Relevant bibliographies by topics / Technology in primary school

Contents

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

Academic literature on the topic 'Technology in primary school'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Technology in primary school"

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BALKAN KIYICI, Fatime. "Primary School Students' Perceptions Of Technology." Malaysian Online Journal of Educational Technology 6, no. 4 (October 1, 2018): 53–66. http://dx.doi.org/10.17220/mojet.2018.04.005.

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Qosimjon Qizi, Olimova Nilufar. "Promotion Technology Of Primary School Students Through Folk Oral Creativity." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 448–52. http://dx.doi.org/10.37547/tajssei/volume02issue11-75.

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Speech is the process of speaking and its outcome. In fact, speech is one of the highest, most complex, spiritual tasks of man. A specific function of a person that emerges in the process of social work as a means of communication between people. Man perceives objects and events in the external world with the help of his senses and through speech.
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Gaybullaevna, Rasulova Laziza. "Information technology in primary school." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 1498–503. http://dx.doi.org/10.5958/2249-7137.2021.00182.8.

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ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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Qodirova, Feruza Damirovna. "TECHNOLOGY TO INCREASE THE MANAGEMENT COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 27–33. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-08.

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The concept of management competence is a topical issue from a scientific point of view. This article discusses management competence, its components, the functions of management competence and how to form this competence in primary school teachers.
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Sunaengsih, C., D. Djuanda, I. Isrokatun, A. A. Syahid, and A. Nuraeni. "Information technology in primary school management." Journal of Physics: Conference Series 1318 (October 2019): 012037. http://dx.doi.org/10.1088/1742-6596/1318/1/012037.

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Grzegorzewska, Maria Katarzyna, Henryk Noga, Piotr Pawel Migo, and Zbigniew Małodobry. "TEACHING CONTENT OF TECHNOLOGY IN POLISH PRIMARY SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 524–33. http://dx.doi.org/10.17770/sie2018vol1.3186.

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In view of the reform that is currently taking place in Poland, as well as changes in the content of the education curriculum, the authors of this study present contents of two selected curricula for primary schools technology in polish school. The study of research is content of curricula created by publishing house (WSiP) and Nowa Era. The school’s task is to prepare pupils for adult life, and therefore, bring the ability to create by themself a friendly environment. In each school there are such subjects, to which students participate more willingly than others - this situation can be used to reflect what affects their state of affairs. Comparing teachers opinions about the curriculum developed by Nowa Era and WSiP, it should be stated that the curriculum developed by the WSiP publishing house according to the opinion of the surveyed teachers has an advantage over the analogous program Nowa Era in the following areas: transparency, clarity, exhaustion topic, availability for the student.
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Smits, Ann. "Primary school technology: Where is it going?" Education 3-13 16, no. 1 (March 1988): 19–25. http://dx.doi.org/10.1080/03004278885200051.

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Richards, Colin. "Science and Technology in the Primary School." Western European Education 22, no. 2 (July 1990): 82–91. http://dx.doi.org/10.2753/eue1056-4934220282.

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Kay, J. J., and H. G. Mellar. "Information Technology and new Primary School teachers." Journal of Computer Assisted Learning 10, no. 3 (September 1994): 157–67. http://dx.doi.org/10.1111/j.1365-2729.1994.tb00292.x.

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Dissertations / Theses on the topic "Technology in primary school"

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Newman, Barry Keith. "Control technology in the primary school." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35659.

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This study traces the origins of control technology in the primary school from the beginning of the 1980's and identifies the factors which led to the emergence of this new curriculum area. The various local and central government initiatives are reviewed in terms of their catalystic effect in stimulating the development of resources and growth of training to encourage primary schools to introduce control technology into their curriculum. A central part of the study investigates how one local authority, Northamptonshire, has responded to the development of this curriculum area in its primary schools. This investigation took the form of a questionnaire to all primary schools, as well as an additional questionnaire to teachers attending control courses, to assess the current county position and identify issues that emerged which might limit the growth of this curriculum area. As part of this investigation case studies were carried out in two Northamptonshire primary schools to identify possible difficulties in the transition from the use of constructional materials to the introduction of computer control. By reviewing the latest developments in primary control and using the evaluation of the Northamptonshire investigation the study attempts to relate all the activities essential to the development of control technology to the requirements laid down in the National Curriculum. This inevitably leads to the identification of many current issues which will affect the future development of this curriculum area. By 1990 control had become an accepted part of the primary classroom, with recognition as a requirement of the National Curriculum, but for the majority of schools it represents yet another challenge to be met during this decade.
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Hamlin, John Alexander. "Gender issues in design and technology in the primary school." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399756.

