Showing papers on "Primary education published in 2011"

Breaking Schools' Rules: A Statewide Study on How School Discipline Relates to Students' Success and Juvenile Justice Involvement

Abstract: Several aspects of the study make it groundbreaking. First, the research team did not rely on a sample of students, but instead examined individual school records and school campus data pertaining to all seventh-grade public school students in Texas in 2000, 2001, and 2002. Second, the analysis of each grade’s student records covered at least a six-year period, creating a statewide longitudinal study. Third, access to the state juvenile justice database allowed the researchers to learn about the school disciplinary history of youth who had juvenile records. Fourth, the study group size and rich datasets from the education and juvenile justice systems made it possible to conduct multivariate analyses. Using this approach, the researchers could control for more than 80 variables, effectively isolating the impact that independent factors had on the likelihood of a student’s being suspended and expelled, and on the relationship between these disciplinary actions and a student’s academic performance or juvenile justice involvement.

Mobile English learning: An evidence-based study with fifth graders

Abstract: Three groups participated in a study on the added value of mobile technology for learning English as a second language for primary school students. The first group had classroom lessons in English about zoo animals and their characteristics. The second group took classroom lessons and worked with a mobile application on location in a public zoo. The third group received the same treatment as the second but, as an extension, was allowed to take the mobile application home for a fortnight. A pre- and a posttest were conducted to measure the individual change in mastery of a set of targeted English words. The results showed that the group which took the mobile phone home improved the most. However, when the additional learning time, spent apart from school, of this third group was controlled for, the superior performance of the group disappeared. The results indicate that students are motivated to use the application in their spare time and that this benefits their learning. The conclusion is that formal school learning can be augmented by learning in an informal context, away from school.

Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables

Abstract: Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise 'teachers' constructivist teaching beliefs', 'teacher attitudes towards computers in education', 'teachers' computer motivation', 'teacher perception of ICT-related policy'. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT-related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher-related variables and ICT integration in the classroom is partly in line with findings in non-Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.

Teacher-child relationships and the development of academic and behavioral skills during elementary school: a within- and between-child analysis.

Abstract: Despite recent growth in research highlighting the potential of teacher–child relationships to promote children’s development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher–child relationship quality and children’s academic achievement and behavior problems from kindergarten (ages 4–6 years) through 5th grade (ages 9–11 years). Results suggest that increases in teacher–child relationship quality are associated with improvements in teacher-reported academic skills and reductions in behavior problems consistently throughout elementary school. As children progressed from kindergarten through fifth grade, the importance of teacher–child relationship quality is unchanging.

1:1 mobile inquiry learning experience for primary science students: a study of learning effectiveness

Abstract: This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were co-designed by teachers and researchers by tapping into the affordances of mobile technologies for supporting inquiry learning in and outside of class. We examine the learning effectiveness of the enacted mobilized science curriculum. The results show that among the six mixed-ability classes in primary (grade) 3 in the school, the experimental class performed better than other classes as measured by traditional assessments in the science subject. With mobilized lessons, students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning.

Outcomes from a school-randomized controlled trial of Steps to Respect: A Bullying Prevention Program

Abstract: Full text is not available due to publisher’s copyright restrictions. WSU users can access the article via database licensed by University Libraries: http://libcat.wichita.edu/vwebv/holdingsInfo?bibId=1375543

