Showing papers in "Education 3-13 in 2015"

Cooperative learning in elementary schools

Abstract: Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Although cooperative learning methods are used for different age groups, they are particularly popular in elementary (primary) schools. This article discusses methods and theoretical perspectives on cooperative learning for the elementary grades. The article acknowledges the contributions from each of the major theoretical perspectives and places them in a model that depicts the likely role each plays in cooperative learning outcomes. This work explores conditions under which each perspective may operate, and suggests further research needed to advance cooperative learning scholarship.

Creative Potential in Educational Settings: Its Nature, Measure, and Nurture.

Abstract: Although creativity is considered one of the key ‘twenty-first-century skills’, this ability is still often misunderstood. Persistent conceptual and methodological barriers have limited educational implications. This article reviews and discusses the three critical issues of ‘nature’, ‘measure’, and ‘nurture’ of creative potential in educational settings. A current perspective on the nature of creative potential is presented. In contrast to a classic, but inaccurate ‘g-factor view’ of creativity, this perspective emphasises a multidimensional and partly domain-specific view, upon which new assessment tools can be developed. Based on a more comprehensive evaluation of a child’s creative potential, educational programmes tailored to a child’s strengths and weaknesses can be offered. These perspectives are discussed in light of current findings in the field.

Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science

Abstract: In the light of the European Union's interest in creativity and innovation, this paper, drawing on data from the EU project Creative Little Scientists (2011–2014), explores the teaching and learning of science and creativity in Early Years education. The project's conceptual framework, developed from detailed analysis of relevant literatures, highlighted the potential existence of a number of pedagogical synergies between inquiry-based science and creativity-based approaches in Early Years education. The science and creativity literature reviews were thus re-examined to identify synergistic features of teaching and learning in the Early Years. These were seen to include: play and exploration, motivation and affect, dialogue and collaboration, problem-solving and agency, questioning and curiosity, reflection and reasoning, and teacher scaffolding and involvement. Field work undertaken over a 4-month-period in 48 sites across the 9 partner countries provided the opportunity to examine the existence of these synergies in Early Years settings and primary classrooms with learners aged 3–8 years. Qualitative in nature, the fieldwork was framed by a case study strategy encompassing multiple methods of data collection: sequential digital images capturing interactions; observations supplemented by audio recording; timelines; and interviews with teachers and groups of children. The data set comprised 71 cases in early science (and mathematics), with 3 episodes of activity per case encapsulating creativity in these domains, resulting in 218 episodes for analysis. A deductive–inductive analytical approach was undertaken in two phases with cross-case analysis both within and between countries. The paper exemplifies the pedagogical synergies innovatively identified in the conceptual framework and documented in the fieldwork, and highlights the potential for creativity in exploratory science contexts. Additionally, it highlights differences between practice observed in preschool and primary settings and advances a new conceptual definition of creativity within Early Years science education.

The Power of Informal Mentoring.

Abstract: Organizations are gradually acknowledging the benefits of mentoring relationships. More than 70% of Fortune 500 companies use mentoring to attract, develop and good retain employees (Kovnatska, 2014). It has also become increasingly popular in teacher education and school administrator development (Zerzan, Hess, Schur, Phillips, & Rigotti, 2009) and has been recognized as a significant component of faculty development (Tareef, 2013), career advancement, in addition to educational and personal development. Mentoring relationships involve a more skilled and knowledgeable professional serving as a supportive and guiding example for another professional that is less practiced in the field (Tareef, 2013). Mentoring relationships are reciprocal (Ambrosetti, 2014), take place over time, and involve repeated interactions (Haggard, 2012). Research suggests numerous positive outcomes to the protege, such as job satisfaction, career outcomes (Eby, Allen, Evans, Ng, & DuBoise, 2008), and increased opportunity. Organizations also benefit from mentoring relationships by reduced turnover (Washington, 2010), enhanced productivity, and creating a resilient workforce (Aora, 2014). The art of mentoring is not a new concept. Its origin date back at least 3000 years to Greek mythology in Homer's Odyssey (Kovnatska, 2014). Mentor was a teacher and friend of King Odysseus who was entrusted to care for his son Telemachus while he fought in the Trojan War. During King Odysseus's absence, Mentor educated and guided Telemachus. "Mentor is commonly referred to as being a wise and kindly elder, a surrogate parent, a trusted advisor, an educator and guide" (Colley, 2002, p. 260). Today, mentoring is simply a process in which a more experienced person supports and aids a less experienced person in his/her professional and personal growth (Kiltz, Danzig & Szecsy, 2004). It is a reflective practice that requires engagement, time and ongoing dialogue. (Parker, Hall, & Kram, 2008). However, constraints of time, culture and geography leads to traditional mentoring falling short on accomplishing the deeper, multiple demands required for career growth and development (Mullen, Whatley, & Kealy, 2000). It may even be considered a "lost art" (Mullen, 2009). The practice of mentoring has evolved to the point where conventional one-to-one mentoring is only one item on the list of structural options (Zachary, 2011) that fit in today's high paced international environment (Kovnatsa, 2014). This article will focus on three commonly used forms of informal mentoring: peer mentoring, family members as mentors and collaborative mentoring. Research suggests informal approaches to mentoring can be just as valuable as formal mentoring for personal and professional growth (Gorman, Durmowicz, Roskes & Slattery, 2010). Particularly for women who may often find it difficult to develop formal mentoring relationships. Formal vs. Informal Mentoring Mentoring can be distinguished into two specific forms: formal and informal. Some researchers argue that a formal mentoring program is preferred (Mullen & Hutinger, 2008) in which an established mentor-protege relationship has been assigned. Formal mentoring programs are managed and endorsed by the organization. It involves matching a senior employee with a less skilled junior colleague (Dunbar & Kinnersley, 2011). However, a more informal approach to mentoring has become popular and more common. Informal mentoring relationships form by chance, without any rearranged schedule or agenda (Cox, 2005). They are less structured, spontaneous, self-directed and not recognized by the organization (Herrbach, Mignonac, & Richebe, 2011). The main difference between formal and informal mentoring is the intensity, commitment, duration and structure of the relationship (Ragin & Cottin, 1999). Informal mentoring relationships are an approach that can offer more benefits than formal mentoring relationships (Gorman et. …

