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Showing papers on "Primary education published in 2013"


Journal ArticleDOI
TL;DR: In this paper, the authors present an overview of the dualistic nature of the primary education system in South Africa, with special attention paid to the bimodality of student performance.

376 citations


Journal ArticleDOI
TL;DR: The authors examine the literature on parental involvement highlighting the equity issues that it raises in educational practice and argue that these framings restrict the ways in which parents from nondominant backgrounds can be productive social actors who can shape and influence schools and other social institutions.
Abstract: In this chapter, we examine the literature on parental involvement highlighting the equity issues that it raises in educational practice. Like so many educators and researchers, we are concerned with approaches to parental involvement that construct restricted roles for parents in the education of their children. These approaches often miss the multiple ways nondominant parents participate in their children’s education because they do not correspond to normative understandings of parental involvement in schools (Barton, Drake, Perez, St. Louis, & George, 2004). Moreover, these framings restrict the ways in which parents from nondominant backgrounds can be productive social actors who can shape and influence schools and other social institutions. A great deal of general educational policy on parent involvement draws on Epstein’s (1992, 1995) theory and typologies where a set of overlapping spheres of influence locate the student among three major contexts—the family, the school, and the community—which operate optimally when their goals, missions, and responsibilities overlap. Epstein’s (1992) Six Types of Involvement framework provides a variety of practices of partnership, including the following strategies for involvement: assisting with parenting, communicating with parents, organizing volunteering activities for parents, involving parents in learning at home activities (such as homework), including parents in decision making, and collaborating with community. This perspective, however, can foster individualistic and school-centric approaches (see Warren, Hong, Rubin, & Uy, 2009). We argue

360 citations


Journal ArticleDOI
TL;DR: Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.
Abstract: The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators' access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0-4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children's learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.

240 citations


Journal ArticleDOI
TL;DR: The authors reviewed evidence for brain plasticity, the importance of mindset and the ways that mindset messages may be communicated through classroom and found that the impact of growth mindset messages on students' attainment was significant.
Abstract: Recent scientific evidence demonstrates both the incredible potential of the brain to grow and change and the powerful impact of growth mindset messages upon students’ attainment. Schooling practices, however, particularly in England, are based upon notions of fixed ability thinking which limits students’ attainment and increases inequality. This article reviews evidence for brain plasticity, the importance of mindset and the ways that mindset messages may be communicated through classroom and

217 citations


Journal ArticleDOI
TL;DR: This article found that engineering design-based science curriculum units may support elementary students' science content knowledge, while helping students learn to design, construct, and test solutions to engineering problems, and that the benefit of engineering design for science learning cannot be attributed simply to the positive science attitudes that may result from the use of novel materials or methods.
Abstract: Background New learning standards call for engineering instruction to be incorporated into elementary education, yet engineering experiences must not detract from quality science instruction. Previous research at the secondary level has found engineering design to be a supportive context for science learning. Designing functional artifacts may ground children's exploration of scientific concepts; engineering design may contextualize science learning. Purpose Our research investigated whether an engineering design-based curriculum changed elementary student science attitudes and science content knowledge in four domains. Design/Method In the first year of the efficacy study, 12 elementary teachers taught science with their school or district's status quo curriculum. In the second year, they taught the same science content with a new engineering design-based curriculum that incorporated LEGO™ design challenges. In both years, students completed pre- and post-tests on science content and attitudinal surveys. Results The increase in science content performance from pre- to post-test was significantly greater for the LEGO engineering students than for the status quo students, but there was minimal difference in the science attitudes of the two student groups. Conclusions The findings suggest that engineering design-based science curriculum units may support elementary students' science content knowledge, while helping students learn to design, construct, and test solutions to engineering problems. Because students using either curriculum had similarly positive attitudes toward science, our research suggests that the benefit of engineering design for science learning cannot be attributed simply to the positive science attitudes that may result from the use of novel materials or methods.

