Showing papers on "Primary education published in 2005"

Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy:

Abstract: A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little attention has been paid to the role of school leaders in this process. Drawing on sociological theories of sensemaking, this article investigates how principals in two California elementary schools influenced teacher learning about and enactment of changing reading policy. It argues that principals influence teachers’ enactment by shaping access to policy ideas, participating in the social process of interpretation and adaptation, and creating substantively different conditions for teacher learning in schools. These actions, in turn, are influenced by principals’ understandings about reading instruction and teacher learning.

Toward Technology Integration in the Schools: Why It Isn’t Happening

Abstract: Research in the past decade has shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum This qualitative study examined the classroom practice of 30 "tech-savvy" teachers who used computer technology in their instruction, how much they used it, the obstacles they had to overcome to succeed in its use, and their general issues and concerns regarding technology Participants were volunteers from two elementary schools, one middle school, and one high school All identified by their schools as being proficient with technology The study found that the teachers were highly educated and skilled with technology, were innovative and adept at overcoming obstacles, but that they did not integrate technology on a consistent basis as both a teaching and learning tool Two key issues were that their students did not have enough time at computers, and that teachers needed extra planning time for technology lessons Other concerns were out-dated hardware, lack of appropriate software, technical difficulties, and student skill levels Results suggest that schools have not yet achieved true technology integration There are implications for teachers, administrators, and teacher educators ********** As a classroom tool, the computer has captured the attention of the education community This versatile instrument can store, manipulate, and retrieve information, and it has the capability not only of engaging students in instructional activities to increase their learning, but of helping them solve complex problems to enhance their cognitive skills (Jonassen & Reeves, 1996; Newby, Stepich, Lehman, & Russell, 2000) However, the same computer technology that permeates other sectors of American society and helps to drive our industrial sector has not been fully incorporated in the nation's schools (ISTE, 1999; Morrison & Lowther, 2002) Teachers in the United States are generally under-prepared to integrate technology into their instruction in meaningful ways (Strudler & Wetzel, 1999; Schrum, 1999; Willis & Mehlinger, 1996) Only one-third of teachers reported that they were well prepared to use technology in their classroom instruction (NCES, 2000) Fortunately, there is some indication that K-12 schools and teacher education programs are in the process of addressing the issues of computer technology being used in classroom contexts (Karchmer, 2001; Roblyer, 2003) Moreover, schools and teacher education programs are looking for effective models from teachers who have successfully integrated computer technology into their instruction (Becker, 1998; NCES, 1999) This study sought to identify some reasons that computer technology integration in US schools has not occurred at the rate both educators and the public have come to expect TOWARD THE USE OF TECHNOLOGY: THE CHANGING ROLE OF THE TEACHER Despite successful efforts to acquire computer hardware and to raise the student to computer ratio to 5:1 (World Almanac, 2002), there has been less success identifying, which computer skills should be taught in school and how computers can be used for teaching and learning (Dooling, 2000) Thus, current attention has turned to what is actually happening in the classroom with computer technology A survey of schools conducted by the National Center for Educational Statistics reports that fewer than 20% of teachers felt that they were prepared to integrate computer technology into their classroom instruction (NCES, 1999) Despite all the time and money invested into putting the hardware and software in place, as Becker (1998) has suggested, " students still spend most the their school day as if these tools and information resources had never been invented" (p 24) Why has adoption of technology in the classroom been slower than acquiring the resources? …

Involvement counts: Family and community partnerships and mathematics achievement

Abstract: National and international studies have made student performance in mathematics a high priority in schools. Using longitudinal data from elementary and secondary schools, the authors examined the connections between specific family and community involvement activities and student achievement in mathematics at the school level. After the authors controlled for prior levels of mathematics achievement, analyses indicated that effective implementation of practices that encouraged families to support their children's mathematics learning at home was associated with higher percentages of students who scored at or above proficiency on standardized mathematics achievement tests. Findings suggest that subject-specific practices of school, family, and community partnerships may help educators improve students' mathematics skills and achievement.

Democracy and education spending in Africa

Abstract: While it is widely believed that electoral competition influences public spending decisions, there has been relatively little effort to examine how recent democratization in the developing world has resulted in changes in basic service provision. There have been even fewer attempts to investigate whether democracy matters for public spending in the poorest developing countries, where “weak institutions” may mean that the formal adoption of electoral competition has little effect on policy. In this article I confront these questions directly, asking whether the shift to multiparty competition in African countries has resulted in increased spending on primary education. I develop an argument, illustrated with a game-theoretic model, which suggests that the need to obtain an electoral majority may have prompted African governments to spend more on education and to prioritize primary schools over universities within the education budget. I test three propositions from the model using panel data on electoral competition and education spending in African countries. I find clear evidence that democratically elected African governments have spent more on primary education, while spending on universities appears unaffected by democratization.

Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies

Abstract: This study examined teachers' implementation of treatment plans following consultation Interventions were implemented for 45 elementary school students referred for consultation and intervention d

A Look at the Condition of Rural Education Research: Setting a Direction for Future Research

Abstract: This document has been funded at least in part with federal funds from the US Department of Education under contract number ED-01-CO-0006 The content of this publication does not necessarily reflect the views or policies of the Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the US Government Michael Arnold is now with Education Strategy Group, and John Newman is at Kutztown University Correspondence concerning this article should be addressed to Chris Briggs-Hale, McREL, 2550 S Parker Road, Suite 500, Aurora, CO 80014 (cbriggs-hale@mcrelorg) Citation: Arnold, M L, Newman, J H, Gaddy, B B, & Dean, C B (2005, April 27) A look at the condition of rural education research: Setting a difference for future research Journal of Research in Rural Education, 20(6) Retrieved [date] from http://wwwumaineedu/jrre/20-6pdf

The Role of Recess in Children's Cognitive Performance and School Adjustment

Abstract: The authors suggest that the recess period serves a positive purpose in the primary school curriculum, counter to the current practice of minimizing recess in many schools across North America and the United Kingdom. The authors' position is embedded in the larger debate about school accountability; they argue that school policy should be based on the best theory and empirical evidence available. They support their argument for the importance of recess with theory and with experimental and longitudinal data showing how recess breaks maximize children's cognitive performance and adjustment to school.

Expanding opportunities and building competencies for young people: a new agenda for secondary education

Abstract: The report offers policy options to support developing countries and transition economies in adapting their secondary education systems to the demands arising from the successful expansion of primary education and the socio-economic challenges presented by globalization and the knowledge-based economy. The work is the result of an extensive consultative process that involved education specialists worldwide.

Parental Involvement and Educational Achievement

Abstract: Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.

School meals, educational achievement, and school competition : evidence from a randomized evaluation

Abstract: This brief summarizes the results of a gender impact evaluation study, entitled School meals, educational achievement, and school competition : evidence from a randomized evaluation, conducted between 2000 and 2002 in Kenya. The study observed the impact of subsidized school meals on school participation, educational achievement, and school finance in a developing country setting that was implemented in 25 randomly chosen preschools in a pool of 50 schools on the child level. The school feeding program had a positive significant impact on school participation (treated students participated in school 35.9 percent of the time versus 27.4 for the comparison group). The program led to a significant improvement in test scores, but only in schools where teachers were more experienced at the onset of the program. There was no impact on cognitive abilities. The program led to a significant improvement in the weight of boys, but no improvement in the height or weight of girls. The increased participation led to overcrowding, but had no impact on teacher absenteeism. Also, the school meals displaced teaching time. Funding for the study derived from the Dutch Non-Governmental Organization (NGO), Internationaal Christelijk Steunfonds (ICS).

Small Classes in the Early Grades, Academic Achievement, and Graduating From High School

Abstract: The purpose of this investigation was to address three questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K–3) related to the likelihood that a student will graduate from high school? (b) Is academic achievement in the early grades related to high school graduation? (c) If class size in K–3 is related to high school graduation, is the relationship attributable to the effect of small classes on students’ academic achievement and the subsequent effect of achievement on graduation? This study is unique in several ways. Although the relationship of class size with achievement and behavior has been documented elsewhere, no formal examination of early class sizes and graduating or dropping out 6 to 9 years later has been published previously. Also, the study was based on an extraordinary database—a large sample of students followed for 13 years, 1 with norm-referenced and criterion-referenced achievement tests administered annually and graduation/dropout information collected from official school and state records.

Teaching Mathematics in a Primary Multilingual Classroom

Abstract: This article explores the complex relationship between language and mathematics education in multilingual settings by presenting an analysis of one lesson from a multilingual primary mathematics classroom in South Africa taught by an appropriately qualified and experienced teacher. English emerged as a dominant language in this classroom, and this dominance was accompanied by procedural mathematics discourse. The learners' home language functioned mainly as the language of solidarity, whereas English functioned as the language of mathematics, authority, and assessment. The article argues for the need to recognize and acknowledge the political role of language when conducting research into the relationship between language and mathematics education in multilingual classrooms. The article draws implications for making critical, influential decisions about curriculum, assessment, and teacher education.

