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Relevant bibliographies by topics / Years of primary school

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Academic literature on the topic 'Years of primary school'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Years of primary school"

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Jacobson, David. "The primary years agenda." Phi Delta Kappan 96, no. 3 (2014): 63–69. http://dx.doi.org/10.1177/0031721714557456.

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School districts on the leading edge of the Birth through Third Grade movement have demonstrated unprecedented success raising the achievement of low-income students by developing coherent strategies focused on the early years of learning and development. These communities are not merely improving preschool. Rather, they are building aligned, high-quality early education systems. Building such systems requires that school and district leaders embrace improving early education as a strategic priority and provide leadership in implementing three overarching strategies in their communities.

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López-Pradas, Inés C., Eva M. Romera, José A. Casas, and Rosario Ortega-Ruiz. "Cybergossip and cyberbullying during primary school years." Psicología Educativa 23, no. 2 (2017): 73–80. http://dx.doi.org/10.1016/j.pse.2017.05.007.

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Steffen, Verónica, and Ángeles Bueno-Villaverde. "Perceived difficulties between early years and primary teachers in International Baccalaureate Primary Years Programme implementation." Journal of Research in International Education 17, no. 2 (2018): 116–33. http://dx.doi.org/10.1177/1475240918791244.

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The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Standards and Practices. This document, revised periodically, regulates the implementation of IB programmes around the world. The basis of the structure of the research has a direct alignment with those Standards (philosophy, organization, curriculum and assessment). These core themes take the discussion beyond the PYP when considering best practice. A questionnaire was delivered to all full-time PYP teachers, and qualitative analysis was undertaken of the main school documents such as IB preliminary visit reports, school action plans, studies of parent satisfaction surveys, professional development plans, Programme of Inquiry, Units of Inquiry, assessment tools and IB authorization reports. While the document analysis highlighted some areas of difficulty, it was the quantitative comparison that emphasized significant differences in perceived difficulty of PYP implementation between these Early Years and Primary teachers. Although results of the research, in general, are favourable regarding perceived ease in the implementation of PYP philosophies as well as fundamental aspects, there were perceived differences between these two groups regarding specific items. Early Years teachers in and among the schools found 32 items significantly more difficult than did Primary teachers, including the use of transdisciplinary theme descriptors, key concepts, and the Learner Profile. Regarding assessment, Early Years teachers expressed having more difficulties than did Primary teachers in making their students work with their portfolios and using student-led conferences. However, the role of constructivism was one of seven items perceived as easier for Early Years teachers.

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Parsons, Carl, Ray Godfrey, Keith Howlett, Carol Hayden, and Tim Martin. "Excluding Primary School Children - The Outcomes Six Years On." Pastoral Care in Education 19, no. 4 (2001): 4–15. http://dx.doi.org/10.1111/1468-0122.00206.

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MacDonald, Shelley, and Gary Winship. "The primary school as a therapeutic community." Therapeutic Communities: The International Journal of Therapeutic Communities 37, no. 1 (2016): 18–26. http://dx.doi.org/10.1108/tc-01-2016-0001.

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Purpose – The purpose of this paper is to consider the changes underway in the delivery of services to children and young people in schools, not least that OFTSED will soon be routinely carrying out an assessment of mental health provision in schools. This paper considers the policy context to these changes and the recent initiatives that are informing the evolution of initial teacher training. Alongside the changes in Child and Adolescent Mental Health Services there are an increasing number of schools developing counselling and psychotherapy services. How can the School counsellor look to develop a who school as therapeutic community. Design/methodology/approach – A case narrative is presented of a seven-year-old child who was referred to the school counselling service. The narrative draws attention to the array of dynamic interactions, from peers to teachers to parents which the school counselling manager encountered. Findings – It is argued that it is necessary for the school counsellor to have a framework for understanding how all parts of the school work together and it is proposed that we might usefully consider the primary school as a therapeutic community. Originality/value – There are a raft of policy changes and practices in recent years that have altered the landscape of early intervention and the mental health agenda in primary schools. This paper captures this debates and consider how therapeutic community ideology is positioned as an opportunity to think more expansively about mental health in primary schools.