Meaningful learning in the cooperative classroom

Abstract: Meaningful learning is based on more than what teachers transmit; it promotes the construction of knowledge out of learners' experience, feelings and exchanges with other learners. This educational view is based on the constructivist approach to learning and the co-operative learning approach. Researchers and practitioners in various countries and settings seek ways to incorporate these approaches to create meaningful learning in the multicultural classroom and in the co-operative learning classroom. This article presents some of the ideas, studies and methods that signal a major shift of emphasis in education from product to process.

The Implications of Demographic Variables as Related to Burnout among a Sample of Special Education Teachers.

Abstract: Introduction Attrition rates of special education (SpEd) teachers in the United States have historically been high. Plash and Piotrowski (2006) wrote that attrition rates among SpEd teachers were 13% annually. The 2013 listing of teacher shortages published by the United States Department of Education evidenced that since 1990, SpEd has been identified as a critical shortage area in the state of Alabama and in most other states as well. High attrition rates of SpEd teachers make it difficult to provide qualified teachers to teach special needs students. Many school systems are forced to hire "out of field" in order to fill SpEd teacher positions. Mitchell and Arnold (2004) wrote that SpEd teachers leave the classroom at approximately twice the rate of their general education (GenEd) colleagues. Hale-Jinks, Knopf, and Kemple (2006) conducted a literature review and found that high levels of job stress have been linked to decreased job satisfaction and job turnover among teachers. Retaining qualified SpEd teachers in the Nation's schools has been an established problem for decades. Particularly problematic is the fact that SpEd teachers are increasingly reporting perceptions of burnout. The MetLife Survey of the American Teacher, released in 2014 included the statement that 51% of teachers surveyed reported feeling under a great deal of stress several days a week. Background The Job of the Special Education Teacher As in other helping professions, the SpEd teacher has hourly contact with special needs students. According to the National Center for Education Statistics, more than 6.5 million children and students with disabilities are currently receiving educational and other support services in federally supported programs nationwide. The majority of those individuals are served by public schools. Although GenEd teachers have various duties associated with their jobs, the SpEd teacher has many more additional duties and responsibilities. In addition to teaching in some type of setting, the SpEd teacher is assigned a caseload. Caseload is generally defined as the number of special needs student files the teacher is responsible for. In other words, the number of Individualized Education Programs (IEP's) the teacher is responsible for writing, maintaining, and implementing. Due to Federal and State mandates and additional paperwork required at the local level, the amount of paperwork a SpEd teacher is tasked with is daunting. The SpEd teacher must complete all reevaluations, functional behavioral assessments, behavior intervention plans, and IEPs on a computer program. That workload is doubled, because in spite of the argument that technology has streamlined the process, the SpEd teacher must maintain a hardcopy file of the IEP and all supporting documents. Each piece of paper in the student file must be placed in a specific order. The hardcopy files are subject to administrator, school system, or State Department of Education scrutiny at any time. Additionally, the electronic paperwork is subject to scrutiny by the school SpEd department chair, resource consultant, the Special Services Coordinator, and the State Department of Education. Most SpEd teachers agree that the volume and standards for the paperwork are at best, unreasonable, and at times ludicrous. It is common for paperwork to be redundant or unnecessary. The SpEd teacher is responsible for conducting all meetings pertaining to implementing the IEP and maintaining student files in the manner prescribed by the local school system and State and Federal guidelines. The special educator is charged with teaching the GenEd curriculum to SpEd students in a variety of settings. More often than not, the students have a variety of disabilities. The SpEd teacher has to teach or assist in teaching every subject that a student could possibly take with the expectation that the special needs students will perform on standardized tests at the same proficiency level as their GenEd peers. …

Math Anxiety and the "Math Gap": How Attitudes toward Mathematics Disadvantages Students as Early as Preschool.