167 citations


Book
19 Mar 2013
TL;DR: The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second language acquisition.
Abstract: In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four--decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large--scale cross--national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second--language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up--to--date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement?

163 citations


Journal ArticleDOI
TL;DR: In this article, the authors investigated the levels of occupational stress and professional burnout of teachers of primary and secondary education and investigated the coping strategies that they adopt, and the relationship between them.
Abstract: This research investigates the levels of occupational stress and professional burnout of teachers of primary and secondary education. It also aims to investigate the coping strategies that they adopt, and the relationship between them. The survey involved 388 teachers who teach in public schools in Attica. Three instruments were administrated to teachers: “Teachers’ Occupational Stress” (Antoniou, Polychroni, & Vlachakis, 2006), the Maslach Burnout Inventory (Maslach & Jackson, 1986) and the “Stress Coping Strategies Scale” (Cooper, Sloan, & Williams, 1988). The findings showed that teachers of Primary Education experience higher levels of stress compared to the teachers of Secondary Education. Female teachers experience more stress and lower personal accomplishment than men. Rational coping behaviors are a resource which help teachers overcome work-related stressors and burnout and achieve their valued outcomes with students, while avoidance coping predicted high level of stress and burnout.

138 citations


BookDOI
15 Apr 2013
TL;DR: The role of women in senior management school effectiveness and school improvement international schools and local communities national schools and international education institutional accreditation regional approaches to IS accreditation is discussed in this paper, where the interstitial curriculum assessment approaches for IS student mobility in the international curriculum recruitment of teachers in IS continuing professional development issues supporting IS teachers in national schools longterm planning and management issues models of management and organization
Abstract: Quality in the curriculum the concept of quality for international schools (IS) inclusive education in IS the interstitial curriculum assessment approaches for IS student mobility in the international curriculum recruitment of teachers in IS continuing professional development issues supporting IS teachers in national schools long-term planning and management issues models of management and organization the role of women in senior management school effectiveness and school improvement international schools and local communities national schools and international education institutional accreditation regional approaches to IS accreditation.

135 citations


Journal ArticleDOI
TL;DR: In this article, a total of 109 elementary education bachelor's degree programs were examined to determine the number of course hours devoted to inclusion, instruction, and management of students with disabilities.
Abstract: Inclusion of students with disabilities has been practiced and advocated for more than two decades in the United States. This practice involves the placement of students with disabilities in a general education classroom for part or all of the day, and the primary instructor is a general education teacher in collaboration with a special education teacher. The authors reviewed coursework related to inclusion provided to pre-service elementary teachers during their teacher preparation programs. A total of 109 elementary education bachelor’s degree programs were examined to determine the number of course hours devoted to inclusion, instruction, and management of students with disabilities. Results suggest that many teacher preparation programs provide instruction related to characteristics of disabilities and some form of classroom management; however, few programs offer courses specifically related to differentiation of instruction for students with disabilities or collaboration between general and special ...

125 citations


Journal ArticleDOI
TL;DR: In this article, the authors investigated the temporal association between feeling connected to school and mental health prior to and over the transition period and found that increased depression and anxiety is associated with decreased connectedness to school.
Abstract: During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a reduced sense of connectedness, which has been associated with symptoms of depression and anxiety. This study investigated the temporal association between feeling connected to school and mental health prior to and over the transition period. Data were obtained from 3,459 students in a longitudinal study of adolescents' knowledge, attitudes and experiences of bullying victimisation and perpetration during the transition from primary school to secondary school. Students completed a questionnaire at four time points from Grade 7 to the end of Grade 9. Path analysis was used to model relationships between school connectedness, depression and anxiety. The findings suggest reciprocal relationships between connectedness and mental health where increased connectedness to school is associated with decreased depression and anxiety; conversely, increased depression and anxiety is associated with decreased connectedness to school. The significant reciprocal associations found in the cross-lag models in the first two years of secondary school indicate the need to intervene during the transition period to improve students' social and mental health outcomes.