Sport Education: physical education for the new millennium?

Abstract: The purpose of this review was to establish what is currently known about the effect of the Sport Education (SE) curriculum model (Siedentop, 1994a) on various indices of student learning in physical education A total of 62 peer-reviewed journal articles pertaining to the SE model were collected and separated into two broad categories of theoretical/application articles (n = 34) and data-based empirical studies (n = 28) This review of the 28 empirical SE studies highlights the effectiveness of the model in facilitating student engagement within student-centered learning tasks of the curriculum Evidence suggests that SE, with its emphasis on persistent team membership, promotes personal and social development in the form of student responsibility, cooperation and trust skills Student leadership within the model has been identified as potentially problematic for effective content development and the promotion of equitable participation Further research is required to examine the dynamics of peer intera

Towards Universal Primary Education: Investments, Incentives, and Institutions.

Abstract: Task force members -- Preface -- Acknowledgments -- Abbreviations -- Millennium Development Goals -- Executive summary -- Part Setting the stage -- Chapter-1 The task force's contribution -- Task force methods -- Audience and organization of the report -- The contribution of the task force -- Chapter-2 Education and society: multiple benefits, unrealized potential -- Education is society's main instrument for reproducing itself and can be a key ingredient for social change -- Education is an end in itself and has tremendous benefits for individuals and society -- The benefits of education are conditioned by the context -- Chapter-3 The Goals and the history of goal-setting in education -- A host of factors affect enrollment and retention rates -- Learning achievement needs to be measured -- Conclusions and future prospects -- Part Education systems in developing countries: income, institutions, and incentives -- Chapter-5 Education systems in developing countries -- High-performing educational systems can achieve results even with limited resources -- Countries with low-performing systems need to address a variety of governance problems -- Conclusion -- Chapter-6 Strategies for creating more and better educational opportunities -- Strategy : get out-of-school children into school -- Strategy : create better institutions, increase transparency, and provide better incentives -- Chapter-7 Financing the education Goals -- Part . Forging an international compact for education: roles and responsibilities of donors and developing countries -- Chapter-8 A global compact for basic education -- Chapter-9 What donors should do -- Recommendation : support bold political leadership and provide firm financial commitments to make Education for All and the Fast Track Initiative work -- Recommendation : reform the donor business -- Recommendation : use a transparent accountability framework for reporting -- Recommendation : invest in genuine evaluation -- Chapter-10 A call to action -- Appendixes -- Appendix-1. Commissioned papers for education report -- Appendix-2. Summary of the civil society e-discussion on the education report of the Task Force on Education and Gender Equality -- Appendix-3. Success stories in policy interventions toward high quality universal primary education -- Appendix-4. Data issues -- Appendix-5. Major initiatives that promote the Millennium Development Goals on education and gender equality -- Appendix-6. Need for postprimary education -- Notes -- References.

New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education

Abstract: This paper investigates the accessibility and attractiveness of different types of ICT applications in education for girls and boys and for pupils from families with an ethnic minority background and from the majority population in the Netherlands. A study was conducted in seven schools (primary and secondary). Data were collected on participation, ICT skills and learning results, ICT attitudes and the learning approach of pupils. A total of 213 pupils completed a questionnaire and interviews were held with 48 pupils and 12 teachers. Gender differences, especially in primary education, appeared to be small. In secondary education, the computer attitude of girls seems to be less positive than that of boys, girls and boys take on different tasks when working together on the computer and they tackle ICT tasks differently. Pupils from an ethnic-minority background in both primary and secondary education appear to consider themselves to be less skilled ICT users than pupils from the majority population. We found ethnic differences in participation in ICT activities at school in both educational sectors. Pupils from an ethnic-minority background use the computer at school less for gathering information and preparing talks and papers and more for drill and practice. Differences between pupils from an ethnic-minority background and from the majority population in access to certain forms of ICT use out of school are confirmed at school instead of being compensated for. The paper concludes with some recommendations on a diversity-oriented ICT policy at school level.