Abstract: Introduction Achievement in the STEM (Science, Technology, Engineering and Mathematics) disciplines is receiving a great deal of attention in research, politics and education recently (Latterell, 2005; NAEYC, 2004; National Council for Teachers of Mathematics, 2006; Sarama & Clements, 2004). There is a general consensus on the importance of the STEM disciplines to a person's future employment possibilities, higher education potential and for improving our national economy. According to the National Research Councils report Adding It Up (Kilpatrick, Swafford, & Findell, 2001): ... Today's students ... will face new demands for mathematical proficiency that school mathematics should attempt to anticipate. Moreover, mathematics is a realm no longer restricted to a select few. All young Americans must learn to think mathematically, and they must think mathematically to learn (p.1). Other emerging research is demonstrating that early experiences and education both at home and at school greatly impact on later achievement (Duncan, Ludwig, & Magnuson, 2007; Hoekstra, Brekelmans, Beijaard, & Korthagen, 2009). The experiences of children even before they enter Kindergarten can effect their achievement in mathematics (Roberts, Vukovic, & Society for Research on, Educational Effectiveness, 2011). Head Start programs were designed to give children from lower socioeconomic status families a more stimulating early childhood environment, which they were likely not receiving in the home environment (Ludwig & Phillips, 2007). The general aim was provide stimulating preschool experiences to allow for children from ages 3-5 to enter Kindergarten on a more equal footing to their more economically advantaged peers (Ludwig & Phillips, 2007). However, with regards to mathematics achievement, attitudes towards mathematics can have a huge impact on their ability to offer stimulating environments that can help children to succeed in mathematics (Sloan, 2010). In this current study, 31 head start teachers were surveyed about their attitudes toward mathematics and their classroom practices to see how their attitude toward mathematics effected their decisions to teach mathematics to their students. Beginnings of Math Anxiety Math anxiety begins early and it caused by a number of intertwining influences (Lyons & Beilock, 2012a; Mattarella-Micke, Mateo, Kozak, Foster, & Beilock, 2011). Wu, Barth, Amin, Malcame, & Menon (2012) demonstrated that math anxiety in primary grade children was not only present as early as 2nd grade, but that it had a marked detrimental effect on the subjects achievement in mathematics. Additionally, the study showed that math anxiety has a more pronounced effect on tasks that require complex verbal reasoning and problem solving rather than numerical operations that require basic fact retrieval. Krinzinger, Kaufmann, & Willmes (2009) also found a close relationship between math anxiety and math ability in 1st through 3rd graders and postulated that this is the time when Math anxiety seems to first occur. Maloney & Beilock(2012) put the problem very clearly when they stated: Not only is math anxiety present at the beginning of formal schooling, which is much younger than was previously assumed, but its development is also probably tied to both social factors (e.g. a teacher's anxiety about her own math ability) and a student's own basic numerical and spatial competencies --where deficiencies may predispose students to pick up on negative environmental cues about math. If these Head Start teachers are, as the parents seem to be, math anxious and less comfortable with mathematics, this could effect their students' achievement. It can also affect teachers' classroom planning and amount of mathematics content that they include in their curriculum (Maloney & Beilock 2012). …

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Abstract: One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen.

Asian Parenting Styles and Academic Achievement: Views from Eastern and Western Perspectives

