Showing papers in "Education 3-13 in 2019"
TL;DR: In this article, the authors highlight the importance of the integration of knowledge and communication technologies (ICT) into the teaching and learning of mathematics in Teacher-Training College and School level, and provide meaningful suggestions.
Abstract: The objective of this study is to explore the role of the application of ICT tools in Mathematics teaching. Learning and conversation technologies (ICT) are an integral part of daily life, including the teaching-learning process. Mathematics is considered the queen of all sciences. For a long time, the role of mathematics was reduced to the purely academic domain. But at present, the role of mathematics is not limited to the purely academic domain. It has entered the field of technology and industry. This paper will highlight the importance of the integration of knowledge and communication technologies (ICT) into the teaching and learning of mathematics in Teacher-Training College and School level. The methodology of the research is a different type involving an interpretative, conversation, observation and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Finally, meaningful suggestions are given.
40 citations
TL;DR: This paper found that teachers' confidence and competence, concerns over classroom space, preparation time and resources, coupled with the wider school culture that is influenced by governors and parents, reinforce a didactic approach and act as barriers to physically active lessons.
Abstract: Physically active lessons present a key paradigm shift in educational practice. However, little is known about the barriers to implementing physically active lessons. To address this, 31 practising primary teachers (23=female) from nine primary schools across West Yorkshire, England, were engaged in focus group interviews. Drawing on the socio-ecological model, findings revealed that barriers influencing the implementation of physically active lessons are multifaceted. Teacher’s confidence and competence, concerns over classroom space, preparation time and resources, coupled with the wider school culture that is influenced by governors and parents, reinforce a didactic approach and act as barriers to physically active lessons.
36 citations
TL;DR: The modern primary school is a complex institution containing a growing community of individuals and organisations with potentially competing agendas Within this environment, subject leaders are subject leaders as mentioned in this paper, and subject teachers are subject administrators.
Abstract: The modern primary school is a complex institution containing a growing community of individuals and organisations with potentially competing agendas Within this environment, subject leaders are t
27 citations
TL;DR: In this article, the authors explored teacher's perceptions of motivational factors and challenges while teaching regularly outside the classroom, through semi-structured interviews to explore udeskole teachers' perceptions.
Abstract: The aim of the present study was through semi-structured interviews to explore udeskole teacher’s perceptions of motivational factors and challenges while teaching regularly outside the classroom o...
21 citations
TL;DR: The authors presented a critical analysis of a report by the Office for Standards in Education in England based on a survey of practitioners' perspectives of play, focusing on children age 2-5 years.
Abstract: This paper presents a critical analysis of a report by the Office for Standards in Education in England based on a survey of practitioners’ perspectives of play, focusing on children age 2–5 years ...
19 citations
TL;DR: In this paper, the aim was to consider how young children could develop an education for sustainable mind-set, through place-based learning within a local context, and the authors built upon the de...
Abstract: The aim of this research was to consider how young children could develop an education for sustainable mind-set, through place-based learning within a local context. This research built upon the de...
19 citations
TL;DR: In this paper, the authors attempted to extend our knowledge of the role of reading fluency in contributing to reading comprehension among Turkish students in grades 4 through 8, and found that one hundred students at a Turkish secondary school in Istanbul participated in the study.
Abstract: The present study attempted to extend our knowledge of the role of reading fluency in contributing to reading comprehension among Turkish students in grades 4 through 8. One hundred students at eac...
18 citations
TL;DR: This paper examined teachers' views about and practices in homework in primary schools, based on questionnaire data from 235 primary teachers and 19 in-depth interviews, and found that teachers prioritise contradictory goals and act in ways that support only some of these.
Abstract: This study examines teachers’ views about and practices in homework in primary schools, based on questionnaire data from 235 primary teachers and 19 in-depth interviews. Findings suggest that teachers prioritise contradictory goals and act in ways that support only some of these. Reading with parents is a universal form of homework and other homework focuses either on English or mathematics or takes a project-led approach. Integration of homework into class learning is problematic. Teachers are concerned about the possible effects of homework on educational inequality and questions are raised about teachers’ perceptions of homework as a signifier of good parenting.