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孫群英 and Kwan-ying Suen. "School-based information technology: a case study of the home-school collaboration in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256454.

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Liu, Chun-lung. "Implementing ICT into teaching in a primary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039869.

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Mama, Maria. "Exploring primary teachers' beliefs and practices with technology in Cyprus." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/265524.

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This study explores uses of educational technology as echoed in teachers' beliefs and classroom practices. The research is situated in Cyprus, where integration of Information and Communication Technologies (ICT) in schools remains in its infancy. The literature reveals that the 'impact' of ICT use on education has been limited; the overall scene is one of teachers unable to make advanced use of the range of possible applications and tools. This thesis is premised on the argument that these limited uses can be explained by the lack of incorporation of an effective pedagogy. On the basis that understanding teachers' pedagogical rationales and responses in depth is crucial for the successful implementation of an ICT initiative, especially when this is still at an early stage, as in Cyprus, I investigate teachers' philosophies and practices of ICT integration. In particular, my research is devoted to identifying the relationship between their beliefs and actual practices with technology in the classroom and the factors that influence this relationship. In view of the overabundance of survey studies measuring self-reported attitudes and practices, and taking into account that practice does not always reflect beliefs, direct evidence of practice beyond self-reports expecting to bridge research with school reality became an imperative. Moreover, the nature of my focus required in-depth understanding and exploration. Therefore a multi-case design was conducted, involving 11 primary school teachers serving in a unique, in terms of technological infrastructure, state school in Cyprus. A questionnaire, pre-lesson interviews, direct classroom observations, and post-lesson interviews cowprised the data collection methods. The Activity Theory model was employed as an analytical tool. Within- and cross-case thematic analyses indicated four main types of response which led to sample grouping; the responses and the groups which emerged were differentiated on the basis of teachers' beliefs about technology in education, their practice with ICT in the classroom, the level of (in)consistency between reported a; d observed practices, and the impact of the external factors on their practice. Following the analyses, an additional round of interviews with three Ministry officials, involved in the educational technology sector, was undertaken to shed more light on the main study findings. Moreover, most teachers encountered considerable difficulty in articulating and explaining the reasons behind their choices with ICT. This indicates that their reported acknowledgement of its benefits for teaching and learning might not have necessarily been informed by their personal experience but more by their inclination to respond 'properly'. The last point is also corroborated by the inconsistency identified in most of the cases between reported and observed practices, in terms of the frequency and sophistication of teacher and student interaction with technology. Several contextual factors, both school- and system-related, appear to have provoked this inconsistency; inadequate technical support and maintenance, lack of pedagogical support rn using ICT, time and curriculum constraints, and problematic communication between the involved agents, constitute the main ones. However, these external factors, which were the same for all participants, had varying impact on the four emerging groups, highlighting the influence of additional, teacher-related factors. These include teachers' limited ICT competence, lack of awareness of tools and support available to them, attachment to traditional teaching styles which enhanced existing (rather than resulting in a changed) pedagogy 'behind' ICT use, and perception of their role and professional responsibilities. The findings highlight the requirement for teachers to understand fully the affordances of a technology, which would encourage their engagement in pedagogical reason.ing with it, not necessarily aiming for higher, but, for more purposeful and 'integrational' technology uptake. The tensions, identified within the teachers' activity systems with the help of the Activity Theory model, have implications for change with ICT. These not only concern practitioners but also policy-makers who, having to inform and set the framework for classroom practice, need to justify a new national ICT initiative by clearly relating it to specific pedagogical aims and the curriculum. Implications also arise for the educational technology officials, who orchestrate the policy implementation, and who need to establish effective communication and cooperation between the agents involved. As for the ICT district coordinators, who are responsible for supporting teachers' classroom uses of technology, the findings suggest that they should tackle technical and maintenance issues promptly. Mo reover, 1�t 1� s i�m portant that they encourage teachers to make informed decisions by indicating the p~dagogical ~otential of the available tools to them. It would also be useful if, when possible, they situated the use of technology in specific lesson settings to encourage meaningful integration. Finally, the study offers recommendations to JCT t ram� m� g orgam�s ers and instructors to design and conduct training programmes in association with pedagogical approaches. Teachers need support not in advancing their isolated technology uses but in improving the quality of their teaching through integrating technology in their pedagogical practice.
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De, Laurentiis Valeria. "Environmental sustainability assessment of the primary school catering sector." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8183/.