Abstract: Introduction Our interest in Asian parenting style drew from the media attention given to Amy Chua's (2011) book, Battle Hymn of the Tiger Mother. Chua's book is a memoir of her own philosophy and practices of parenting raising two high achieving daughters. She placed great emphasis on her children's academic achievement. Chua's views and practices raised much controversy regarding parent-child interaction. Public media began debating and discussing different views and practices about parenting (Chang, 2011; Chua, 2011; Flanagan, 2011; Husbands, 2012; Kohler, Kilgo, & Christensen, 2012a; Kohler, Kilgo, & Christensen, 2012b; Ninh, 2011; Poon, 2011; Wang, 2011). Chua connects her parenting experiences with her children's academic achievement. This motivated our conceptual inquiry about the relationship between Ethnic Minority parenting style and achievement in contrast with Authoritative style which is also related to high achievement in children in the literature. Additionally, we explore how Confucianism, the ancient Eastern philosophy, influences Asian descendants' parenting style. Secondly, we considered the achievement gap between Asian Americans and Caucasian Americans (Grissmer, 1994; Hsin & Xie, 2014; Kao, 1995; Konstantopoulos, 2009; Pang, Han, & Pang, 2011; Yong & Wei, 2009). The US media touts an achievement gap between white and African Americans and between white and Hispanic Americans (California Department of Education, 2010; Hemphill & Vanneman, 2011; Noguera, 2012; Noguera, 2008; O'Donnell & Kirkner, 2014; Schott Foundation, 2010). Because of this, the general public tends to be more aware of these achievement gaps. Less media attention is given to the achievement gap we focus on, the gap between Asian Americans and Caucasian Americans. Asians out score whites, especially in mathematics, science and other technical areas (Pang, Han, & Pang, 2011; Peng & Wright, 1994). In the U.S., Asian American score higher on the SAT and ACT (Hsia, 1988; Hsin & Xie, 2014), and are over-represented among winners of different prestigious scholarships, such as National Merit, US Presidential, and Westinghouse Science Talent Search Scholars (Flynn, 1991; Zhao & Qiu, 2009). Hildebrand, Phenice, Gray, & Hines (2008) indicated that Asian Americans have become the largest ethnic minority group in many career fields and at many elite colleges. In 2003, 51 percent of Asian American males and 44 percent of females age 25 and older had a bachelor's degree or higher compared with 32 percent of non-Hispanic white males and 27 percent of non-Hispanic white females. In 1980, Asian Americans comprised only 1.5 percent of the population but Asian Americans consisted of 5 percent of all engineers and 8 percent of all doctors in the United States (Hildebrand, Phenice, Gray, & Hines, 2008). Similar trends occur in international data. The latest PISA (Program for International Student Assessment) survey, an international educational survey conducted every three years by the Organization for Economic Cooperation and Development (OECD) released in 2012, indicated the top five overall ranking were Asian students from Shanghai (China), Singapore, Hong Kong, Taiwan, and South Korea (Brown, 2013). We would like to learn more about the following: Why do Asian students attain such high academic performance in mathematics, science, reading, and technical fields? Are their achievements related to Asians' parenting style? Are they related to the age old Confucian philosophy that is part of the culture of Asians? In this conceptual paper, we will relate western parenting style literature and concepts involved in Confucianism to shed light on Asians' high academic performance. Parenting Styles: Theories and Literature Based on Maccoby and Martin's (1983) work, the two primary factors or dimensions to determine parenting style are responsiveness and demandingness. …

Bridging the Gap: Teachers Cooperating Together to Implement Cooperative Learning.

Abstract: Cooperative learning (CL), in spite of extensive research and documented benefits, is not widely used in England. A review of the literature shows that it requires a staged and sustained approach to implementation, which has led to a gap between its potential and actual use. The case study cited here provides one example of bridging that gap through schools working together, with a community of facilitators, or experts, to provide support. As interest grows internationally into teachers cooperating in professional learning communities, this article argues that collaborative cultures provide the key to implementing and sustaining CL. In other words: teachers cooperating together also support pupils learning together.

The challenges of implementing group work in primary school classrooms and including pupils with special educational needs

Abstract: Findings from two studies are discussed in relation to the experiences and challenges faced by teachers trying to implement effective group work in schools and classrooms and to reflect on the lessons learnt about how to involve pupils with special educational needs (SEN). The first study reports on UK primary school teachers' experiences of implementing a year-long intervention designed to improve the effectiveness of pupils' collaborative group-working in classrooms (the SPRinG [Social Pedagogic Research into Group-work] project). The second study (the MAST [Making a Statement] project) involved systematic observations of 48 pupils with SEN (and comparison pupils) and case studies undertaken in the context of primary school classrooms.

Young learners’ interactional development in task-based paired-assessment in their first and foreign languages: a case of English learners in China

Abstract: In response to the growing interest in evaluating young learners’ foreign language (FL) performance, this study aims to deepen our understanding of young learners’ developmental differences in interaction during task-based paired-language assessments. To examine age effects separately from the effect of general language proficiency, we analysed learners’ interaction in both their first language (L1) and FL. We observed the students as they engaged in an assessment consisting of a set of decision-making tasks with their peers. After each task, the students self-assessed their performance. We found differences in interactions across grade levels in both L1 and FL with respect to holistic interactional patterns, topic development, and turn-taking patterns. The students’ understanding of communicative interactive tasks also appeared to differ between grade levels, perhaps reflecting their experiential differences with communicative tasks in class. The paper concludes with implications for implementing task-ba...