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Freina, Laura, Rosa Bottino, and Lucia Ferlino. "Fostering Computational Thinking skills in the Last Years of Primary School." International Journal of Serious Games 6, no. 3 (2019): 101–15. http://dx.doi.org/10.17083/ijsg.v6i3.304.

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The introduction of Computational Thinking (CT) in Italian compulsory schools is on the way, and there is a general need for new methodologies to support teachers’ work. A one-year long learning path supporting the development of CT skills in primary school students through game making activities was defined and tested in a case study with one grade 5 class. All students in the class were actively involved regardless of their personal interest, their participation was generally high, their skills increased along the project, and the main objectives were reached. Nevertheless, results suggest that a longer time span is needed for students to master deeply the new concepts and tools, class organization proved to be crucial and this confirms the need for an adequate teachers’ training before introducing CT in classroom activities. Students demonstrated to be on the right path to approach CT through game making, but they still need to be guided in taking the player’s perspective and making their games easy to be understood and played. At the end of the case study, the learning path was revised and is now in use in a three-year long project in a primary school.

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Vragović, Anica, and Irena Klasnić. "DO PRIMARY SCHOOL STUDENTS LIKE MATHEMATICS?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 624–34. http://dx.doi.org/10.17770/sie2021vol2.6158.

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Importance of mathematics as a school subject is evident in a fact that it is a constituent part of core curriculum for basic education in all education systems in the world. First few years of education are of crucial importance to the formation of attitudes towards mathematics. Attitudes are important because they navigate our actions and by doing so, influence our reality and our future as well. Research on attitudes towards mathematics has considerably increased over the past few years, since the importance of mathematics is getting continuously more accentuated. In the context of schools and education, it is emphasized how positive attitude towards mathematics influences students’ relationship with school-work, studying, confidence and behaviour. The aim of the study was to determine primary school students’ attitudes towards mathematics. One hundred and seventy-one students from 3rd to 8th grade from III Primary School Varaždin, Croatia participated in the research. The data were analyzed with t-test and one-way ANOVA for independent samples. The research has shown that there is no statistically significant gender difference in attitudes towards mathematics; however, age difference was confirmed. It was also found that younger students in primary education had a more positive attitude towards mathematics than older students. Practical implications of acquired results could be in providing additional support to 5th and 6th grade students when the change from positive to negative attitude happens.

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Setyawan, Theresia. "PRIMARY SCHOOL PRE-SERVICE TEACHERS’ PERSPECTIVES ON PRIMARY YEARS PROGRAM AND ITS IMPLEMENTATION." International Journal of Indonesian Education and Teaching 1, no. 1 (2017): 42–61. http://dx.doi.org/10.24071/ijiet.2017.010105.

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Petric, Milica. "Integrative grammar teaching in the junior years of primary school." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 10 (2016): 59–66. http://dx.doi.org/10.5937/zrufpl1610059p.

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Krinzinger, Helga, Liane Kaufmann, and Klaus Willmes. "Math Anxiety and Math Ability in Early Primary School Years." Journal of Psychoeducational Assessment 27, no. 3 (2009): 206–25. http://dx.doi.org/10.1177/0734282908330583.

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Dissertations / Theses on the topic "Years of primary school"

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Gregory, Evelyn Elsie. "The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018655/.

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Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience of narrative and literature from home. Within this framework, children from 'non-schooloriented' backgrounds who step quickly and easily into reading in school can be explained only as 'exceptions' whose progress is beyond the teachers' control. In this study, I examine the origins of the teachers' beliefs. Using the example of two children from 'nonschool- oriented' families who make very different progress in early reading lessons as a starting-point, I question the validity of explanations grounded in the deficit of the child and the home. I then propose a new focus of attention; the interaction between teacher and child and their negotiation of the reading task during group and individual lessons. Through ethnographic and ethnomethodological approaches to studying the interaction between a group of children, their families and the teacher during the first eighteen months in school, I argue that a child's early reading progress does not depend upon entering the classroom from a 'school-oriented' home but an ability to engage in a specific pattern of dialogue and turn-taking with the teacher during early reading lessons. Ultimately, it depends upon the child being able to negotiate a joint interpretation of the reading task with the teacher.

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Wikström, Nermina. "Alternative assessment in primary years of international baccalaureate education." Thesis, Stockholm University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8012.