115 citations



Journal ArticleDOI
TL;DR: This article examined the development of national primary education regimes in Europe, North America, Latin America, Oceania, and Japan between 1870 and 1939, focusing on three institutional dimensions: centralization, secularization, and subsidization.
Abstract: This paper is concerned with the development of national primary education regimes in Europe, North America, Latin America, Oceania, and Japan between 1870 and 1939. We examine why school systems varied between countries and over time, concentrating on three institutional dimensions: centralization, secularization, and subsidization. There were two paths to centralization: through liberal and social democratic governments in democracies, or through fascist and conservative parties in autocracies. We find that the secularization of public school systems can be explained by path-dependent state-church relationships (countries with established national churches were less likely to have secularized education systems) but also by partisan politics. Finally, we find that the provision of public funding to private providers of education, especially to private religious schools, can be seen as a solution to religious conflict, since such institutions were most common in countries where Catholicism was a significant but not entirely dominant religion.

Journal ArticleDOI
TL;DR: The authors found a positive relationship between the amount of class time and student achievement scores in science as measured by the National Assessment of Educational Progress Grade 4 assessment and showed a decline in instructional time in the elementary grades on science instruction.
Abstract: Recent comparative data on high school graduates show that many American students are not well prepared in fields of science, technology, engineering, and mathematics and that there is a persistent achievement gap according to the socioeconomic backgrounds of students. The research for this paper focuses on the role of elementary education in science as an important preparatory step. National trend data show a decline in instructional time in the elementary grades on science instruction over the past two decades. State-level data show wide variation in the amount of class time spent on science education and a positive relationship between the amount of class time and student achievement scores in science as measured by the National Assessment of Educational Progress Grade 4 assessment. C � 2013 Wiley Periodicals, Inc. Sci Ed 97:830-847, 2013

Journal ArticleDOI
TL;DR: A research-based model explaining the relationships between technology integration in Elementary Schools and a defined set of teacher and school-related factors showed technology integration as a complex process involving many interrelated factors, with particular importance placed on competency, support, experience, and attitudes.
Abstract: A three phase Sequential Mixed Method Design was utilized to propose and test a research-based model explaining the relationships between technology integration in Elementary Schools and a defined set of teacher and school-related factors In the first phase, interviews were conducted with 20 elementary school teachers to identify critical factors influencing their technology use The qualitative findings guided the development of a survey instrument in the second phase In the final phase, the survey was administered to 1030 classroom teachers in eight districts of Ankara, Turkey The direct and indirect effects of these factors on technology integration were explored Factors included years of teaching experience, years of computer use, principal support, colleague support, technology competency, attitudes and beliefs toward using technology, and lack of time The model showed technology integration as a complex process involving many interrelated factors, with particular importance placed on competency, support, experience, and attitudes This comprehensive model of technology integration in elementary schools will be especially useful for practitioners and researchers in developing countries as they face the challenge of adapting instructional technologies in their frequently evolving curriculums and education systems

Journal ArticleDOI
TL;DR: In this article, the authors observed that the proportion of children attending private primary schools increased from 4.6% in 2004 to 11.5% in 2007, indicating that parents react to the quality of public education, as measured by the pupil-teacher ratios of public schools, by attending private schools and transferring to different schools.