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Current food production and consumption practices are depleting natural resources and polluting ecosystems at a rate that is unsustainable and are one of the main causes of anthropogenic climate change. If this trend does not change, externalities of food production will be exacerbated in future decades due to population growth and increasing living standards. A shift towards low impact diets has been proposed as part of the solution. The public food sector offers tremendous potential for influencing such a shift; however currently in the UK this potential is only partially exploited as national guidelines for public food procurement avoid promoting the adoption of low impact menus. This doctoral research aims at addressing this shortfall by creating a procedure for the design of low impact primary school menus. This is informed by a life-cycle based tool (the Environmental Assessment Tool of School meals, EATS) that enables catering companies and local authorities to self-assess the environmental impact of a meal in terms of its carbon and water footprint, with the purpose of identifying hotspot meals and comparing alternatives in the design of new menus. The data underlying EATS includes the results of a meta-analysis of the existing literature on the carbon footprint of 110 food products commonly used in the preparation of primary school meals in the UK. To validate EATS, a statistical analysis of the underlying data was performed, feedback from its potential users was collected, three case study analyses were developed, and the results provided were compared with existing studies.
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Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.

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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo
perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.
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Arderne, Meagan. "Developing and implementing an information communication technology model for a primary school." Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1215.

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Thesis (MTech (Quality (Faculty of Engineering) Cape Peninsula University of Technology, 2008.
While the necessary Information Communication Technology (ICT) infrastructure at the Holy Cross Sisters' School (HCSS) has been established, there has been little evidence of the successful integration of ICT into the school. While traditional teaching methods are still being practiced, ICT integration into the curriculum has been non- existent and mundane administrative tasks are still being performed manually. Furthermore, management has no real vision in place with regards to ICT integration at the school. Due to the fact that the HCSS has not optimally used its ICT capabilities results in administrative processes being inefficient and impacting adversely on the quality of the education provided. The objectives of this research study are to develop a model that mitigates the research problem with focus on improving administrative processes, integrating ICT into the curriculum, and combining ICT with traditional teaching methods to exponentially improve upon the efficiency of teaching and learning. The research methodology for this dissertation will fall within the ambit of action research, using both qualitative and quantitative research paradigms. The research question that will form the crux of this dissertation reads as follows: 'What mechanistic approach can be deployed at the HCSS to integrate ICT within the organization to improve the quality of education and improve on the efficiency of internal processes?' Observations, focus groups and a survey will serve as data collection methods for this research. Data collected will be analyzed using descriptive and inferential statistics.
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Wong, Wai-lun Francis. "School-based IT training for teachers a case study of a primary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040306.

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Fu, Huijuan, and 傅惠鵑. "Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/202372.