Assessing pupil concerns about transition to secondary school

Abstract: Background. The primary–secondary transition can negatively affect pupils' emotional and psychological adjustment. However, methods for assessing concerns regarding secondary school are limited. A reliable and valid measure of transition-related concerns would be useful both in evaluating and shaping the content and delivery of universal and targeted transition support programmes. Aims. To assess the validity of a quantitative self-report measure of school concerns as an assessment tool during the primary–secondary school transition. Sample. A UK sample of 147 Year 6 primary school pupils and 263 Year 7 secondary school pupils. Method. Self-reports of school concerns and school liking as well as self-reported and peer assessments on a range of psychological adjustment measures were collected. Results. The School Concerns Questionnaire (SCQ) showed good reliability at primary and secondary school. Secondary concerns reduced significantly post-transition. Three factors emerged from an exploratory factor analysis of the SCQ and the pattern of results was replicated for post-transition concerns. Pupils with higher school concerns at secondary school reported reduced liking of school and reduced trust and respect for teachers. The SCQ was associated with generalized anxiety and female gender both pre-and post-transition. Peer problems and depression were associated with pre- and post-transition concerns, respectively. Conclusions. The SCQ is a simple to complete, reliable, and valid tool for assessing primary–secondary transition concerns. It could serve a valuable role in the evaluation and development of universal and targeted school-based initiatives that aim to promote positive secondary transition.

Primary English language education policy in Vietnam: insights from implementation

Abstract: The introduction of English in primary education curricula is a phenomenon occurring in many non-English-speaking countries in Asia, including Vietnam. Recently, the Ministry of Education and Training (MOET) in Vietnam issued guidelines for the piloting of an English as a foreign language (EFL) primary curriculum in which English is taught as a compulsory subject from Grade 3; however, there is limited research on the practices required to successfully implement this policy. This paper reports on a study that looked at the implementation of the primary English language policy in terms of the policy goals in two primary schools, one private and the other public, in Hanoi to shed light on the practice of EFL teaching at the primary level in Vietnam. The research was conducted as an exploratory case study with data collected from multiple sources, including classroom observations and interviews with different stakeholders. The results revealed variation in the implementation of primary English education between the two schools, with the private school providing better outcomes. The language planning issues discussed in this study, including teacher supply, training and professional development, resourcing, teaching methods, and materials, have been raised in previous educational research in Vietnam. However, despite being a new start to primary English, the 2010 programme seems to have done little to improve policy implementation in these areas, hindering the effectiveness of teaching English in schools. This study suggests a number of ways the current situation might be improved.

School Inputs, Household Substitution, and Test Scores †

Abstract: Empirical studies of the relationship between school inputs and test scores typically do not account for household responses to changes in school inputs. Evidence from India and Zambia shows that student test scores are higher when schools receive unanticipated grants, but there is no impact of grants that are anticipated. The authors show that the most likely mechanism for this result is that households offset their own spending in response to anticipated grants. Our results confirm the importance of optimal household responses and suggest caution when interpreting estimates of school inputs on learning outcomes as parameters of an education production function.

Project-based learning in primary schools: effects on pupils' learning and attitudes

Abstract: This study focuses upon the effectiveness of project-based learning on primary school pupils regarding their content knowledge and attitudes towards self-efficacy, task value, group work, teaching methods applied and peers from diverse ethnic backgrounds. A cross-curricular project was implemented within the curriculum area of environmental studies under the title of ‘sea animals’. The methodology applied in this study was the quasi-experimental research design. The findings of the present study support the view that pupils can gain benefits through project-based learning in obtaining content knowledge and group work skills and that they became less favourable to traditional teaching versus experiential learning. Motivation (self-efficacy and task value in terms of environmental studies) and developing positive attitudes towards peers from a different ethnic background were changed in moderate levels after the project.

"Less Afraid to Have "Them" in My Classroom": Understanding Pre-Service General Educators' Perceptions about Inclusion.