Journal ArticleDOI
TL;DR: The authors assesses the multidimensional, multilevel nature of PLCs using data from 992 teachers from 76 Dutch elementary schools and finds that professional learning communities within elementary schools can be conceptualized and assessed by three strongly interconnected capacities that are represented by 8 underlying dimensions.
Abstract: Despite the popularity of professional learning communities (PLCs) among researchers, practitioners, and educational policy makers, studies on PLCs differ significantly on the dimensions and capacities used to conceptualize them. Further, the interrelatedness of different dimensions and capacities within PLCs is not often well conceived nor examined in terms of learning at multiple (individual, team, school) levels. In an effort to address this gap, this study assesses the multidimensional, multilevel nature of PLCs using data from 992 teachers from 76 Dutch elementary schools. Findings indicate that professional learning communities within elementary schools can be conceptualized and assessed by 3 strongly interconnected capacities that are represented by 8 underlying dimensions. This conceptual structure empirically emerged as equivalent at both the teacher and school levels. By providing increased insight into the multidimensional, multilevel nature of the concept of PLCs, this article aims to add conceptual clarity to the study of PLCs in elementary education.

Journal ArticleDOI
TL;DR: In this article, the authors focus on relevant issues of entrepreneurship education, such as target groups for the subject, and provide an evaluation of the state-of-the-art entrepreneurship education in Malaysia.
Abstract: Purpose – The aim of this paper is to focus on relevant issues of entrepreneurship education, such as target groups for the subject. It advocates the need for inclusion of entrepreneurship education as a subject in the curricula of all primary, secondary and tertiary learning institutions in Malaysia and other developing countries.Design/methodology/approach – This paper analyses the current structure of entrepreneurship education at the different educational levels.Findings – Enterprise education should not be equated solely to any specific institutions but throughout all phases of education systems.Practical implications – Entrepreneurship education is reviewed in its totality. This is beneficial to educators and policy‐makers that are involved in setting or facilitating entrepreneurship educational programmes.Originality/value – The paper provides an evaluation of the state‐of‐the‐art of entrepreneurship education in Malaysia. The educational institutions will require much restructuring to enhance skil...

Book
01 Jan 2013
TL;DR: Henig's The End of Exceptionalism in American Education as discussed by the authors traces the roots of this tectonic shift in school governance and presents a classic work in education policy and an invaluable resource for those seeking to influence its future trajectory.
Abstract: Over the past fifty years, the ""special"" status of education decision-making has been eroded. Once the province of local and state school boards, decisions about schools and schooling have begun to emerge in every level and branch of government. In The End of Exceptionalism in American Education , Jeffrey R. Henig traces the roots of this tectonic shift in school governance. Carefully reasoned, astutely observed, and thoughtfully presented, this volume promises to become a classic work in our understanding of education policy and an invaluable resource for those seeking to influence its future trajectory.

Journal ArticleDOI
TL;DR: Investigating elementary school students' acceptance of technology applying digital game-based learning (DGBL) to environmental education finds that the DGBL system is suitable for both genders at all levels of experience and significantly contributes to a learner's intention to use the system.
Abstract: In order to improve and promote students' environmental knowledge, attitudes, and behaviour, integrating environmental education into the primary education curriculum has become a key issue for environmental education. For this reason, this study aimed to investigate elementary school students' acceptance of technology applying digital game-based learning (DGBL) to environmental education. A total of 32 fourth graders in an elementary school participated in a seven-week DGBL teaching experiment. After the experimental teaching session, a survey concerning "perceived ease of use", "perceived usefulness", and "user intentions" was conducted. The results show that the DGBL system is suitable for both genders at all levels of experience. In addition, the 4th grade students' "perceived ease of use", "perceived usefulness", "attitudes toward use", and "intention to use" reveal a high degree of positive and significant correlations. Furthermore, a path analysis verifies that DGBL acceptance will be directly influenced by a learner's "attitude toward use" and "perceived usefulness." Finally, when designing DGBL for 4th graders, the rich learning content and ease of use should be taken into account because they significantly contribute to a learner's intention to use the system, which may result in greater learning effectiveness.