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<p>The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5.</p><p>While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning.</p><p>International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing.</p><p>Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme.</p><p>This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test).</p><p>The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.</p>

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Jones, Caroline A. "Special educational needs : identification and assessment in the early years." Thesis, University of Warwick, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340549.

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Marshall, Zoe. "Investigating the development of children's temporal memory across the primary school years." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/8440/.

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The examination of children’s knowledge of, and memory for, temporal information is an under-researched area. In particular, very few studies have directly examined the relationship between different aspects of temporal memory. The current thesis therefore aimed to explore whether there was a relationship between short-term, episodic and semantic temporal memory for sequencing, duration and dating performance across the primary school years. Experiment 1 revealed that children’s knowledge about time was independent of their ability to order elements within an experienced event, according to both the sequence in which the elements occurred and the duration of each element. Experiment 2 expanded upon this research; children’s short-term temporal memory for sequencing and duration was found to develop independently of their knowledge about time and their episodic memory for sequencing and duration. Finally, Experiment 4 aimed to see whether there was a relationship between children’s ability to date novel events, and their knowledge about dating concepts. This study found that these two abilities were not related during development. A further aim of this thesis was to explore whether novel methods could be employed to improve children’s temporal performance. Experiment 3 found that a counting strategy could increase the accuracy of children’s short-term duration reproductions, whilst a cumulative rehearsal technique aided children’s short-term sequencing recall. Other methods to aid temporal performance were also explored in Experiment 5; while a timeline tool was not found to increase children’s ability to sequence elements within an event, using a duration timeline was an effective way for children to represent the durations between daily activities. The implications of the current findings are highlighted, whilst further avenues of research are considered.

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Chan, How-kei. "Academic achievement among secondary school students : the effects of language of instruction during primary school years /." [Hong Kong] : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14400285.

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Said, Lara. "An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018064/.

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The current study examines the pupil, classroom and school level characteristics that influence the attainment and the progress outcomes of young Maltese pupils for mathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and at age 6 (Year 2) on the National Foundation for Educational Research Maths 5 and Maths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachers and 37 primary school head teachers. Various instruments were administered to collate data about the pupil, the classroom and the school level characteristics likely to explain differences in pupil attainment (age 6) and pupil progress. The administered instruments include: the Mathematics Enhancement Classroom Observation Record (MECORS), a parent/guardian questionnaire, a teacher questionnaire, a head teacher questionnaire and a field note sheet. Results from multilevel analyses reveal that the prior attainment of pupils (age 5), pupil ability, learning support, curriculum coverage, teacher beliefs, teacher behaviours and head teacher age are predictors of pupil attainment (age 6) and/or pupil progress. Residual scores from multilevel analyses also reveal that primary schools in Malta are differentially effective. Of the 37 participating schools, eight are effective, 22 are average and seven are ineffective for mathematics. Also, in eight schools, withinschool variations in teaching quality, amongst teachers in Year 2 classrooms, were also elicited. Illustrations of practice in six differentially effective schools compared and contrasted the strategies implemented by Maltese primary school head teachers and Year 2 teachers. A discussion of the main findings as well as recommendations for future studies and the development of local educational policy conclude the current study.

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Kristoffersson, Cecilia. "Attitudes towards Multilingualism in the Lower Primary Years at the International School of Helsingborg." Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4905.

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<p>This essay focuses on attitudes towards multilingualism within the Lower Primary Years classes at the International School of Helsingborg. It examines the existing opinions and attitudes of students and teachers in grades Kindergarten up to grade two. The main aim of this study investigates the attitudes and feelings that the students themselves have towards the linguistically wealthy environment that surrounds them. In addition to this, this study will also focus on how teachers’ attitudes, beliefs and previously acquired knowledge influence the teaching methods used in the classes on a daily basis. Many educators see the difficulties in studying the views that young children may have towards their languages and this is certainly a challenge, however, even children of such young ages are able to reflect upon such matters if the approach is correct and age appropriate. All students and teachers participated in a survey which lays the foundation for this inquiry. This study also takes into consideration the International curriculum that guide this school and the effect this has on the school establishment as a whole. Results show that most of the target students have a positive approach towards multilingualism in general and that teachers at the International School of Helsingborg share this standpoint.</p><p>Keywords: Multilingualism, bilingualism, attitudes, internationalism.</p>

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Bourke, Lorna. "Working memory and writing skills in children during the early years of primary school." Thesis, Liverpool John Moores University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402880.

