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Literatura académica sobre el tema "Support material primary schools"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 12 de febrero de 2022

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Artículos de revistas sobre el tema "Support material primary schools"

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Slabeycius, Juraj, and Daniel Polčin. "HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL." Problems of Education in the 21st Century 50, no. 1 (2012): 101–7. http://dx.doi.org/10.33225/pec/12.50.101.

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The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to ga

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Ďurišová, Libuše. "Career Counselling at Primary Schools: Survey Research among Career Counsellors." Lifelong Learning 6, no. 2 (2016): 23–54. http://dx.doi.org/10.11118/lifele2016060223.

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Aim of this empirical study was to obtain a profile of professionals providing career counselling at primary schools in Zlín District (called career counsellors), map the material conditions, propagation and availability of career counselling at schools, including office hours of career counsellors, identification of information sources career counsellors use, ways of their cooperation with pupils’ parents in deciding about further education, what are the other subjects career counsellors cooperate with, discovering problems connected to career counselling at primary schools, comparison of the

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Kubo, Fabíola Mayumi Miyauchi, Janice Simpson de Paula, and Fábio Luiz Mialhe. "Teachers' views about barriers in implement oral health education for school children: a qualitative study." Brazilian Dental Science 17, no. 4 (2014): 65. http://dx.doi.org/10.14295/bds.2014.v17i4.1031.

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<p><strong>Objective: </strong>To<strong> </strong>explore the barriers encountered by primary school teachers, to implementing oral health education in their settings. <strong>Material and methods:</strong> A semi-structured questionnaire was answered by a sample of 89 primary schoolteachers aged 18 to 65 years working in primary public schools in Indaiatuba, SP, Brazil. The data were quantitatively analyzed by means of the Discourse of the Collective Subject (DCS), which is based on a theoretical framework of Social Representations Theory. <strong

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Josic, Smiljana, Vladimir Dzinovic, and Ivana Cirovic. "Teachers’ perceptions of factors impeding school improvement in Serbia." Psihologija 47, no. 2 (2014): 231–47. http://dx.doi.org/10.2298/psi1402231j.

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In the last ten years the education system in Serbia has undergone a series of innovations which have encountered various obstacles. Teachers, as the key actors in the implementation of innovations, have implicit perceptions which may impact on the success of any school improvement. Therefore this study employed a mixed methods research strategy to investigate what teachers see as the obstacles to school improvement. A qualitative study implied four focus groups with teachers, while quantitative data was gathered through a questionnaire completed by 1,441 teachers from 40 primary schools from

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Hertiki, Hertiki. "Developing English Teaching Materials for Young Learners." JET ADI BUANA 3, no. 1 (2018): 29–39. http://dx.doi.org/10.36456/jet.v3.n1.2018.1541.

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Teaching material is needed in teaching-learning activities in the classroom. Without an appropriate material, a teacher might have difficulty in delivering the lesson, especially for children. TEYL (Teaching English to Young Learners) is a compulsory subject for the English Department students of Adi Buana University and this course is only offered for the final year students. To support TEYL course, undergraduates need to create English Teaching Materials that are useful for both teacher and students in school. Therefore, it is important to conduct this study in order to develop English teac

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Imron, Ali. "The development of Iqra' Lampung script teaching materials for primary school levels in Bandar Lampung city." International Journal of Educational Studies in Social Sciences (IJESSS) 1, no. 1 (2021): 38–43. http://dx.doi.org/10.53402/ijesss.v1i1.5.

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The Lampung Provincial Government requires all primary and secondary schools to provide Lampung language lessons and introduction to Lampung script. Some students only recognize the Lampung Khaganga script, which amounts to 20 characters, while the combination of the main character and 12 characters that produces 560 syllables of the Lampung script is not yet fully understood. In fact, knowledge of Lampung script is still lacking, even some students do not understand Lampung script, it can be said that learning Lampung script at elementary school level has not been successful. This could be du

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Annobil, Charles Nyarko, Abraham Annan, and Samuel Douglas Quansah. "Parental Support Towards Quality Religious and Moral Education Delivery at Primary School Level." Advances in Social Sciences Research Journal 7, no. 8 (2020): 263–77. http://dx.doi.org/10.14738/assrj.78.8785.