Journal ArticleDOI
TL;DR: This paper found that elementary school students' comprehension of who says what in a text can benefit from training sessions that involve practice, feedback, explanations, and discussions, and they concluded that less skilled students in the intervention group assessed source knowledge more accurately than those in a control group.
Abstract: In two experiments, we examined fourth and fifth graders' comprehension of the source of information in texts presenting controversial issues. In Experiment 1, participants read short texts in which two people presented different arguments regarding an issue. Participants identified who said what and evaluated each source's knowledge of the issue. Most students correctly identified the source of information but failed to take into account each source's characteristics when determining who was most knowledgeable. In Experiment 2, we implemented an intervention on students' evaluations of information sources. Less skilled students in the intervention group assessed source knowledge more accurately than those in a control group. We conclude that elementary school students' comprehension of who says what in a text can benefit from training sessions that involve practice, feedback, explanations, and discussions. We consider the implications for document-based learning in elementary and secondary education.

Journal ArticleDOI
TL;DR: This paper used unusually rich data from Sri Lanka to investigate the determinants of academic performance, as measured by achievement tests, of grade 4 students, and provided recommendations for education policies in Sri Lanka.
Abstract: One of the eight Millennium Development Goals (MDGs) is that all children in developing countries should complete primary education. Much progress has been made toward this goal, but completing primary school does not ensure that students attain basic literacy and numeracy skills. Indeed, there is ample evidence that many children in developing countries are not learning these basic skills. This raises the question: What can schools and communities do to increase the learning that takes place in schools? Sri Lanka exemplifies these issues. It has achieved universal primary completion, but many Sri Lankan primary school students perform poorly on academic tests. This paper uses unusually rich data from Sri Lanka to investigate the determinants of academic performance, as measured by achievement tests, of grade 4 students. At the child and household level, educated parents, better nutrition, high daily attendance, enrollment in private tutoring classes, exercise books, electric lighting and children's books at home all appear to increase learning, while hearing problems have a strong negative effect. Among school variables, principals' and teachers' years of experience, collaborating with other schools in a 'school family', and meetings between parents and teachers all appear to have positive impacts on students' scores. Estimates that exclude some of the variables available in the unusually rich data yield different results, which suggest that results based on less complete data are likely to suffer from omitted variable bias. A final section provides recommendations for education policies in Sri Lanka.

Journal Article
TL;DR: In this article, a correlational design was used to determine relationship between school administrators' leadership practices and school culture according to the perceptions of teachers in primary education, where a total of 349 teachers serving in 15 primary schools were selected through a maximum diversity method.
Abstract: Problem Statement: Creation of a common culture in educational organizations, particularly in schools, depends first on the presence and cohesiveness of an interacting group of individuals. Individual aims are more likely to turn into a shared objective in schools with a strong, participatory culture. Culture shared by all school stakeholders makes the actualization of both short- and long-term objectives easier. In this context, the leadership role of school administrator is essential to ensure that employees associate with school culture. Purpose of the Study: The aim of this study is to determine relationship between school administrators’ leadership practices and school culture. Methods: This study has a correlational design to determine relationship between school administrators’ leadership practices and school culture according to the perceptions of teachers in primary education. A total of 349 teachers serving in 15 primary schools were selected through a maximum diversity method. ‘Leadership Practices Inventory’ and ‘School Culture Inventory’ were administered to these teachers. Findings and Results: Positive and significant relationships were found between the scores of school culture and leadership practices of teachers in primary education. Based on the significant relationships observed, according to multivariate linear regression analysis results performed to

Journal ArticleDOI
TL;DR: The authors explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning, and found that the teachers involved in this study were pedagogically proficient and flexible enough to fit technology in with varying demands of their educational practices.
Abstract: This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated recall interviews with primary school teachers were conducted in schools which were selected by the inspectorate on the basis of advances they had made in educational technology use. Stimulated recall interviews – a verbal reporting technique in which the teachers were asked to verbalize their thoughts while looking at their own classroom practice on video – seemed to be a promising approach to increase authentic understandings of technology integration. The results emphasize that (a) the teachers involved in this study were pedagogically proficient and flexible enough to fit technology in with the varying demands of their educational practices, (b) the teachers' ongoing learning experiences rather than training affected the development of the quality of their practices, and (c) the role of the school and the broader context of teachers' personal lives played an important role. By interpreting the results of the study, recommendations are discussed for teacher technology integration and future research.