Abstract: The No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004) have resulted in greater numbers of students with disabilities (SWDs) receiving most of their instruction in general education settings Specifically, in 2004 the majority (96%) of SWDs were being included in regular settings and just over half (521%) of these students spent most (79%) of the day in a general education classroom (US Department of Education, 2009) Over the last decade, researchers have noted the continued trend toward educating SWDs in general education settings and underscored the need for all teachers to be prepared to work with all learners (Kavale & Forness, 2000; Mastropieri & Scruggs, 2001) At the time of the Study of Personnel Needs in Special Education (SPeNSE; 2001) data collection, 96% of general educators indicated they currently or had previously taught SWDs Exceptional learners are spending increasingly more instructional time in the general education setting and will require high quality teachers who are willing and ready to meet their needs Response to Intervention (RtI) is described as, "a school-wide initiative with special education as an explicit part of the framework spanning both general and special education in collaboration with families" (Council for Exceptional Children, 2007) RtI, as a mechanism for improving student outcomes through assessment, progress monitoring, prevention, and intervention, is in line with expectations of the NCLB and IDEA (Mellard & Johnson, 2008) An increased emphasis on the use of RtI frameworks and use of evidence-based and research-supported practice suggest the importance of inclusion and teacher accountability The concern becomes whether or not general education teachers have the necessary skills to scaffold support within their classrooms and whether the system supports collaboration with special educators, other service providers, and families to improve outcomes for all students (McLeskey & Waldron, 2006) To illustrate, in a review of teacher education literature, Brownell, Ross, Colon, and McCallum (2005) reported that most studies indicated that programs have content on collaboration with other professionals and families Programs also placed an emphasis on inclusion Unfortunately, the pedagogy used to prepare teacher candidates for collaboration or inclusion was not well documented These findings were not surprising considering research (SPeNSE, 2001) that showed that less than one-third of early career general educators ([less than or equal to] six years) reported receiving pre-service training in collaboration with special educators, the area that had the greatest effect on their sense of efficacy in working with SWDs Slightly over half reported receiving preparation on making instructional adaptations, while two-thirds reported receiving instruction on behavior management Limited preparation has consistently been found to heighten fear and reduce the sense of teaching self-efficacy of general educators when faced with the demands of inclusive classrooms (Boling, 2007; Lombardi & Hunka, 2001; Hastings & Oakford, 2003) Novice teachers also report feeling unprepared to meet the needs of SWDs especially in designing appropriate instruction (Conderman & Johnston-Rodriguez, 2005) Thus, teacher educators must understand the needs of pre-service teachers and emphasize the importance of being skilled in inclusive practices (Pugach, 2005) The present study examined the perceptions of elementary and secondary education majors toward the inclusion of SWDs prior to and after taking a course on integrating exceptional students The study is guided by Pajares' (1992) framework on beliefs Successful teaching and learning in the inclusive classroom is largely predicated on a teacher's knowledge, skills, and dispositions, all of which can be undermined by a belief system that is inconsistent with an inclusive paradigm …

Assessing the Long-term Effects of Conditional Cash Transfers on Human Capital : Evidence from Colombia

Abstract: Conditional cash transfers are programs under which poor families get a stipend provided they keep their children in school and take them for health checks. Although there is significant evidence showing that they have positive impacts on school participation, little is known about the long-term impacts of the programs on human capital. This paper investigates whether cohorts of children from poor households that benefited up to nine years from Familias en Accion, a conditional cash transfer program in Colombia, attained more school and performed better on academic tests at the end of high school. Identification of program impacts is derived from two different strategies using matching techniques with household surveys, and regression discontinuity design using a census of the poor and administrative records of the program. The authors show that, on average, participant children are 4 to 8 percentage points more likely than nonparticipant children to finish high school, particularly girls and beneficiaries in rural areas. Regarding long-term impact on tests scores, the analysis shows that program recipients who graduate from high school seem to perform at the same level as equally poor non-recipient graduates, even after correcting for possible selection bias when low-performing students enter school in the treatment group. Although the positive impacts on high school graduation may improve the employment and earning prospects of participants, the lack of positive effects on test scores raises the need to further explore policy actions to couple the program's objective of increasing human capital with enhanced learning.