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The nature and functions of the school reflect the demands and expectations of the larger society including parents. The objective of this sequential explanatory mixed method design study was to obtain the views of RME teachers and headteachers regarding how parents (of primary school pupils) were influencing quality delivery of Religious and Moral Education (RME) in Cape Coast, Ghana. Data were sought from 264 RME teachers and 15 headteachers through questionnaire, interview and lesson observation. The instruments were pre-tested and validated to obtain high degree of reliability and dependab

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Ncanywa, T. "A Descriptive Analysis of the Eastern Cape School Indicators." Africa’s Public Service Delivery and Performance Review 3, no. 1 (2015): 26. http://dx.doi.org/10.4102/apsdpr.v3i1.74.

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This paper seeks to analyse the trends of education indicators that affect efficiency at schools in the Eastern Cape in the period 2009 to 2013. The focus is on the state of public ordinary schools which include primary and secondary schools from grade one to grade twelve. The province is regarded as a poor province as it constituted 95% of quintile one to three schools which are declared as ‘no fee schools’. There had been decline in learner performance as learners’ progress to higher grades and a drastic decline in important subjects such as Mathematics. province had a significant number of

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Mwamila, Tulinave Burton, Moo Young Han, and Soyoon Kum. "Sustainability evaluation of a primary school rainwater demonstration project in Tanzania." Journal of Water, Sanitation and Hygiene for Development 6, no. 3 (2016): 447–55. http://dx.doi.org/10.2166/washdev.2016.186.

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Water shortages are widely prevalent in developing countries, affecting lives of people including schoolchildren, who miss classes while fetching water for daily use. A typical case was that of Mnyundo Primary School in Tanzania, East Africa. A rainwater harvesting (RWH) system was then constructed because of easy adaptability of the technology. The purpose of this study is sustainability evaluation. The evaluation considered construction details, level of water supply service, potential for sustainability and replication. Coarse screen, first flush tank, and sedimentation tank were included f

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Doriye, Fabian, Mussa Muneja, and Onesto Ilomo. "Challenges on the Implementation of Free Education Policy in Tanzania: A Case of Public Primary Schools in Babati Town." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (2020): 32–38. http://dx.doi.org/10.46606/eajess2020v01i03.0040.

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The aim of the study was to analyze the challenges facing implementation of free education policy in Tanzania among selected Public Primary Schools in Babati Town. The study used descriptive research design by applying quantitative research approach. Teachers were selected using total population sampling. Since the study involved only 13 schools, it was easy to collect data from all 147 teachers. The data collection instruments were validated by expert judgement from University of Arusha Research Board. Moreover, a pilot study was done and the tool was revised accordingly. The data was coded i

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Tesis sobre el tema "Support material primary schools"

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Costelloe, Ailbhe. "An exploration of bereavement support provision in primary schools." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055540/.

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Child bereavement is associated with a range of negative psychological, academic and long-term outcomes (Parsons, 2011). Many authors argue that schools are well positioned to provide support to bereaved children following their experience of a loss (e.g. Abdelnoor & Hollins, 2004). However, there is little empirical evidence to support this position as there is a significant gap in research exploring Bereavement Support Provision (BSP) in schools. This research adopts a mixed-methods design to explore BSP in primary schools and school staff’s understanding of children’s grief. Participants we

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Hagunama, Eron. "Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices." The University of Waikato, 2008. http://hdl.handle.net/10289/2274.

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This thesis explores the perceptions of technology and technology education held by six primary school teachers in Papua New Guinea, and their views of the materials developed to use as a support for teaching technology and the impacts on their perceptions and their teaching practices of technology. Based on the interpretivist paradigm, a case study approach and qualitative data collection methods were used to explore the teachers' views of technology and technology education and how the support materials influenced these perceptions and practices. One to one, semistructured interviews with th

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Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.

