan, Shing-kun, and 陳聖根. "An exploratory study of social stratification and pupils' deviance in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957687.

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Lane, Jayne Elizabeth. "Academic acceleration in English primary schools : an exploration of the experiences of five pupils." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434138.

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Hayford, Samuel Kweku. "Continuous assessment and lower attaining pupils in primary and junior secondary schools in Ghana." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/128/.

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This thesis explored the uses of continuous assessment and the experiences of lower attaining pupils in primary and junior secondary schools at Agona and Affutu Districts in Ghana. The study adopted a range of data collection methods including: self-completed questionnaires, semi-structured and focus groups interviews. A systematic sample of 107 primary and junior secondary teachers answered questionnaires and 12 teachers from the cohort were interviewed. Additionally, four focus groups of Primary 6 lower attaining pupils were interviewed. The main findings of the study were: • The majority of

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Books on the topic "Pupils at primary schools"

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Hollander, Penny. Case studies of more able pupils in primary schools. National Association for Able Children in education, 1992.

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Morgan, Mark. Drinking among post-primary school pupils. Economic and Social Research Institute, 1994.

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Inspectorate, Great Britain Welsh Office Education Department. Recording pupils achievements: Primary schools = Adrodd am gyflawniadau plant (ysgolion cynradd). Welsh Office, 1992.

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Ofsted, ed. Achievement of Black Caribbean pupils: Three successful primary schools : a report. OFSTED, 2002.

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Awotunde, Peter Olaniyi, and O. P. Elaigwu. Enrolment and retention of pupils in primary schools: The Nasarawa State experience. Deka Publications, 1997.

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Great Britain. Department for Education and Employment., ed. Guidance on reports on pupils' achievements in primary schools in 1996/97. Department for Education and Employment, 1997.

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O'Brien, Pat. Teaching scientifically able pupils in the primary school. NACE, 1998.

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Britain, Great. Baseline assesment of pupils starting in primary school. Department For Education and Employment, 1998.

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Science, Department of Education &. Music in primary schools and the attainment of pupils aged 7 to 11. Department of Education and Science, 1989.

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O'Malley, Gráinne M. Educational provision for pupils with special needs in primary schools in Co. Offaly. University College Dublin, 1998.

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Book chapters on the topic "Pupils at primary schools"

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Delamont, Sara, and Maurice Galton. "Anxieties and Anticipations - Pupils' Views of Transfer to Secondary School." In Children and their Primary Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781315863672-16.

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Anderson, Kirsty. "Speaking and Listening: Addressing the needs of EAL Pupils." In Language and Communication in Primary Schools. SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473984097.n10.

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Robinson, Carol. "Engaging with Pupils." In Learning to Teach in the Primary School. Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-36.

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Robinson, Carol. "Listening to Pupils." In Learning to Teach in the Primary School, 5th ed. Routledge, 2025. https://doi.org/10.4324/9781032691794-37.

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Bracke, Evelien. "Community engagement between pupils and policy." In Classics at Primary School. Routledge, 2022. http://dx.doi.org/10.4324/9781003229742-5.

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Cunningham, Melanie. "What the pupils said." In Becoming an Autism-Affirming Primary School. Routledge, 2024. http://dx.doi.org/10.4324/9781003396499-4.

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Cunningham, Melanie. "What the pupils said." In Becoming an Autism-Affirming Primary School. Routledge, 2024. http://dx.doi.org/10.4324/9781003396499-5.

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Cunningham, Melanie. "What the pupils said." In Becoming an Autism-Affirming Primary School. Routledge, 2024. http://dx.doi.org/10.4324/9781003396499-6.

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Dann, Ruth. "Understanding and enhancing pupils' learning progress in schools in deprived communities." In Contemporary Issues in Primary Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003316862-13.

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Grigg, Russell. "Developing pupils' creative and critical thinking." In Becoming an Outstanding Primary School Teacher, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-5.

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Conference papers on the topic "Pupils at primary schools"

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Toffoli, Simone, Laura Pozzi, Stefania Fontolan, et al. "Digital Characterization of Primary School Pupils’ Handwriting with a Sensorized Ink Pen." In 2024 46th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2024. https://doi.org/10.1109/embc53108.2024.10782390.

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Kauki, Alida, and Gunvor Wilhelmsen. "Improved Vision through Vision Stimulation in Primary School: A Study from Tanzania." In Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.12.