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Burnett, Aileen. "An investigation into self-harm in primary school pupils aged 8-11 years old." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441108.

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Egan, Bridget Anne. "Drawing for designing : the development of purposive drawing in children during the primary school years." Thesis, University of Winchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394097.

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The usefulness or otherwise of drawing as a strategy in design thinking for primary children is a contested topic in the field of design and technology education. Previous studies have concentrated on analysing the drawings that children make, but there has been little prior work considering the understandings that children themselves hold about design drawing/sketching. The purpose of this study is to clarify the ways in which children themselves understand the use and purpose of drawing or sketching as part of design activity, and to determine key factors in developing in children a sense of purpose in making sketches and drawings during design and technology activities. The parameters of the debate are explored, and related to rationales for the inclusion of design and technology as a component of general education. Understandings about the nature of children's drawing, and the purposes that children themselves may bring to the act of drawing, are also reviewed. The study draws on evidence from observation and interview of 136 children between the ages of 4 and 11, some of them engaged on self-directed drawing tasks ('free' drawing) and others on design and technology activities in which they have been asked to draw during the process. In considering children when drawing freely, their talk about the drawing, and while drawing, was analysed to clarify the purposes which they appeared to have when drawing. During designing, children were interviewed about the usefulness of the drawings they had made, and how they expected to use it. The majority of the children interviewed during design activities saw the purpose of the drawing as a means of remembering ideas. There appeared to be little progression away from this notion between the children in Year One and the children in Year Six. Although memory may be an important function of drawing, it is argued that it is not the most important function when designing. Teacher interaction with children is suggested as the key to enabling children to use drawing and sketching in more productive ways during their design activity.

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Books on the topic "Years of primary school"

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1951-, Young Susan, ed. Primary music: Later years. Falmer Press, 1999.

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Writing in the primary school years. Social Science Press, 2003.

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Gillooly, Margaret A. Primary school principalship: The early years. University College Dublin, 1998.

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Adeloye, Adelola. My salad days: The primary school years. BookBuilders Editions Africa, 2009.

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Auldearn Primary School. Parent Teachers Association. Centenary: Auldearn Primary School 1896-1996 : one hundred years of school life. [Auldearn Primary School PTA], 1996.

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Margaret. St. Mary's Primary School, Magherafelt celebrates - 100 years. the School, 1989.

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Parkinson, D. L. Fane Street Primary School: The first sixty years. TheNewtownards Chronicle, 1989.

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Smith, A. Harper. Fifty years of West Acton school. The Authors?], 1987.

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Anning, Angela. The first years at school: Education 4 to 8. Open University Press, 1991.

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Beggs, David A. Greenisland Primary School: The first 50 years, 1938-1988. The School, 1988.

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Book chapters on the topic "Years of primary school"

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Hudson, Melissa E. "The Primary School Years." In Parents and Families of Students With Special Needs: Collaborating Across the Age Span. SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506315973.n14.

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Bartoli, Alice Jones. "Social inclusion in the primary school years." In Supporting social inclusion for students with autism spectrum disorders. Routledge, 2017. http://dx.doi.org/10.4324/9781315641348-7.

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

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Benjamin, Dexter, and Francesca Benjamin. "Ordinary emotional development in the primary school years." In Child Psychoanalytic Psychotherapy in Primary Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781003185925-3.

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Linder, Toni, and Brittney Bixby. "Transdisciplinary Play-Based Assessment and Intervention in the Primary Years." In School-Based Play Therapy. John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269701.ch6.

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Menyuk, Paula, and Maria Estela Brisk. "Early Childhood Language Education: The Primary School Years." In Language Development and Education. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230504325_6.

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Bhana, Deevia. "Making a Place for Gender and Sexuality in the Early Years of Primary Schooling." In Gender and Childhood Sexuality in Primary School. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_1.

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Rodney, Laxley W., Rameshwar P. Srivastava, and Dana L. Johnson. "A Series of Culturally Relevant Models to Prevent School-Age Youth Violence: A 4-Year (2001–2005) Family and Community Violence Prevention Study." In School Violence and Primary Prevention. Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-77119-9_21.