Classroom Teachers and the Challenges of Delivering Quality Physical Education

Abstract: The authors investigated the quality of physical education at 2 elementary schools—1 in which generalist instructors taught physical education and 1 in which a physical education specialist delivered a schoolwide program. Set within the context of increasingly marginalized public school physical education, the discussion incorporates ethnographic data that illustrate the differences in program quality at both schools. The authors present notional support for physical education and practical challenges faced by classroom teachers at the generalist school. Features of the specialist program illustrate how children benefit from educationally sound and well-planned programs.

Prospects for the Implementation of Assessment for Learning.

Abstract: This paper analyses aspects of a Hong Kong school curriculum reform, which recommends amongst other things, a greater focus on assessment for learning. It outlines the principles of the reform as it pertains to assessment and discusses how structural changes are being employed to lend support to changes in the assessment culture in Hong Kong. The paper draws on a previous problematic attempt to introduce formative assessment through the Target-Oriented Curriculum initiative. Two examples of assessment for learning practice of 'early adopters' are used to illustrate both the potential and some of the challenges of implementation in the Hong Kong primary school context. From these cases, are drawn out some of the facilitating and inhibiting factors impinging on the implementation of assessment for learning in schools, building on a model of professional growth.

Action Research for Teachers: A Practical Guide

Abstract: What is Action Research and why should you do it? What are some of the problematics? Part Two: How to do Action Research Action planning Data, criteria and evidence Critique, validation and legitimation Part Three: Case studies Case study of a classroom teacher in primary education Case study of a classroom teacher in secondary education Case study of a principal and educational manager Part Four: Implications Teacher's self evaluation Whole school development Influencing education policy and practices.

Global Citizenship Education: Mainstreaming the Curriculum?.

Abstract: There has been a resurgence of interest in global education in the UK as global issues are included within the requirements of citizenship education in national curricula. This paper examines the significance attached to global citizenship through Citizenship as a statutory subject at Key Stages 3 and 4 within the National Curriculum for England. Drawing on a web‐based project funded by the UK Department for International Development, the paper analyses a number of secondary school texts designed to support teachers and students in incorporating global perspectives into citizenship education. It seeks to answer the question: in what ways is global citizenship being mainstreamed? It suggests that NGOs and commercial publishers have different but complementary approaches to resources for global citizenship and that there is a strong case for greater collaboration between the two sectors.

ICT and Curriculum Change

Abstract: The change towards the information society implies that many countries have to change their curricula, because students need to develop competencies that are not addressed in the traditional curricula. A case study approach was applied to examine curriculum changes in ICT-supported pedagogical practices from 28 countries. The analysis focused on curriculum content and goals of the ICT-supported pedagogical practices, how these aims were implemented in practice and which outcomes for students and teachers could be observed. The results showed that the curriculum content often was not new but rather was delivered in a different way. Many ICT-supported pedagogical practices strove to realize new goals important for lifelong learning in an information society. Content and goals were offered in curricular settings, often crossing the traditional boundaries of academic subjects. In many of the cases students worked on topics that were meaningful to them.

National review of school music education: Augmenting the diminished

Abstract: This study included a literature review, call for submissions, site visits, national survey and curriculum mapping to determine the current quality and status of music education in Australian schools. It provides an examination of the challenges facing schools in providing music education and highlights opportunities for strengthening music education in schools.

Evaluating the sustainability of SPARK physical education: a case study of translating research into practice.

Abstract: Dissemination and sustainability of evidence-based physical education programs (PE) has been studied rarely. The sustainability of a health-related PE program (SPARK) was independently evaluated in 111 elementary schools in 7 states. Surveys were mailed to schools that had received SPARK curriculum books, training, and follow-up (response rate = 47%). Up to 80% of schools that adopted SPARK PE reported sustained use up to 4 years later. Schools using SPARK had more frequent PE classes. Sustained use was related to support from the principal, not previously having a standard PE program, having adequate equipment, and teachers being physically active. Program sustainability was similar in advantaged and disadvantaged schools. Evidence-based PE programs can be sustained up to 4 years.

The discourse of classroom interaction in Kenyan primary schools

Abstract: This paper addresses the role of classroom discourse in supporting children’s learning in Kenyan primary schools. The discourse strategies of 27 teachers teaching English, mathematics and science across the primary phase were intensively studied using discourse analysis and semi‐structured interviews. A survey questionnaire (n = 359) was also used to explore teacher perceptions of classroom discourse practices. The findings revealed the dominance of teacher‐led recitation in which rote and repetition dominated the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom discourse in Kenyan primary schools are considered together with the need for further research into how the wider social order is influencing discourse practices in Kenyan primary schools.