The use of narrative to promote primary school children's understanding of evolution

Abstract: This study explores learning about evolution when information is presented in either a narrative or an expository text (ET). Narratives engage the imagination, and consequently may allow children to overcome conceptual constraints that make evolution difficult to comprehend. Participants were 16 Year One, 21 Year Two and 25 Year Three pupils from a British primary school. Expository and narrative texts about evolution were read with children before assessing participants' understanding. Those reading the narrative showed a greater understanding of the book's contents about evolution than those reading the ET. Implications for using the imagination and narrative in the science classroom are discussed.

The Effects of Math Anxiety.

Abstract: Many Americans struggle with basic math related skills (Philips, 2007), and, while it may be a commonly held belief that most mathematical skills are not important to an individual's life experiences, research would disagree. Reports have indicated that 58% of American adults do not have the knowledge to calculate a tip for their waiter when out to eat, 71% cannot calculate miles per gallon, and 78% do not know how to calculate the interest paid on a loan (Philips, 2007). Murnane and Levy (1996) reported about half of 17 year olds cannot perform the math needed for a job at a modern automobile plant (as cited in U.S. Department of Education, 2008). They concluded that without a special talent these late adolescent individuals do not have the skills they need to earn middle-class wages. Mathematical achievement is strongly affected by math anxiety among young adults as well as elementary, middle, and high school students (Hembree, 1990; Ramirez, Gunderson, Levine, & Beilock, 2013). Vahedi and Farrokhi (2011) define math anxiety as negative cognitions, avoidance behaviors, and feeling pressured and inadequate in performance that combined interfere with solving math related problems in both general life and academic situations. A majority of individuals in the United States have a fear of and dislike for mathematics, according to survey results (Bums, 1998; Zaslavsky, 1994, as cited in Ramirez et al., 2013). As a result, math anxiety has both individual and national consequences. Individuals with math anxiety often avoid studies in mathematics and therefore limit their career options (Hembree, 1990). According to data from the General Accountability Office (Ashby, 2006), the number of students in the United States pursuing STEM-related (i.e., science, technology, engineering, and mathematics) degrees has declined from 32% during the 1994-1995 academic year to 27% in the 2003-2004 academic year. This avoidance of mathematical skill also limits the country's employee resources in science and technology (Hembree, 1990). The necessary number of U.S. students for jobs in the STEM fields has been insufficient for decades (U.S. Department of Education, 2008). Therefore, the country has relied on scientists and engineers from abroad; the percentage of this reliance increased from 14% to 22% between 1990 and 2000. This increase occurred across the technology field, and, at the doctoral level, it increased from 24% to 38% (U.S. Department of Education, 2008). Theoretical Framework Erik Erikson developed a psychosocial perspective of personality development, which suggested there are crises along an individual's lifespan (Corey, 2005). Each crisis is a turning point for an individual to progress forward or to regress. Erikson's stage of industry versus inferiority theorized that children, ages 6 to 12, either gain competence or feel they are inferior in certain skill areas. Consistent with Erikson's industry versus inferiority stage, mathematical problems appear to occur early in a child's education, and, if not addressed, the problems continue. Math anxiety has been shown to start as young as first and second grade (Ramirez et al., 2013). In the United States, difficulty with mathematics learning increases in late middle school before students move into algebraic concepts (U.S. Department of Education, 2008). In the final report of the National Mathematics Advisory Panel, the members stressed that algebra is a central concern due to its gateway to later mathematical achievement (U.S Department of Education, 2008). Math anxiety causes a student to have low confidence in their ability to tackle mathematical problems, which results in them only taking the minimum required math courses (Vahedi & Farrokhi, 2011). With this avoidance, students feel inferior to their mathematical anxiety and are unable to move forward in their mathematical potential, which is an essential area of their education. Review of the Literature Math Anxiety and Age In a study conducted by Wigfield and Meece (1988), the worry in relation to math begins to occur between sixth and ninth grade. …

Development of Children's Creative Visual Imagination: A Theoretical Model and Enhancement Programmes.

Abstract: This paper presents a new theoretical model of creative imagination and its applications in early education The model sees creative imagination as composed of three inter-related components: vividness of images, their originality, and the level of transformation of imageries We explore the theoretical and practical consequences of this new model At the theoretical level, we argue that it is important to analyse creative visual imagination as both a process (understood as a cognitive mechanism) and typologically (revealing different types of creative imagination) On a practical level, we present preliminary applications and discuss several creativity training programmes for developing children's creative imagination understood as the effective and coordinated cooperation between vividness, originality, and transformative ability of images