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The project-based collaboration setting is becoming increasingly common at different educational levels. Recent years have witnessed the rising use of wikis as computer-supported collaborative learning (CSCL) environments. However, reports on the application of wiki technology in facilitating collaborative projects at the primary level are few; in particular, information on the affordances and constraints of wikis at this learning stage is limited. Such information is essential for educators when planning and implementing wikis as an effective educational tool. This study aimed to introduce wiki technology to facilitate collaborative project-based learning (Collaborative PjBL) in a primary “General Studies” (GS) course and to explore the associated affordances and constraints. A total of 388 Hong Kong Primary-five (P5) students from 4 local Chinese primary schools used a wiki for their social science group project during their GS course. Adopting a mixed-method approach, a combination of qualitative and quantitative data were collected, including focus group interviews, students’ activities within the wiki platform, students’ reflections written on the wiki pages, and a questionnaire. These data were used to explore the affordances and constraints of the wiki for collaborative projects as perceived by the primary-school students, and to gain an understanding of students’ attitudes towards and perceptions of the wiki in general. The findings showed that the wiki provided five kinds of educational affordances, six kinds of technological affordances, and two kinds of social affordances. The affordances that were aimed for the collaborative PjBL task were therefore achieved. At the same time, constraints were found to be related to technological factors and users’ dispositions. To counterbalance constraints, teachers could select wiki variants and provide more scaffolding on the use of wiki during the process of project completion. Students’ attitudes and perceptions towards the wiki were found to be strongly positive after the group project implementation. The research contributes to our understanding of the use of a form of social media, wiki technology, in primary education. On a theoretical level, it deepens previous research by identifying the categories of the wiki’s affordances and constraints for primary-school students’ collaborative PjBL. On a practical level, the pedagogical implications derived from this study may provide guidelines for primary-school educators to plan collaborative PjBL activities with wiki technology.
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Books on the topic "Technology in primary school"

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Bindon, Annette. Technology in the primary school: Resources: tools. Nottingham: Trent International Centre for School Technology, 1990.

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Northern Ireland Council for Educational Development. Introducing information technology in the primary school. Belfast: Northern Ireland Council for Educational Development, 1989.

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Calderwood, Alison. Information communication technology in the primary school. [S.l: The author], 1999.

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Coordinating design and technology across the primary school. London: Falmer Press, 1998.

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Development, Northern Ireland Council for Educational. Towards a primary school policy on information technology. Belfast: Northern Ireland Council for Educational Development, 1989.

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Jarvis, Tina. Teaching design and technology in the primary school. London: Routledge, 1993.

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Sarkar, Subrata, Sanjay Mohapatra, and J. Sundarakrishnan. Information and Communications Technology in Primary School Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42441-5.

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Dorrian, James R. Information technology in the primary school: Is IT working?. [S.l: The author], 1998.

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Coordinating information and communications technology across the primary school. London: Falmer Press, 1998.

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Opportunities for ICT in the primary school. Stoke-on-Trent: Trentham, 1999.

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Book chapters on the topic "Technology in primary school"

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Edwards, Jean, Helen Caldwell, and Rebecca Heaton. "Digital technology and art." In Art in the Primary School, 77–104. 2nd ed. New York, NY: Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9780429296208-4.

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Dow, Wendy J. "Technology in the Scottish Primary School." In International Handbook of Primary Technology Education, 39–50. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-546-8_4.

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Ferrarello, Daniela. "Graphs in Primary School: Playing with Technology." In Mathematics and Technology, 143–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51380-5_8.

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Benson, Clare. "Design and technology in the primary school." In Learning to Teach Design and Technology in the Secondary School, 16–31. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, [2021] | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429321191-2.

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Ward, Hellen. "Mentoring for science, technology, engineering and mathematics (STEM)." In Mentoring Teachers in the Primary School, 198–207. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-20.

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Fang, Rong-Jyue, Hung-Jen Yang, C. Ray Diez, Hua-Lin Tsai, Chi-Jen Lee, and Tien-Sheng Tsai. "The Solutions of Mobile Technology for Primary School." In Lecture Notes in Electrical Engineering, 431–42. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-84814-3_43.

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Sarkar, Subrata, Sanjay Mohapatra, and J. Sundarakrishnan. "Impact of ICT on Primary Education." In Information and Communications Technology in Primary School Education, 1–9. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42441-5_1.