17 citations
TL;DR: In this paper, an Action Research project which was implemented to establish a shared understanding of the term education for sustainable development within the context of an Early Childhood Headship (ECH) was described.
Abstract: This paper considers an Action Research project which was implemented to establish a shared understanding of the term ‘Education for Sustainable development’ within the context of an Early Childhoo...
17 citations
TL;DR: In this paper, the authors investigated the social acceptance and friendships of children with SEND and their typically developing peers at a mainstream primary school in the Northeastern United Kingdom, and found that SEND was associated with a higher acceptance among the children.
Abstract: This article details a study which investigated the social acceptance and friendships of children with SEND, and their typically developing peers, at a mainstream primary school in the Nort...
17 citations
TL;DR: In this article, the author argues that constructivism has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs, and outlines some of the ways in which constructivism can be misconstrued and analyzes several ways constructivist teaching has been misused.
Abstract: Constructivism has been a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs, while demonstrating significant success in promoting student learning. In this paper, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. He outlines some of the ways in which constructivism has been misconstrued and analyzes several ways in which constructivist teaching has been misused. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful.
TL;DR: In this paper, visual provocations were used as a pedagogical intervention to present a disorientating dilemma, critical reflection on personal perspective and an examination of world views for students studying Early Childhood Studies (ECS) degrees with the potential goal of working with babies, young children and their families.
Abstract: Fifteen years after they were created, the UN’s Millennium Development Goals (MDGs) have reached their expiration date. The United Nations asserts that surveys conducted in September 2015 suggested that only 4% of the UK public had heard of the MDG’s. The renewed focus on the Sustainable Development Goals (SDGs) offer opportunities for higher education institutions (HEIs) to work alongside students to create a shared and contextualised awareness of sustainable development within Early Childhood Education. This aim is pertinent for those students studying Early Childhood Studies (ECS) degrees with the potential goal of working with babies, young children and their families. The research was situated within a paradigm of critical educational research to establish a shared understanding of sustainable development within a newly validated BA (Hons) ECS programme at a HEI in the Northwest of England. Visual provocations were used as a pedagogical intervention to present a disorientating dilemma, critical reflection on personal perspective and an examination of world views. Findings suggested that visual methodologies supported students to appreciate the ambiguity and contested limits of knowledge, and to draw upon wider sources related to moral and ethical principles and to established rights and responsibilities.
TL;DR: In this article, the authors discuss the general adoption of CBC in different Africa countries, description of paradigm shifts of CBC, factors that call for the need to africanise CBC, This calls for Africa to rethink realignment of the adopted CBC to the African context.
Abstract: African education still changes due to the influence of technological advancement and globalization. Many African countries are struggling to be at the breast with the international standards in the knowledge economy progress. Adoption of Competency-Based Curriculum (CBC) brings new trends on the leverage of African education with the rest of the world. CBC emphasis is on the attainment of competencies among the graduates, which is fundamental to the employability in the job market.Moreover, it is mostly concerned with skills and attitudes that learners need to apply in their professional life. Many countries in Africa that have adopted CBC are now getting solutions to the local needs of the populace though faced with diverse challenges. CBC, as implemented in the developed countries, has shown instrumental progress in the contribution to the standards of the graduates. This paper discusses the general adoption of CBC in different Africa countries, description of paradigm shifts of CBC, factors that call for the need to africanise CBC, This calls for Africa to rethink realignment of the adopted CBC to the African context.
TL;DR: The way pre-school teachers perceive their relationships they formed with their students, teaching beliefs regarding the profession and teachers' competencies to regulate their emotions are eff ect... as mentioned in this paper.
Abstract: The way how pre-school teachers perceive their relationships they formed with their students, teaching beliefs regarding the profession and teachers’ competencies to regulate their emotions are eff...