Climate Change Education in Nigeria: The Role of Curriculum Review

Abstract: This article discusses Nigeria’s Response to Climate Change (NRCC) project and policies. Climate change and related environmental issues are seen as an important aspect of education for Nigerian students. The impact of climate change on education is examined here in terms of children’s poor school performance and its contribution to poverty. Through knowledge students can measure equally with students from other nations while also contributing to the management of climate change. Students can participate in educating the citizenry on climate change in their various localities. The article insists on the importance of curriculum review so as to present the science of climate change to learners who will in turn disseminate what they have learned to others. How Kenya, Tanzania and Uganda are solving their climate change challenges is also discussed. Some recommendations are made in terms of making the teaching of climate change explicit in the curricula and moving beyond a basic understanding of how the climate system works. In conclusion, the article emphasizes the importance of periodical curriculum change in order to be abreast of the latest developments in climate change. This article is addressed to education managers, planners, curriculum reviewers and policy makers in Nigeria.

An exploration of teachers' narratives: what are the facilitators and constraints which promote or inhibit ‘good’ formative assessment practices in schools?

Abstract: This paper set out to explore teachers' narratives in order to understand some of the facilitators and constraints which promote or inhibit good formative assessment practices in schools. A ‘responsive interview’ approach was used to probe a small sample of lower and middle school teachers' perceptions of formative assessment. Qualitative thematic analysis of data identified four key themes which had important implications for pedagogical practice. These were: prescription and ownership; accountability; school context, culture and collaboration; and leadership and management. Evidence from this study suggests that, while teachers may recognise the value of formative assessment in promoting learning, conflicts and tensions between government policies and school practices may inhibit its effectiveness.

Video Games Promote Saudi Children's English Vocabulary Retention.

Abstract: Introduction and Background The use of digital media has shaped our lives and the way we live and interact with others. Children are no exclusion to this rule. Today's children of all ages are living in a highly media influenced environment with access to a variety of digital electronic devices which are accessible both at home and elsewhere including school. They spend most of their leisure time interacting with computers and playing Video Games. With the rapid introduction of the computer and web technology into life, the field of education also benefits from these technologies. The effects of these technologies on issues such as student success, attitude, motivation and retention, have been investigated in different fields. One of these fields is language learning. When looked at the studies conducted to investigate the effects of computer and web in language learning, it is seen that all these studies highlight that using computers and web in language teaching provides more effective learning compared to traditional methods, increases the motivation of the learner, develops positive attitudes in students, and increases the retention process (Chuang&Chen,2007) In today's changing educational system, it can be said that games may be effective on every age group by shaping them appropriately during developmental period (Donmus, 2010). According to Agudo (2007) a video game is a rule based formal system with a variable and quantifiable outcome, where different outcomes are assigned different values. Educational Video Games are activities that provide students the opportunity to reinforce the previous knowledge by repeating it in a more comfortable environment. They are software that helps students to learn the lesson subjects and to develop their problem solving skills by using their desire and enthusiasm to play (Ang & Zaphiris, 2008) The necessity to learn a foreign language has been on the rise due to globalizing world and unprecedented developments in the information and communication technologies ICTs. Opportunities that are provided by ICTs have led to striking changes in traditional education. These changes have destroyed the walls of traditional education and learning, and thus learning may occur anywhere desired. Furthermore, with the help of computers learning environments have become more interactive and less boring particularly in foreign language learning. Using Video Games in foreign language education is one of the most utilized methods and have been developed by foreign language teachers (Juul,2003). Findings from a number of research studies indicate that appropriately designed Video Games enhance students' learning performance in science, mathematics, and languages learning (Gee, 2003). Previous studies indicate Video Games have important factors that can motivate, challenge, increase curiosity and control, and promote imagination in children (Uzun, 2009). According to the published statistics, three quarters of children play regularly, but it is not clear whether this is harmful or beneficial and whether children learn while they are playing (Kirriemuir & McFarlane, 2004). So it is not surprising to see that today, most language teachers in the world are using Video Games for teaching foreign language particularly to children (Gee,2003). Recently, Video Games' presence and popularity have been ever-growing, and game developers and researchers have started to investigate Video Games' impact on kids' English language learning (Bottino, Ferlino,& Travella, 2006). For example, Agudo, 2007 conducted a study investigating the influence of Video Games on children's subsequent performance on instructional tasks. The study found that Video Games use enhances children's fine motor skills, alphabet recognition, concept learning, numerical recognition, counting skills and pre-language knowledge, cognitive development, and self-esteem or self- concept (Agudo ,2007). …

Creativity in Hong Kong Classrooms: Transition from a Seriously Formal Pedagogy to Informally Playful Learning.