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Nemaston, Avital Ronnieskja. "Novice teachers' experience of support from the Head of Department in primary schools." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78486.

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Novice teachers face a variety of challenges when they enter the teaching profession. They are confronted with the harsh realities of the teaching profession and are expected to cope with immense demands and responsibilities. Heads of Department are responsible for co- ordinating and providing guidance to novice teachers. However, little is known about the experiences of novice teachers in terms of the support they get from Heads of Department. This study explored novice teachers’ experiences of Head of Department support. Purposively sampling was used to select five novice teachers and four H

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Tshidaho, Manyage. "Curriculum assessment policy statement support programme for Vhembe rural- based primary schools educators." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1665.

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A thesis submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018<br>The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked

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Phahlamohlaka, Teuns. "Challenges of inclusive education in multicultural public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60972.

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After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits. The South African public schools' educator

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Chadwick, Sharlene, and chadwick@comcen com au. "An examination of the efficacy of Peer Support Australias anti-bullying module for primary schools." Deakin University. School of Education, 2008. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20090923.194004.

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Abstract This pilot study examined the efficacy of Peer Support Australias anti-bullying module for primary schools. A quantitative questionnaire was used to survey 77 students from two primary schools (mean age 10.1 years) in the greater Sydney, Australia area. One school implemented the anti-bullying intervention module, Speaking Up, (intervention school) the other school did not (non-intervention school). Students completed a survey containing questions relating to bullying behaviours in their school. This questionnaire was developed from Peer Relations Assessment Questionnaire Students

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James, Sarah. "The nature of informed bereavement support and death education in selected English primary schools." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:13626.

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School-based bereavement support provision in England is considered to be improving, but remains problematic (Child Bereavement United Kingdom [CBUK], 2013; Potts, 2013; Holland & McLennan, 2015; Holland & Wilkinson, 2015). Representing an aspect of pastoral care, evidence from the literature not only indicates that schools can play an important role in bereavement support, but that training is required (Cranwell, 2007; Holland, 2008, for example), particularly given the discomfiture many school staff feel when discussing death-related issues (Holland et al., 2005; Ribbens McCarthy & Jessop, 2

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Hyne, Sally Patricia. "Using assessment data to support the learning of young pupils in four Kent primary schools." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/6193/.

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This thesis discusses how assessment data are used to support the learning of pupils aged four to seven years in four Kent primary schools. The sample was 451 pupils in Reception, Year 1 and Year 2; the researcher collected and analysed quantitative data from pupil attainment on school entry – either as Baseline Assessment or the Foundation Stage Profile – and from results in reading, writing and mathematics at the end of KS1, both as SATs and Teacher Assessment. These data were triangulated with qualitative data collected from a semi-structured questionnaire, classroom observations and interv

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Dreyer, Lorna M. "An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1448.

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Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008.<br>Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. In South Africa, the provincial Western Cape Education Department (WCED) responded to the implementation of inclusive education by introducing a learning support model that was designed to systemically deal with barriers to learning in some primary schools in the province.

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Libros sobre el tema "Support material primary schools"

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Compton, Ashley. Supporting numeracy: A guide for school support staff. PCP/Sage Publications, 2007.

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Harry, Daniels, and Norwich Brahm, eds. Teacher support teams in primary and secondary schools. D. Fulton Publishers, 1997.

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Moyles, Janet R. Teaching fledglings to fly...?: Mentoring and support systems in primary schools. Association of Teachers and Lecturers, 1998.

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Montgomery, Alison. Primary values: A literacy-based resource to support the Personal Development Programme in primary schools. CCEA, 2001.

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Hendry, Richard. Peer support in schools: A handbook to aid the development of peer support systems in primary, secondary and special schools. Anti-Bullying Network, 2005.

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Lorenz, Stephanie. Supporting support assistants: A practical handbook for SENCOs in mainstream primary & secondary schools. Stephanie Lorenz, 1998.

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Lorenz, Stephanie. Supporting support assistants: A practical handbook for SENCOs in mainstream primary & secondary schools. [the author], 1996.