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Hope, Gill, Zanariah Mahyun Yusef, and Ramachandran Vengrasalam. "Technology in Malaysian Primary Schools." In International Handbook of Primary Technology Education, 51–60. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-546-8_5.

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Yuhaniz, Hanani, Asnawi Seraila, Siti Rafedah Abdul Karim, Suhaimi Muhammed, and Abdul Hamid Saleh. "Anthropometric Data of Primary School Children in Malaysia for School Chair Design." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016), 573–80. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0074-5_55.

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Thomson, Carole J. "Concept Mapping as a Means of Evaluating Primary School Technology Programmes." In Shaping Concepts of Technology, 97–110. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5598-4_9.

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Conference papers on the topic "Technology in primary school"

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Baťko, Jan. "ROBOTICS IN PRIMARY SCHOOL CURRICULUM." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1116.

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Maksimova, Elena Borisovna. "TECHNOLOGY OF SOCIAL DESIGN IN PRIMARY SCHOOL." In Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-77.

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Moschella, Marialaura. "Computational Thinking At Primary School." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325599.

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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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Papancheva, Rumyana, and Maria Dishkova. "ONLINE TOLERANCE AMONG PRIMARY SCHOOL CHILDREN." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1563.

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Erdei, Edina-Timea. "PRIMARY SCHOOL PUPILS’ MOTIVATION FOR LEARNING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2146.

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Anggraini, Lanny, Zulfiati Syahrial, and Robinson Situmorang. "Learning Process in Inclusive Primary School." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282245.

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Negrini, Lucio, and Luca Botturi. "TECHNOLOGY ENHANCED SECOND LANGUAGE LEARNING IN PRIMARY SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1534.

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Josefsson, Pernilla, Andrea Didon, and Ann Mutvei. "STOP-MOTION TECHNOLOGY IN PRIMARY SCHOOL TEACHER EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0479.

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Hartono, Meilani, Muhammad Alif Candramata, Khairisan Noor Adhyatmoko, and Budi Yulianto. "Math Education Game for primary school." In 2016 International Conference on Information Management and Technology (ICIMTech). IEEE, 2016. http://dx.doi.org/10.1109/icimtech.2016.7930309.

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Reports on the topic "Technology in primary school"

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Griffith, Andrew, and Timothy Baum. Sheile Primary School, Dahuk, Iraq. Fort Belvoir, VA: Defense Technical Information Center, April 2006. http://dx.doi.org/10.21236/ada532212.

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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Baffoe, George, and Timothy Baum. Sarwaran Primary School Under the Commander's Emergency Response Program Erbil, Iraq,. Fort Belvoir, VA: Defense Technical Information Center, April 2008. http://dx.doi.org/10.21236/ada528955.

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Petrosino, Anthony, Claire Morgan, Trevor A Fronius, Emily E Tanner-Smith, and Robert F Boruch. Interventions in developing nations for improving primary and secondary school enrolments. International Initiative for Impact Evaluation (3ie), July 2016. http://dx.doi.org/10.23846/sr1009.

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Sefa-Nyarko, Clement Sefa-Nyarko, David Mwambari Mwambari, and Pearl Kyei Kyei. Transitions from Primary to Lower Secondary School: A Focus on Equity. Toronto, Ontario Canada: Mastercard Foundation, October 2018. http://dx.doi.org/10.15868/socialsector.36867.

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Dijkstra, Coosje, Sandra van der Haar, Geertje van Bergen, Ellen van Kleef, and Monique Vingerhoeds. Exploring the effects of a healthy school lunch on cognitive performance in Dutch primary school children within the Healthy School Lunch project. Wageningen: Wageningen Food & Biobased Research, 2020. http://dx.doi.org/10.18174/519945.

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Marcus, Jan, Thomas Siedler, and Nicolas Ziebarth. The Long-Run Effects of Sports Club Vouchers for Primary School Children. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28819.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Burdett, Newman. Review of High Stakes Examination Instruments in Primary and Secondary School in Developing Countries. Research on Improving Systems of Education (RISE), December 2017. http://dx.doi.org/10.35489/bsg-rise-wp_2017/018.

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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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