Abstract: This article provides research evidence that creativity can be nurtured as abilities and skills both in the general domain as well as in specific domains with methods appropriate to the holistic development of young learners. It reports upon two empirical studies on the enhancement of creativity in children and young people, and connects to teachers’ creative self-efficacy. The studies focus upon infusing creative arts in early childhood curriculum, and employing creative drama in subjects such as Chinese, English and General Studies. Playfulness is an important feature in these innovative pedagogies and teachers' use of creative drama techniques is also strengthened. The research evidence lends support to the hypothesis that arts-enriched learning elements and playfulness in the classroom environment can enhance individuals’ creative performance. The implications and limitations for implementing such playful learning and creativity in education are discussed.

Developing Teacher Candidates' Self-Efficacy Through Reflection and Supervising Teacher Support

Abstract: The purpose of this study was to explore the complex cognitive and affective challenges of teacher candidates in their development toward self-efficacy in their teaching. Twenty-two teacher candidates recorded their challenges and thinking process during the last six weeks of their practicum. Following their placement, they completed a summative reflection, in which they noted changes in themselves and described when or if they felt confident as classroom teachers. Four themes emerge as the challenge or condition for their self-efficacy: effective classroom management, successful curriculum planning and implementation, positive rapport with students, and supervising teacher approval. This research suggests that teacher preparation program educators can support teacher candidates’ self-efficacy by understanding the developmental stages of teachers, supporting critical reflection, and using motivational and descriptive feedback to improve practical skills. Keywords: teacher self-efficacy; reflection; concerns-based stages model; transformational learning theory; and supervising teacher

Adapting to Change: Teacher Perceptions of Implementing the Common Core State Standards.

Abstract: Review of Literature With each generation of students comes a change in educational practices. In 1954, Brown v. Board of Education of Topeka declared the unconstitutionality of separate public schools for White and Black students. In 1975, the Individuals with Disabilities Education Act (IDEA) granted students with disabilities equal opportunities for free public education. In 2001, the No Child Left Behind Act sought to raise standards for all students while assessing students' attainment of those standards. Many educational changes have been looked at with admiration as a much-needed change in education. Nevertheless, others have been viewed with less than welcoming sentiments. The latest change in the educational system is the adoption of the Common Core State Standards--also known as CCSS or the Common Core--which has received much ambiguous attention by teachers, administrators, and parents. The Common Core State Standards are a relatively new concept in education. In 2009, a group of state officials, members of the National Governors Association Center for Best Practices and Council of Chief State School Officers, designed "real-world learning goals" that would prepare students for college, career, and beyond (CCSSC, 2015). States began reviewing the standards in 2011, and in 2013, 45 states had adopted the Common Core standards. Since that time, 2 states have withdrawn their support. Porter, McMaken, Hwang, and Yang (2011) assert that having this common curriculum across states would allow for consistent expectations, focus, efficiency, and computerized assessments. However, in their comprehensive analysis of the Common Core standards at their implementation in 2010, they report a shift in "cognitive demands" on students. The researchers analyzed the data through Surveys of Enacted Curriculum (SEC), "a two-dimensional framework defining content at the intersections of topics and cognitive demands" (Porter et al., 2011, p. 104). They also note that while the Common Core math standards are "somewhat more focused," the same cannot be said for the English language arts and reading standards; and the Common Core standards are different from what many teachers report they are currently teaching. Some state standards are more focused than the Common Core standards while others are less focused. Despite these findings, 43 states are still involved with Common Core and push to assess students based on its standards. While ACT (2012) points out factors that have helped some schools succeed with Common Core (e.g., high expectations, formative assessments, strong relationships between students and their teachers, etc.), many parents argue that the standards are taking the focus away from what is important, especially in the early grades (Gallagher, 2013). Two mothers in Indiana, for example, noticed their elementary children's changing math homework. Instead of simple addition and subtraction problems, students were being asked divergent questions, such as "How do you know?" (Gallagher, 2013). Just as parents noticed and complained about the changes in their children's homework, teachers are also noticing but are the ones being required to implement the change. Educational Change Change in any industry is inevitable. In education, change comes more frequently than in most other arenas. In education, veteran teachers are often criticized for being hesitant to implement the latest modification in the education system. However, although teachers are generally the individuals responsible for implementing changes, they are rarely given the opportunity to provide input into the development of such changes (Sikes, 1992). Many teachers fear change, or have an aversion to it, because of its moral implications. Some teachers worry that the newest rendition of the system "will not work or will make matters worse" (Fullan & Hargreaves, 1992, p. 5). However, many teachers realize that these changes are necessary because research constantly shows many first-year college students are unprepared for undergraduate work and need remediation (Cheng, 2012). …

Prevalence of burnout syndrome of Greek child care workers and kindergarten teachers

Abstract: The present study, employing the Maslach Burnout Inventory – Educators Survey, aims to compare and explore possible differences to the levels of burnout reported by the two main professional groups working in the early childhood education and care sector in Greece, that is kindergarten teachers and childcare workers. The correlation between the levels of burnout reported and participants’ demographic data were also examined. Research data revealed that kindergarten teachers experience slightly more feelings of emotional exhaustion, whereas childcare workers experience more feelings of depersonalisation. Furthermore, correlation analysis indicated that subscales predict one another whereas only personal accomplishment subscale had been found to be correlated with participants’ demographic data. Suggestions for future research are formulated.