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Menyuk, Paula, and Maria Estela Brisk. "Language Development in Early Childhood — The Primary School Years: Ages 6–9." In Language Development and Education. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230504325_5.

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English, Lyn D. "Complex Modelling in the Primary and Middle School Years: An Interdisciplinary Approach." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_42.

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Conference papers on the topic "Years of primary school"

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Rahman, Md Mushfiqur, Mortahina Rashid, Lee Shanta Mondol, et al. "NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN WITH MID-DAY MEAL PROGRAM." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6104.

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This study was conducted to determine the nutritional status of primary school children with the mid-day meal program. A cross-sectional study was conducted in 05 primary schools with the mid-day meal program of Sundarganj Upazila of Gaibandha district from January 01 to December 31, 2017. A total of 357 primary school children of class IV and class V were selected using a systematic sampling technique. A semi-structured questionnaire was used to collect data from the school children of mid-day meal program schools. The anthropometric measurements such as weight, height and MUAC were measured for each child individually. Then weight and height were used to calculate the Z score to interpret nutritional status. The mean age of children was 10.83±1.03 years. The mean weight and mean height of children were 32.40±7.21 kg and 141.22±8.52 cm respectively, and the mean MUAC was 19.65±2.31 cm. It was revealed that 91.3% of children were normal by Height for Age (HAZ) and 89.1% were normal by Weight for Age (WAZ), and the remaining children were stunted and underweight respectively. 78.8% of children used anthelminthic drugs regularly and among them, 74.3% were normal in Weight for Age Z score. Socioeconomic status, dietary habit, physical activity and anthelminthic use by the child were found to be determinants of their nutritional status. Keywords: Mid-day meal, Primary school children, Nutrition, Anthropometric, Stunted, Underweight, School Health

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Indriani, Frida, Pawito Pawito, and Eti Poncorini Pamungkasari. "Factors Affecting Healthy Behavior among Primary School Children: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.63.

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Background: Schools can be an effective institution for developing healthy practices in children. Children in primary schooling age can learn and get used to specific healthy behaviors, such as washing hands, brushing teeth, eating vegetables, etc. This study aimed to determine factors affecting healthy behavior among primary school children using Helth Belief Model. Subjects and Method: A cross-sectional study was conducted at 25 primary schools in Nganjuk, East Java, from August to December 2019. A sample of 200 primary school students aged 6-12 years was selected by stratified random sampling. The dependent variable was healthy behavior. The independent variables were perceived susceptibility, perceived seriousness, perceived benefit, cues to action, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple linear regression run on Stata 13. Results: Healthy behavior in primary school students was improved by high perceived susceptibility (b= 1.11; 95% CI= 0.36 to 1.85; p= 0.004), high perceived seriousness (b= 0.66; 95% CI= -0.06 to 1.38; p= 0.075), strong perceived benefit (b= 0.64; 95% CI= -0.86 to 1.36; p= 0.084), cues to action (b= 0.98; 95% CI= 0.26 to 1.71; p= 0.008), and strong self-efficacy (b= 1.4; 95% CI= 0.74 to 2.20; p<0.001). Conclusion: Healthy behavior in primary school students is improved by high perceived susceptibility, high perceived seriousness, strong perceived benefit, cues to action, and strong self-efficacy. Keywords: clean and healthy behavior, health belief model Correspondence: Frida Indriani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: nersfrida15@gmail.com. Mobile: 082226327646 DOI: https://doi.org/10.26911/the7thicph.02.63

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Jean, Simon. "Three years of teaching resource sharing by primary school teachers trainees on a CSCW platform." In the 9th international conference. Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1600053.1600094.

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Kazeni, Monde. "EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.

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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in early primary school learners. In the South African context, there is limited literature on early primary school teachers’ knowledge of science and its processes, as well as on teachers’ attitudes towards the teaching of science to early primary school learners. The purpose of the study was to investigate early primary school teachers’ knowledge of the concepts of science and science process skills, and to determine their perceptions regarding the teaching of science in early primary school. The study involved four purposively selected early primary school teachers, in the Gauteng province of South Africa. Qualitative data were collected using semi-structured interviews, and the findings showed that the participating teachers had limited knowledge of the concepts of science and science process skills, and that they mostly had negative perceptions about the teaching of science in early primary school. These findings have implications on the training of early primary school teachers.