TL;DR: In this paper, the authors examined teachers' use of strategies and approaches in integrating Plastic Resources Education (PRE) into primary school life in order to overcome the challenges encountered during the year.
Abstract: This paper aims to examine teachers’ use of strategies and approaches in integrating Plastic Resources Education (PRE) into primary school life in order to overcome the challenges encountered durin
TL;DR: In this article, the authors investigated parents' perceptions of and engagement with their children's play in the context of Qatar and collected data using a questionnaire that was administered to PARTS.
Abstract: The study investigates parents’ perceptions of and engagement with their children's play in the context of Qatar. Quantitative data were collected using a questionnaire that was administered to par...
TL;DR: In this article, the usefulness of storytelling and hands-on activities when teaching young children science has been discussed, however, few studies have investigated the use of the two methods in combinatorial learning.
Abstract: Earlier studies have discussed the usefulness of storytelling and hands-on activities when teaching young children science. However, few studies have investigated the use of the two methods in comb...
TL;DR: In this article, the implementation of the Mosaic Approach into a Greek early years' setting was explored, where 21 children were observed using cameras, tours, mapping, and researcher's observations.
Abstract: The research explores the implementation of the Mosaic Approach into a Greek early years’ setting. For the data collection, 21 children were observed using cameras, tours, mapping, and researcher's...
TL;DR: The UK policy and curriculum frameworks for early years appear to value play for learning; however, its implementation is fraught with misunderstandings and difficulty as discussed by the authors. It has been suggested that one o...
Abstract: UK policy and curriculum frameworks for early years appear to value play for learning; however, its implementation is fraught with misunderstandings and difficulty. It has been suggested that one o...
TL;DR: In this paper, the authors provide an in-depth analysis of the fear and uncertainty male primary teachers experience in relation to physical contact, and the key factors that contribute to its difficulty.
Abstract: Young children often look to their teachers for affection and acceptance, particularly if they are sick or upset. However, many male primary teachers do not feel comfortable with this aspect of their role. Consequently, many men choose not to make physical contact with their students in order to protect themselves from accusations of inappropriate behaviour. Using a mixed methodology of survey and interviews, this research provides an in-depth analysis of the fear and uncertainty male primary teachers experience in relation to physical contact, and the key factors that contribute to its difficulty
TL;DR: The authors examined the enrolment status of individual children left behind in the global trend towards quality education and identified common characteristics of children who were left behind by the trend towards "quality education".
Abstract: Using longitudinal data, this study examined the enrolment status of individual children left behind in the global trend towards ‘quality education’. The study identified common characteristics amo...
TL;DR: A review of research focusing on "Learning Outside the Classroom" (LOtC) can be found in this article, where the authors provide a distillation of international research in this field that identifies how future investigations could be focused and move the discipline forward.
Abstract: This paper presents a review of research focusing on ‘Learning Outside the Classroom’ (LOtC). We provide a distillation of international research in this field that identifies how future investigations could be focused and move the discipline forward. As a consequence of the breadth of our study, we feel our findings will have applications in educational settings across the globe. What we discover is a significant bias towards types of learning that largely cannot be measured, and that only a minority of published research in our review pays the level of attention to theoretical and philosophical foundations found in most other educational research.
TL;DR: The authors explored the perspectives of school leaders on the place of Forest School in English primary schools and used Biesta's model of educational purpose as a critical lens to consider possible justifications for the inclusion of Forest school in the curriculum.
Abstract: Focussing on the place of Forest School in English primary schools, we explore the perspectives of school leaders. We use Biesta’s model of educational purpose as a critical lens to consider possible justifications for the inclusion of Forest School in the curriculum.
Four distinct accounts, based on an analysis of in-depth interviews, illustrate a range of participant responses: risk, intervention, respite and the right thing. One of these, we contend, represents a tentative step towards a form of resistance on the part of a school leader in the face of current pressures to follow a diminished set of educational purposes.