Measuring challenge, fun and sterility on a ‘phunometre’ scale: evaluating creative teaching and learning with children and their student teachers in the primary school

Abstract: ‘It was the funnest week in the whole history of funnest weeks’: our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the ‘The Creative and Effective Curriculum’ module for PGCE primary student teachers which includes a one-week placement in school. Student teachers', children's and teachers' perspectives pointed to a range of factors necessary for effective and creative teaching and learning. These included learning which is ‘fun’, achievement through intrinsic motivation, willingness to take risks and learn from mistakes, children's ownership of learning and the teacher's role as facilitator. Our findings enabled us to formulate ‘phunometre scales’ which we suggest can be used to assess both the organisation of learning areas and also planned activities in terms of their capacity for learning which is both challenging and fun.

Pupils' perspectives on the lived pedagogy of the classroom

Abstract: This paper is based on a pedagogical action research initiative that explores what constitutes the ‘lived pedagogy’ of the classroom from the pupils' perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able to work, solve problems and create items together. The pupils appreciated situations in which they experienced a sense of belonging and could influence the use of time and space during the school day. The paper considers possibilities and challenges related to acknowledging pupils' voices in the lived pedagogy of the classroom.

Bridging the gap – but mind you don't fall. Primary physical education teachers' perceptions of the transition process to secondary school

Abstract: Currently there is a large variation in the quality of children's experiences, both across and within primary schools and concerns regarding the quality of physical education (PE) teaching. Significantly, a failure to engage children at this critical time in appropriate high quality PE provision, prior to the transition to secondary education, is likely to result in inadequate development of basic movement competence and motivation to be physically active. Critical to this is the collaboration between primary and secondary PE teachers and ensuring that programmes of study for PE are progressive and provide continuity to promote future lifelong physical fitness. A mixed method design was used employing both focus groups and interviews with primary PE teachers to assess their perceptions of the transition process to secondary school and its impacts on children's physical education. Findings would suggest that primary PE teachers receive little support from their secondary counterparts and are often viewed u...

Forest School in an inner city? Making the impossible possible

Abstract: The Forest School approach to Early Years education, originally developed in Scandinavia, is influencing learning outside the classroom in England. An inner city primary school in Yorkshire investigated the nature and purpose of Forest Schools in Denmark, through a study visit, prior to developing their own Forest School in the midst of an urban landscape. The views of staff and parents were sought and findings suggest that the ethos and intention of Forest School were positively welcomed. The results demonstrate the need to create further opportunities for teachers, children and parents to be involved in Forest school activities together.

Traditional and Contemporary Approaches to Career-Long Professional Learning: A Primary Physical Education Journey in Scotland.

Abstract: With career-long professional learning increasingly seen as a significant element of teacher education, this paper proposes that there is a need to acknowledge the complex nature of the professional learning process. The paper explores lessons learnt from over a decade of professional learning efforts by the Developmental Physical Education Group at The University of Edinburgh. With the group's traditional initial continuing professional development efforts having limited impact on teachers' practice, the paper considers how more recent efforts have refocused on a longer term, participative and situated approach that appears to be having significantly more influence on teachers as professional learners.

Child-led enquiry in primary science

Abstract: This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8–11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (n = 364) and teachers (n = 19) found that CoSE engaged children with their science learning, and also developed confidence and oracy. However, teachers require more experience developing facilitation skills and in fitting science into a thematic teaching unit.

Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics

Abstract: This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their preparation experiences. Moreover, results showed a shift from dual intersections of technology, pedagogy, and content knowledge to the triple intersection of TPACK.

Critical thinking disposition, problem solving process, and empathy among Nursing Students

Abstract: The purpose of this study was to examine the relationships between nursing students’ empathy and their critical thinking disposition and problem solving process. For this purpose, 246 nursing students were surveyed using a structured questionnaire on their empathy, critical thinking disposition, and problem solving process. According to the results of data analyses, the subjects’ critical thinking disposition was in a positive correlation with their fantasy, perspective taking, and empathetic concern, and in a negative correlation with personal distress among the sub-categories of empathy. In addition, their problem solving process was in a positive correlation with fantasy, perspective taking, empathetic concern, and critical thinking disposition, and in a negative correlation with personal distress. For nursing students with a high level of personal distress, it is necessary to guide their critical thinking and problem solving process during their clinical practice.