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Calderdale (England). Department of Education. Guidance for developing and evaluating the primary school curriculum: Support materialsfor headteachers, governors and staff in primary schools. 2nd ed. Calderdale Council, Education Department, 1995.

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Ryan, Anthony F. To what extent can industrially produced curriculum support material be of use within schools. University of Surrey, 1993.

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Association of Teachers and Lecturers. A class act: The role of learning support assistants in primary and secondary schools. Association of Teachers and Lecturers, 2000.

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Capítulos de libros sobre el tema "Support material primary schools"

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Katondo, Richard J. M., and Agnes M. S. Nyomora. "The role of ecosystem services in enhancing climate change resilience of local communities: the case of Ngarambe-Tapika Wildlife Management Area, Rufiji district, Tanzania." In Climate change impacts and sustainability: ecosystems of Tanzania. CABI, 2020. http://dx.doi.org/10.1079/9781789242966.0169.

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Abstract This study examined the role of ecosystem services in enhancing climate change resilience of local communities in Ngarambe-Tapika Wildlife Management Area (WMA). The study aimed to identify forms of ecosystem services that can be gained from conservation of a WMA in relation to climate change adaptation. The design for this study adopted both a quantitative and a qualitative research approach. The study was undertaken in Ngarambe-Tapika WMA located between latitude 39° S and 39°30' S and between longitude 12°30' E and 13° E. It is located alongside the north-eastern border of the Selous Game Reserve. The area is also the home of local people whose lifestyles and livelihoods are intricately tied to the biological diversity and the functioning of this natural system. Purposive sampling was employed in selecting respondents for the household questionnaire, focus group discussions and key informant interviews. This study found that income obtained from Ngarambe-Tapika ecosystems by the communities were invested in material welfare and livelihoods that enhance resilience to climate change, primarily social services (54.9%) such as construction of houses, dispensaries and rehabilitation of the primary schools, and some of the money was spent on electricity provision for the community and energy for light and water pumps. Other benefits included employment (16.5%), protection from dangerous and problematic wildlife (14.3%) and petty business (14.3%). Generally, in Ngarambe-Tapika WMA there is a need to emphasize conservation awareness and extension programmes which advocate sustainable utilization of wildlife resources, and adopt an integrated approach of climate-smart agriculture to address the challenges related to food insecurity and climate change and variability. The latter would enable increased agricultural productivity to support equitable increases in farm incomes, improve food security and build resilience of agricultural and food security systems to adapt to climate change and variability.

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Darmanin, Mary. "The Material and Symbolic Cultures of the Everyday: Religion in Maltese Primary Schools." In Religious Education in a Multicultural Europe. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137281500_4.

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Strickler, Cornélia, and Sabrina Moisan. "Teachers’ Use of Montreal Holocaust Museum’s Pedagogical Material Aiming at Primary School Students’ Engagement Through Human Stories." In Holocaust Education in Primary Schools in the Twenty-First Century. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73099-8_11.

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Diamantidaki, Fotini, and Katharine Carruthers. "The Teaching and Learning of Chinese in Primary Schools in England: Developing a New Learning Approach to Support Intercultural Understanding." In Advancing Multicultural Dialogues in Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60558-6_5.

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Sasot, Sílvia, and Esther Belvis. "Hack the School: A Creative Toolkit to Transform School Spaces." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_24.

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AbstractThe ‘Hack the School’ project provides school communities a guided experience to support the transformation of their learning spaces. The aim is to foster change through a comprehensive and co-creative approach facilitating the transition from traditional uses of space to innovative ones with the concept of wellbeing as primary agency. A conceptual framework based on seven principles—welcome, belonging, communication, cooperation, diversity, movement and transduction—and an applied creative toolkit equip the process and provide a unique and novel perspective to the topic of innovative learning environments. Thus, the project channels the emerging needs regarding educational spaces challenging the current regulations that the public administration applies in Spain and initiates a dialogical collaboration between the field of education and architecture. The challenge open to all schools and funded by the Jaume Bofill Foundation received over 170 proposals in the Catalan context, where 30 schools were selected and are now becoming effective ‘hackers’.