01 Feb 2013
TL;DR: The results show that in all three countries the three measures of child nutritional status significantly decrease with increased levels of mother’s education, and the policy implication is that the free primary education currently offered in the three countries may not be sufficient to address child malnutrition.
Abstract: Child malnutrition remains one of the health challenges that African countries have to deal with to remain on course to achieve the health-related Millennium Development Goals (MDGs). This study analyzes the impact of maternal education on child nutritional status in three African countries, based on data from the Demographic and Health Surveys (DHS), the 2010 Malawi DHS, with a sample of 4,563 children age 0-59 months; the 2009-10 Tanzania DHS, 4,821 children; and the 2005-06 Zimbabwe DHS, 3,473 children. Bivariate analyses and the Pearson Chi-square test of independence were used to test the association of maternal education and three measures of child nutrition—stunting, wasting, and underweight. A survey logistic regression was employed to assess the determinants of the three measures and to examine the relationship between maternal education and child nutrition. The results show that in all three countries the three measures of child nutritional status significantly decrease with increased levels of mother’s education. The analysis also shows that, after controlling for other factors, maternal education reduces the odds of the three measures of child nutrition in all three countries. The threshold level of maternal education above which it significantly improves child stunting and underweight is 9 years of schooling in Malawi and 11 years of schooling in Tanzania and Zimbabwe. The policy implication is that the free primary education currently offered in the three countries may not be sufficient to address child malnutrition. In all three countries, if maternal education is to play a significant role in reducing child malnutrition, women need to be educated beyond the primary school level. In addition, offering nutritional education programs for women, particularly those with low levels of education, would help them attain better nutritional outcomes for their children.

BookDOI
TL;DR: The authors studied the impact of a comprehensive financial education program spanning six states, 868 schools, and approximately 20,000 high school students in Brazil through a randomized control trial and found evidence that the program affected students' inter-temporal preferences and attitudes.
Abstract: This paper studies the impact of a comprehensive financial education program spanning six states, 868 schools, and approximately 20,000 high school students in Brazil through a randomized control trial. The program increased student financial knowledge by a quarter of a standard deviation and led to a 1.4 percentage point increase in saving for purchases, better likelihood of financial planning, and greater participation in household financial decisions by students. "Trickle-up" impacts on parents were also significant, with improvements in parent financial knowledge, savings, and spending behavior. The study also finds evidence that the program affected students' inter-temporal preferences and attitudes.

Posted Content
01 Jan 2013
TL;DR: In this article, the authors make policy recommendations based on empirical studies and suggest an implementation roadmap for the 12th Plan of the Government of India to improve primary school access, infrastructure, pupil-teacher ratios (PTR), teacher salaries, and student enrollment.
Abstract: India has demonstrated considerable progress in the past decade on improving primary school access, infrastructure, pupil–teacher ratios (PTRs), teacher salaries, and student enrollment. Nevertheless, student learning levels and trajectories are disturbingly low. The past decade has also seen a number of high quality empirical studies on the causes and correlates of better learning outcomes based on large samples of data and careful attention paid to identification of causal relationships. The findings from this research are however, not being reflected in the current policy priorities of the Government of India. This paper seeks to bridge the gap by summarizing the research, making policy recommendations based on this research, and suggesting an implementation roadmap for the 12th Plan. The main findings reported in this paper are that there is very little evidence to support the notion that improving school inputs in a “business as usual” manner will improve learning outcomes. On the other hand, innovations in pedagogy (especially supplemental remedial instruction targeted to the level of learning of children) and governance (focused on teacher performance measurement and management) have shown large positive impacts on student learning. The research over the past decade suggests that increasing inputs to primary education in a “business as usual” way