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Good vision is essential in children’s learning and development. Pupils with vision problems might mistakenly be evaluated as hyperactive, passive or having dyslexia. The aim of this study was to detect pupils with disturbed vision in primary schools in Tanzania. Specifically, the study intended to evaluate if vision qualities would improve through vision stimulation. The study was a quasiexperiment with a descriptive design. Twenty-one (21) pupils were identified with vision disturbances, and four of them were involved in the study. After the vision assessment, the participants went through a

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ALKINANI, Qasim. "SCHOOL ENVIRONMENT AND ITS RELATIONSHIP TO PSYCHOLOGICAL SECURITY OF PRIMARY SCHOOL PUPILS IN BAGHDAD PROVINCE." In International Research Congress of Contemporary Studies in Social Sciences (Rimar Congress 2). Rimar Academy, 2021. http://dx.doi.org/10.47832/rimarcongress2-4.

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The educational conference held in Baghdad Governorate (10/3/2018) emphasized in its recommendations the necessity of finding solutions to educational problems related to primary schools, creating positive relationships between teachers and students, and raising the levels of psychological security of students. The importance of the current research lies in knowing the relationship between the school environment and psychological security and their levels of pupils in primary schools And that these educational and psychological issues occupy a prominent place in educational work. The objective

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Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.

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In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences fo

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Tomková, Viera, and Jozef Pavelka. "MOTIVATIONAL FACTORS INFLUENCING PRIMARY SCHOOL PUPILS’ INTEREST IN STUDY AT SECONDARY VOCATIONAL SCHOOLS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1216.

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Smakman, Matthijs, Koen Smit, Eline Lan, et al. "Social Robots for Reducing Mathematics Hiatuses in Primary Education, an Exploratory Field Study." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.46.

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Since the outbreak of COVID-19 schools have gone into lockdown and teachers have had to teach pupils online from home. When pupils go back to school, standard, contemporary learning methods do not seem to be enough to reduce incurred hiatuses. Social robots are slowly becoming an integral component of our society and have great potential as educational technology. This study explores how social robots in classrooms can contribute to reducing mathematics-related hiatuses in Dutch primary education (pupils from four till twelve years old). A social robot as a tutor is evaluated by means of a fie

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Sousa, Bárbara. "The Integration Of Pupils From Different Cultures Into Portuguese Primary Schools." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.13.

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Levashenko, Vitaly, Elena Zaitseva, Miroslav Kvassay, and Jozef Kostolny. "Educational portal with Data Mining support for pupils of primary schools." In 2013 International Conference on Digital Technologies (DT). IEEE, 2013. http://dx.doi.org/10.1109/dt.2013.6566281.

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Avotiņa, Maruta, Guna Brenda Pogule, and Ingrīda Veilande. "Gender Differences in Mathematical Competition Performance for Grade 4 Pupils in Latvia." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.23.

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There are stereotypes that boys are better than girls at mathematics and other STEM subjects. For example, at the International Mathematical Olympiad, most of the participants are boys, and only some girls qualify for the competition. However, a team (6 secondary school pupils) from Latvia, unlike other countries, almost every year contains a girl participant in this prestigious olympiad. Special competitions and olympiads for girls are organized. The goal is to increase their interest and confidence in mathematics, like the European Girls’ Mathematical Olympiad. To determine whether there are

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Erdei, Edina-Timea. "PRIMARY SCHOOL PUPILS’ APPROACHES TO LEARNING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1508.

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Reports on the topic "Pupils at primary schools"

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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Intera

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Pitsia, Vasiliki, Sarah McAteer, Grainne McHugh, and Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, 2024. http://dx.doi.org/10.70092/1691824.1024.

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This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading i

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Dearden, Lorraine, and Christine Farquharson. Free school meals for all primary pupils: Projections from a pilot. The IFS, 2017. http://dx.doi.org/10.1920/co.ifs.2024.0308.

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Tiruneh, Dawit, Ricardo Sabates, Caine Rolleston, and John Hoddinott. Trends in Mathematics Learning in Ethiopia: 2012-2019. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/045.

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In this Insight Note, we explore the possible explanations for the decline in learning levels among primary school pupils in relation to the General Education Quality Improvement Programme (GEQIP) reforms that wereintended to improve quality and equity in the Ethiopian basic education system. We examine the extent to which mathematics learning levels for Grade 4 pupils have declined over time, despite the implementation of reforms to improve them, as well as the lessons that may be drawn from this. We also examine whether there is any difference in the benefits of the educational reforms for p

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Duflo, Esther, Pascaline Dupas, and Michael Kremer. School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w17939.

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, th

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Costa Dias, Monica, Sarah Cattan, Alison Andrew, et al. Primary school closures created substantial inequality in time spent learning between pupils from poorer and better-off families - and re-opening schools may be the only remedy. The IFS, 2020. http://dx.doi.org/10.1920/co.ifs.2024.0193.

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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), 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 li

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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video material

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