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Reimers, Fernando M. "The Role of Universities Building an Ecosystem of Climate Change Education." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_1.

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AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.

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Mikkelsen, Bent Egberg, and Collins Momanyi Bosire. "Food, Sustainability, and Science Literacy in One Package? Opportunities and Challenges in Using Aquaponics Among Young People at School, a Danish Perspective." In Aquaponics Food Production Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_23.

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AbstractThe call for sustainable food production and consumption has led to an increased interest and new policy measures to support the circular economy and climate-smart farming practices. The merits of aquaponics and closed-loop nutrient cycling systems are increasingly being examined in terms of sustainable productivity in various settings including urban environments. Aquaponics also has the potential to be applied as a learning tool for people of all ages but especially for young people at school. This chapter studies the potential of aquaponics to teach food and science literacy and the use of the technology as an educational tool in primary school. The chapter draws on data from the Growing Blue & Green (GBG) program carried out in cooperation among Aalborg University, Copenhagen, municipal schools and their teachers and a private aquaponic enterprise. The chapter draws on three empirical studies including an exploratory study on the educational opportunities at school, a feasibility study carried out among teachers, as well as the educational Growing Blue & Green (eGBG) study, in which a digital-based regulation component was added. The conclusion is that low-cost versions of aquaponics have considerable potential for supportive learning in elementary school. Preliminary findings furthermore suggest that fitting the setup with easy-to-install intelligent sensors and devices offers the opportunity to provide learning about food, sustainability, and a basic understanding of the control and management of biological systems in one package.

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Briffa, Hillary, and Alessandra Baldacchino. "Diaspora Policies, Consular Services and Social Protection for Maltese Citizens Abroad." In IMISCOE Research Series. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51245-3_20.

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Abstract This chapter assesses the social protection policies enacted by the Maltese government to support Maltese citizens living abroad. First, the current status of the Maltese diaspora and their engagement with the homeland is contextualized, and key infrastructure and policies outlined. In the Maltese legal system, there is no domestic law granting the right to consular or diplomatic protection, however this is offered as a matter of practice based on respect for the fundamental rights of the individual. The strength of historic ties with the destination countries of Maltese emigrants is mainly reflected in the number of Reciprocal Agreements signed between Malta and partner countries. An overview of these formal treaties and their assured benefits is provided. Thereafter, five areas of concern for the social security needs of Maltese diaspora are addressed: unemployment, healthcare, pensions, family-related benefits, and economic hardship. The chapter concludes by acknowledging the communication initiatives between the Maltese government and its citizens abroad; however, it recognises that there is still a long way to go in terms of ensuring democratic participation of citizens in elections. Throughout, the evidence has been compiled primarily as a result of consultation with primary source material, as well as interviews with a range of experts within relevant Maltese governmental bodies.

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Stokes, Joseph, Rachel Keegan, Mark Brown, and E. Alana James. "Digitalization of Higher Degree Research (HRD) and Its Benefit to Postgraduate Researchers." In Advances in Library and Information Science. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7065-3.ch007.

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Graduate Schools offer supports to enhance and improve the graduate skills development of their postgraduate research community not only in their research but also in preparing them for their future careers. The European University Association Council for Doctoral Education has identified the digitalization of doctoral education as necessary to the future to fully globalize the graduate school offerings. This vision is aligned, for example, to several of the objectives in Dublin City University 2017-2022 Strategic Plan. Online supports go towards the development of DCU as a global university allowing us to attract, and to provide aid to, research students who are studying primarily outside of Ireland. The same structured support also benefits staff who are involved in the life cycle of a research student. Therefore, it is important to assess the needs of our graduate researchers in terms of online supports and to provide them with such tools to ascertain if their needs can/are being met. Hence, this chapter begins this journey by determining what online resources our doctoral community use to move their studies forward and then follows on to measure the value of one resource “DoctoralNet,” which offers comprehensive support to such students. This chapter discusses surveyed material, yielding a positive message that our doctoral education requires such digital resources to meet their (students') educational needs.