TL;DR: For instance, primary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses.
Abstract: Primary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with th...
TL;DR: In this paper, an examination of the enactment of moderation in a Scottish primary school was presented, where the authors investigated how an individual school made sense of moderation and the wider context of the school.
Abstract: This study presents an examination of the enactment of moderation in a Scottish primary school. The study investigated how an individual school made sense of moderation. Documentary evidence was gathered providing an in-depth understanding of both moderation and the wider context of the school. Audio recordings of three moderation meetings provided data on moderation enactment. Unstructured, semi-structured and focus group interviews captured the views of all participants involved in moderation. Moderation was viewed positively, understood as a social process enhancing collegiality and curriculum improvement. Finally, a typology for moderation is proposed.
TL;DR: In this paper, a participatory study conducted in an Alberta urban elementary school with young "girls" who engaged in ritual, ceremony, arts-integrated, contemplative, and somatic practices, targets the on-going conversation on mental health and best practices in schools.
Abstract: In response to provincial and national calls for whole school approaches, and in the hope to support new teacher competencies aimed at promoting mental health, this paper considers the changing dynamics within the current classroom through elements and implications of a participatory study conducted in an Alberta urban elementary school. Specifics from this research with young “girls,” who engaged in ritual, ceremony, arts-integrated, contemplative, and somatic practices, target the on-going conversation on mental health and best practices in schools. Images of and from their life-size body maps are imbedded into the discussion, promoting the inclusion of body-centred, emotional, and imaginal dynamics to be integrated throughout teaching and learning. The discussion calls for the conscious shift of teachers, counselors, and leaders into more integral and ecological paradigms that understand health through the multifold relations with others and the environment. This argument is supported by trauma literature that calls for affective embodied experience, greater inclusion of right hemispheric activities, relational ethics, and teacher professional learning. Keywords: trauma; mental health; whole school approaches; ritual; ceremony; contemplative, somatic, and arts-based methods; paradigm
TL;DR: This paper explored teachers' and pupils' perceptions of pedagogical discontinuity in the transition from Reception to Year 1 Data were collected through interviews with one Early Years Foundation Stage (EYFS) and one Year 1 teacher in the same setting.
Abstract: This study explored teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition from Reception to Year 1 Data were collected through interviews with one Early Years Foundation Stage (EYFS) and one Year 1 teacher in the same setting A questionnaire distributed to Year 1 children (n = 23) provided supplementary data Findings revealed that teachers and pupils were aware of pedagogical discontinuity in the transition from EYFS to Year 1 Teachers attributed pedagogical discontinuity to the constraints of the National Curriculum Pressures to ensure children are ‘school ready’ also have implications for bridging pedagogical discontinuity through play
TL;DR: The authors provide an overview of constructivism education and the development and use of constructivist principles in contemporary higher education, outlining constructivism and some specific facets of student-centred learning.
Abstract: This conceptual paper provides an overview of constructivist education and the development and use of constructivist principles in contemporary higher education, outlining constructivism and some specific facets of student-centred learning. Drawing from first-hand experience and using two examples of current university assessment practice, reflective learning, and learning outcomes, the author argues that, despite claimsconstructivist pedagogical approaches have become normative practice, when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
TL;DR: The tremendous impact of comics to young people at the beginning and the middle of the twentieth century drew the attention of educators, thus the debate concerning the use of comics at school bega...
Abstract: The tremendous impact of comics to young people at the beginning and the middle of the twentieth century drew the attention of educators, thus the debate concerning the use of comics at school bega...
TL;DR: In New Zealand, school buildings are being remodelled to accommodate several teachers and a large number of learners in one flexible learning space as mentioned in this paper, and school leaders' perspectives were sought.
Abstract: In New Zealand, school buildings are being remodelled to accommodate several teachers and a large number of learners in one flexible learning space. School leaders’ perspectives were sought...