Early childhood matters: evidence from the Effective Pre-school and Primary Education Project

Abstract: and required knowledge. I envisage readers choosing tasks according to prior knowledge and personal interest. The book clearly fosters curiosity and interest in studies on children, families and the State. It shows the many facets this topic offers and highlights some of the complex relationships. At times Nick Frost appears to condense existing knowledge, but perhaps too much to be digestible for the reader new to the field, for example, the table on theories on families (34). Unfortunately, the book appears to be put together in haste. Spelling and referencing mistakes are irritating as is the unreadable table on distribution of household types and structures (81). Readers would benefit from updated further reading lists and using data as close to publication date as possible when the focus is on contemporary practice or policy-making. Nevertheless, this short book succeeds in highlighting complexity and movement in the contemporary conceptualisation of childhood and children’s relation to parents and to the State and in demonstrating how currently hot debates can be informed by empirical research and theory development.

The outsourcing of health, sport and physical educational work: a state of play

Abstract: Background: The outsourcing of health, sport and physical educational (HSPE) work has been a feature of physical education (PE) ‘futures talk’ for over 20 years. However, HSPE work outsourcing has been the focus of little empirical research and only occasional commentary. That small amount of empirical research that has been conducted has been narrow in scope, focusing exclusively on primary schools and at times presented data that are partial and fragmentary. Purpose: The purpose of this paper was to investigate HSPE work outsourcing in the Australian state of Queensland. Specifically, we examined the prevalence of such outsourcing among Queensland schools, the ways that these schools were using it, and the reasons why they had done so. Methods: A random, proportionately stratified sample of 846 Queensland schools was invited to participate in this study. This sample included government and non-government, primary, secondary, combined primary-secondary and special schools. Data were collected via a mixed...

Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis

Abstract: Purpose: The primary purpose of this study is to explore how the characteristics of the principal preparation programs of newly hired elementary school principals might influence school achievement through the development of well-qualified teams of teachers by the school. Of primary interest is whether elementary school principals from preparation programs with certain types of characteristics are more or less likely to build teams of well-qualified teachers who, in turn, positively affect overall student achievement. A secondary purpose is to establish a relationship between the overall school-level qualifications of teams of teachers and school-level student achievement on the Texas Assessment of Knowledge and Skills (TAKS) to underscore the importance of the first relationship. Research Design: This quantitative study utilizes ordinary least squares regression to analyze seven extracts of data from the Texas Education Agency, merged together to create a data set that matched teachers, principals, schoo...

Relationship to Place: Positioning Aboriginal Knowledge and Perspectives in Classroom Pedagogies.

Abstract: This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we interviewed teachers in these schools, it became clear that there is considerable confusion over the difference between Aboriginal perspectives and Aboriginal knowledge with both concepts being used interchangeably to teach syllabus content and information about Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal knowledge in their programs, without recreating some of the stereotypical representations that are often an effect of current pedagogies.

The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School. Program on Education Policy and Governance Working Papers Series. PEPG 11-02.

Abstract: We use statewide administrative data from Florida to estimate the impact of attending public schools with different grade configurations on student achievement through grade 10. Based on an instrumental variable estimation strategy, we find that students moving from elementary to middle school suffer a sharp drop in student achievement in the transition year. These achievement drops persist through grade 10. We also find that middle school entry increases student absences and is associated with higher grade 10 dropout rates. Transitions to high school in grade nine cause a smaller one-time drop in achievement but do not alter students' performance trajectories.

A New ICT Curriculum for Primary Education in Flanders: Defining and Predicting Teachers' Perceptions of Innovation Attributes