Chapter 3: The Elementary and Secondary Education Act at 40: Equity, Accountability, and the Evolving Federal Role in Public Education

Abstract: This year marks the 40th anniversary of the Elementary and Secondary Education Act (ESEA) of 1965. Enacted to offer equitable educational opportunities to the nation’s disadvantaged, this legislation provides financial resources to schools to enhance the learning experiences of underprivileged children. Since its inception, ESEA has consistently remained the single largest fiscal source of federal support for educationally vulnerable schoolchildren. Although the mission of this legislation has remained the same, it has evolved over time to include the needs of more specialized at-risk groups, including English-language learners (the Bilingual Act; Title VII), female students (the Women’s Educational Equity Act; Title IX), and Native American students (the Improvement of Educational Opportunities for Indian Students Act; Title X) (Lagemann, 2005). Provisions have also been added to ensure not only that schools receiving ESEA funds provide supplemental services but that children show improvement and are able to reach appropriate grade-level proficiencies. In this chapter, we trace the legal, legislative, and political history of the ESEA. Focusing attention on the various related educational reform movements, we discuss the federal role in education policy in the context of its influence on ESEA and the legislation’s related amendments. Also, we examine the complex issues involved in responding to the changing and more complex needs of underserved schoolchildren through federal policies and accountability provisions. We make the case that the increased federal role in public education has pointed to serious limitations in our understanding of how to best address the educational challenges faced by traditionally disadvantaged schoolchildren. We argue that the current accountability requirements under ESEA and the No Child Left Behind Act (NCLB), although a step in the right direction, were developed from a theoretical perspective and lacked an understanding of the complex issues involved in serving disadvantaged schoolchildren. In addition, we contend that a thorough understanding

California Teachers Perceive School Gardens as an Effective Nutritional Tool to Promote Healthful Eating Habits

Abstract: This study assessed elementary school teachers' perceived attitudes and barriers associated with school gardens, as well as the purpose and use of gardens in schools, specifically in relation to the link between gardens and nutrition. The questionnaire was mailed to California fourth-grade teachers at schools with gardens (N=1,665). The response rate was 36% (n=592). Teachers perceived the garden to be somewhat to very effective at enhancing academic performance, physical activity, language arts, and healthful eating habits. Nutrition was taught with the use of the garden by 47% of responding teachers. This research provides evidence for needed standards-based curricula materials and teacher training in relation to gardening and nutrition. The results from this study will contribute to development of needed resources and methods by which to encourage the use of gardens and nutrition education in schools.

The role of democracy in Uganda's move to universal primary education

Abstract: Uganda's establishment of free universal primary education has been a particularly dramatic, and widely acclaimed example of a government devoting increased resources to basic service provision. The announcement and successful implementation of the Universal Primary Education (UPE) program has resulted in a sizeable increase in primary school enrolment rates, and in particular in rural areas of the country. Uganda's recent experience with UPE raises a fundamental question: why has Uganda been successful in devoting increased resources to primary education when other governments have so often failed to achieve the same goal? In seeking an answer to this question, it is difficult to ignore the fact that the Ugandan government's decision to abolish primary school fees was first announced as a manifesto commitment made during a presidential election campaign. Within a few months of his election in May 1996, President Museveni made good on this commitment by announcing that primary school fees would be abolished for four children in each Ugandan family. This apparent link between an election and a new education initiative suggests that electoral competition may be a powerful force in prompting governments to deliver public services. There is a problem with drawing a swift conclusion about the link between democracy and education spending, because candidates in African election campaigns have often promised greater spending on primary education and then failed to deliver once elected. The goal of this paper is to focus on Uganda's recent move to free universal primary education in order to ask whether the success of the UPE program can be attributed to democratic politics. The author's primary objective is to explore the Ugandan case in order to ask when and where a move to competitive elections will result in increased government spending on education, that is, he focuses on exploring the link between democratic politics and UPE. After the introduction, Section 2 first considers general propositions about democratic politics and government policy choices. Section 3 turns to the Ugandan case, presenting the events leading to the announcement of the UPE initiative in 1996, while also discussing subsequent implementation. Section 4 then considers in depth whether existing evidence shows that democratic politics can explain why UPE was announced and why it has been successfully implemented. Section 5 briefly considers complementary explanations for UPE's success, and in particular the role of macroeconomic stability and reforms to budgetary institutions. Finally, Section 6 concludes and considers the broader implications of the Ugandan case.