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"Support for children: maximising outside help." In Key Issues for Primary Schools. Routledge, 2003. http://dx.doi.org/10.4324/9780203003541-50.

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Actas de conferencias sobre el tema "Support material primary schools"

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Krauja-Kindzule, Inta. "Literacy of Biology Teachers on Supportive Measures During the Biology Learning Process for Primary School Students with Learning Disabilities." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.02.

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In recent years there has been a lot of discussion about the students’ rights to equal educational quality. Several international documents and reports as well as Latvia’s Education Development Guidelines 2014–2020 envisage provision of inclusive and equitable quality education, reaching the maximum potential of each student according to his/her abilities, willingness and effort, not circumstances the student (also the teacher and parents) have no influence over. Inclusive education is also one of the six education principles included in the project “Competency Based Curriculum” by the Nationa

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Ratih Asmarani, Ratih, Ratih Asmarani, Murtiningsih Murtiningsih, and Imam Nawawi. "Analysis of Pancasila Values on Narrative Composition Material in Primary Schools." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.8.

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Atmojo, K. D., and Y. Bandung. "Eduvid, web video to support digital learning in rural primary schools." In 2012 International Conference on Cloud Computing and Social Networking (ICCCSN). IEEE, 2012. http://dx.doi.org/10.1109/icccsn.2012.6215756.

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Hanic, M., A. Kosa, S. Kovacova, et al. "Interactive forms of technical education support in primary and secondary schools." In 2015 13th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2015. http://dx.doi.org/10.1109/iceta.2015.7558465.

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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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Mei, Fita Asri Untari, Prasetyawati Dwi, and Sukamto. "Analysis of the Need for Volcanic Material Teaching Materials in Primary Schools." In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.19.

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"THREE LITTLE PIGS DISCOVERING MATERIALS - A Software for the Sensitization of Primary School Students to Environmental Themes." In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001961502670272.

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Atmojo, Kuncoro Dwi, and Yoanes Bandung. "Design and implementation of Eduvid, web video to support digital learning in primary schools." In 2013 International Conference on ICT for Smart Society (ICISS). IEEE, 2013. http://dx.doi.org/10.1109/ictss.2013.6588114.

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Sari, Meiliza, Sufyarma Marsidin, and Darnis Arief. "The development of reading comprehension learning material by SQ4R strategy for grade iv at primary schools." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181140.

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Capay, Martin, and Martin Magdin. "Lifelong learning of teachers at primary and secondary schools with the support of e-courses." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402113.

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Informes sobre el tema "Support material primary schools"

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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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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

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mat

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access

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Melanie, Haupt, and Hellweg Stefanie. Synthesis of the NRP 70 joint project “Waste management to support the energy turnaround (wastEturn)”. Swiss National Science Foundation (SNSF), 2020. http://dx.doi.org/10.46446/publication_nrp70_nrp71.2020.2.en.

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A great deal of energy can be sourced both directly and indirectly from waste. For example, municipal waste with an energy content of around 60 petajoules is incinerated in Switzerland every year. The energy recovered directly from this waste covers around 4 % of the Swiss energy demand. However, the greatest potential offered by waste management lies in the recovery of secondary raw materials during the recycling process, thus indirectly avoiding the energy-intensive production of primary raw materials. In order to optimise the contribution to the energy turnaround made by waste management, a

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes betw

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COVID-19 and Female Learners in South Sudan: The impact of school closures in Juba, Rumbek, Kapoeta, Torit and Pibor. Oxfam, 2021. http://dx.doi.org/10.21201/2021.8007.

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The COVID-19 pandemic and resulting closure of South Sudan’s schools in March 2020 exacerbated many of the challenges female learners face in pursuing an education. Research conducted for this paper found that increased poverty, domestic care work, early and forced marriage, and teenage pregnancy would make it difficult for female learners to return to schools when they reopened in May 2021. The paper, written by the Institute of Social and Policy Research, sets out how greater financial and material support to female learners and their schools; more inclusive school environments for mothers a

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