Abstract: Teachers play a pivotal role in implementing educational innovations and realising curriculum change. Consequently, their perceptions of innovations and curricula content are of crucial importance. In this study, teachers’ perceptions of the new ICT curriculum in Flanders are examined. This curriculum reflects Flemish society’s underlying vision of the role of technology and ICT in teaching and learning. The curriculum is compulsory for all primary schools and focuses on the cross-curricular integrated use of ICT. Teachers’ perceptions of the curriculum are operationalised using Rogers’ innovation diffusion theory, and are specified as innovation attributes. These are defined as the perceived characteristics of the ICT-curriculum. Factors explaining these attributes are investigated. A questionnaire is administered to a representative sample of Flemish teachers (N = 471). Factor analysis and hierarchical regression analysis are conducted. The results indicate that teachers have moderate opinions about the new ICT curriculum and that both teacher and school level conditions explain teachers’ perceived characteristics of the new ICT curriculum. ‘ICT competences of teachers’ and the ‘schools’ ICT vision and policy’ were found to be the strongest predictors. These results are of particular importance to policy makers and school leaders and shed light on the complex process of ICT curriculum implementation.

Entrepreneurship Education at School in Europe: National Strategies, Curricula and Learning Outcomes.

Abstract: The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to 'Eurydice network', followed by the date of publication of the document.

A Preliminary Analysis of SACMEQ III South Africa

Abstract: The many and varied links between student socio-economic status and educational outcomes have been well documented in the South African economics of education literature. The strong legacy of apartheid and the consequent correlation between education and wealth have meant that, generally speaking, poorer students perform worse academically. The present study uses the recent Southern and East African Consortium for Monitoring Educational Quality (SACMEQ III) dataset for South Africa to identify those factors that have a significant effect on student maths and reading performance in Grade 6. The research confirms previous findings that socio-economic status, and particularly school socioeconomic status, is important when understanding student success or failure. Other factors which contribute significantly to student performance are homework frequency, preschool education, and the availability of reading textbooks. In contrast, teacher-subject knowledge was found to have only a modest impact on Grade 6 student performance. Policy interventions are also highlighted. The study concludes that South Africa is still a tale of two schools: one which is wealthy, functional and able to educate students, while the other is poor, dysfunctional, and unable to equip students with the necessary numeracy and literacy skills they should be acquiring in primary school. Nevertheless, it suggests that there are some options available to policy-makers which are expected to have a positive effect on student performance.

Changes in Perceived Social Support and Socioemotional Adjustment Across the Elementary to Junior High School Transition

Abstract: One of the most fundamental factors related to psychological well being across the lifespan is whether a person perceives social support from important others in his or her life. The current study explored changes in and relationships among perceived social support (SS) and socioemotional adjustment (SEA) across the 1-year transition from elementary to junior high school. Two cohorts of students (N = 140) participated in the current study that took place across a 3-year time span. Analyses of the transition data for boys and girls together reveal declines in perceived total support and teacher support as well as an increase in self-reported school problems. When considering the sexes separately, girls’ perceived total support, close friend support and school support declined while boy’s self-reported school problems increased across the transition. Although social support did not emerge as a mediator or predictor for any of the socioemotional variables in the current study, results reveal that, in general, perceived social support and socioemotional functioning at the end of the last year of elementary school predicts perceived social support and socioemotional functioning at the end of the first year of junior high school. Study limitations and implications for research and practice are discussed.

Effective learning in science: The use of personal response systems with a wide range of audiences

Abstract: This paper describes the flexibility of Personal Response Systems (PRSs), (also known as 'clickers' or electronic voting systems (EVS)), as part of strategies to support students' learning in science. Whilst variants of this technology began to appear 12 years ago, there is now a steadily increasing adoption of these systems within higher education, including science programmes, and this use has grown significantly in the last six years. They have previously been shown to offer a measurable learning benefit. Typically, someone at an institution buys these systems for learning support and they never make it out of their cases. Far less work has been done with these systems at school level. In this practitioner based paper, the broad range of practical uses for these systems is described in a variety of formal and informal learning situations - from testing the understanding of science concepts (from primary aged school children up to physics undergraduates), to undertaking evaluation of events as well as public participation in data collection for research on attitudes to careers. In addition, the data collected on such handsets can be mapped to demographic factors such as gender and age yielding further layers of analysis. Overall this is a highly flexible and transferable approach to the use of interactive technology for engaging learners of all ages as well as carrying out research.