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Mironova Tabachová, Jana, and Kateřina Vitásková. "EVALUATION OF PRIMARY REFLEXES IN CHILDREN WITH COMMUNICATION DISORDER AGED 5 TO 10 YEARS IN RELATION TO PRESCHOOL AND PRIMARY SCHOOL COMPETENCES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1825.

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Han, Xiaotian. "THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.

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Corradini, Isabella, and Enrico Nardelli. "PROMOTING DIGITAL AWARENESS AT SCHOOL: A THREE-YEAR INVESTIGATION IN PRIMARY AND SECONDARY SCHOOL TEACHERS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2162.

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Klimanova, T. G., S. V. Dutikova, and D. V. Sumin. "GYMNASTIC EXERCISES AS A MEANS OF DEVELOPING PHYSICAL QUALITIES OF PRIMARY SCHOOL CHILDREN." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/23.

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The results of the pedagogical experiment confirm the possibility and effectiveness of using the methodology for the development of physical abilities of schoolchildren of 8–9 years old with the use of a complex of gymnastic exercises in the form of "circular training" in the mode of physical education for schoolchildren. This allows to accelerate and expand the development of physical abilities of primary school students and to touch upon a significant range of typical types of manifestation of physical qualities in physical culture and sports activity.

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

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

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Telejko, Marek, and Ewa Zender-Swiercz. "An Attempt to Improve Air Quality in Primary Schools." In Environmental Engineering. VGTU Technika, 2017. http://dx.doi.org/10.3846/enviro.2017.051.

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Most primary school buildings in Poland rely on natural ventilation. This fact is attributed to the age of these buildings constructed more than dozen or even several tens of years ago. Few of them were fitted with a mechanical ventilation system allowing for the adjustment of microclimate parameters. The national requirements for gravity ventilation provide general guidelines, specifying strict description only for the airtightness of windows and doors and the minimum airflow to be supplied to the rooms. The minimum airflow supplied is independent of the number of occupants and purpose of the room. Low indoor air quality (IAQ) can impact occupants’ health and lead to poor productivity or low academic performance. Therefore the provision of good IAQ in classrooms and laboratories is very important. This paper presents the results of the investigation devoted to the quality of indoor air in classrooms of selected Polish primary school. Six primary school in a town with a population of 200 000 inhabitants were involved in the investigations. The participating school buildings were built between 1976 and 1994 and had gravity ventilation systems. The variability of basic IAQ parameters, i.e., temperature, relative humidity and carbon dioxide level, was analysed and the assessment of the classrooms in terms of microbiological purity was performed. The outcomes confirmed the low quality of the indoor air in these buildings. The maximum value of CO2 concentration amounted to more than 4000 ppm. Certain modifications aimed at improving IAQ were proposed during the investigations. Two solutions were implemented. The results of this study indicate that the proposed solution offers the potential to improve IAQ within classrooms.

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Reports on the topic "Years of primary school"

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.

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Banerji, Rukmini. Learning “Loss” and Learning “Gain” in Primary School Years: What Do We Know from India That Can Help Us Think Forward in the COVID-19 Crisis? Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/019.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive impact on medium-term academic outcomes like standardized tests scores and overall grades.

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Leaver, Clare, Owen Ozier, Pieter Serneels, and Andrew Zeitlin. Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants: Experimental Evidence from Rwandan Primary Schools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/048.

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This paper reports on a two-tiered experiment designed to separately identify the selection and effort margins of pay-for-performance (P4P). At the recruitment stage, teacher labor markets were randomly assigned to a pay-for-percentile or fixed-wage contract. Once recruits were placed, an unexpected, incentive-compatible, school-level re-randomization was performed, so that some teachers who applied for a fixed-wage contract ended up being paid by P4P, and vice versa. By the second year of the study, the within-year effort effect of P4P was 0.16 standard deviations of pupil learning, with the total effect rising to 0.20 standard deviations after allowing for selection.

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

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Woods, Natalie. The Portland Public School Police: Formative Years - 1937 to 1953. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7098.

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Baffoe, George, and Timothy Baum. Sarwaran Primary School Under the Commander's Emergency Response Program Erbil, Iraq,. Defense Technical Information Center, 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), 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. Mastercard Foundation, 2018. http://dx.doi.org/10.15868/socialsector.36867.

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