Journal ArticleDOI
TL;DR: The authors explored the changing trajectories of the pre-service learning and teaching of primary school puberty/sexuality education at an urban university, including student-teachers' childhood learning, professional preservice studies, and technological educational future.
Abstract: Primary school teachers are often tasked with puberty/sexuality education for students who are undergoing sexual maturation at ever-earlier ages. This study explores the changing trajectories of the pre-service learning and teaching of primary school puberty/sexuality education at an urban university, including student-teachers' childhood learning, professional pre-service studies, and technological educational future. Biographical narratives and a theoretically based conceptual and diagnostic framework are used to analyse the views of fourth-year Bachelor of Education student-teachers about their own primary school puberty/sexuality education, their present university professional education for teaching these subjects, and their intentionality to teach them to future Grade 6 school students. Results show that these student-teachers intend to replicate their own primary school learning experiences. Pre-service professional education appears to have failed to operationalise the contemporary learning and te...

01 Nov 2013
TL;DR: It was found that despite the gains made in accelerated enrollment in Kenya, quality of education since the launch of free primary education and Free Day Secondary Education, there still remain pockets within Kenyan geographical regions which have remained behind in attaining effective implementation of curriculum, resulting into low academic achievement.
Abstract: This study explored strategies applied to cope with challenges inhibiting effective implementation of basic education curriculum in Kenya. The study was framed by the constructivist theory. Convenience sampling was used to select a sample of 205 primary and secondary school teachers and employed mixed methods to collect and analyze data. It was found that despite the gains made in accelerated enrollment in , and quality of education since the launch of free primary education ( FPE) and Free Day Secondary Education(FDSE) in Kenya at the national level, there still remain pockets within Kenyan geographical regions which have remained behind in attaining effective implementation of curriculum, resulting into low academic achievement. Among the key challenges affecting effective implementation of basic education include: insufficient physical facilities and instructional resources to cope with the exponential growth of student population resulting from the abolition of school fees and introduction of FPE and FDSE; inadequate teachers resulting in high teaching load prompting the use of ineffective teaching methods; Lack of motivation of the teaching force resulting into insufficient focus on the learner and thus creating little room for use of modern teaching techniques that require individualized teaching, amongst others. As a result, the copping strategies employed both at the Ministry of Education level; school level and teacher level have not been effective in ensuring the provision of equitable and quality education. Given the fast approaching deadline of 2015 for meeting the internationally agreed goals and commitments, the international development partners and other key education stakeholders should come forward and generously support educational development , especially the aspects that enhance effective implementation of basic education in Kenya, strictly in line with national priorities. In doing so, Kenya will not only be on track towards the attainment of the internationally agreed goals that appertain to education, but the attainment of quality EFA will be within reach.[309 words]

Journal ArticleDOI
TL;DR: In this article, a questionnaire based on the reasons and expectations included in the Learning and Studying Questionnaire was administered during a compulsory course and significant differences in motivation were found to be related to student characteristics, suggesting that teacher recruitment could benefit from population-specific approaches aimed at increasing the attractiveness of teaching and teacher training.
Abstract: In times of teacher shortage, well-considered, goal-oriented teacher recruitment is important. An understanding of the reasons why different groups of students undertake teacher training would be useful in developing targeted campaigns. Against this background, the research question is as follows: what are the motivations prompting students to enter primary teacher training and do these motivations vary according to student characteristics? A questionnaire based on the reasons and expectations included in the Learning and Studying Questionnaire was administered during a compulsory course. Participants were 1,805 pre-service primary education teachers starting their first year of study at 14 different schools in Flanders (Belgium). Results show that students mainly undertake teacher training for intrinsic and altruistic reasons such as developing skills and knowledge that will be useful in their future teaching career, attending interesting and well-taught courses, gaining an understanding of the subject and helping children and making a difference in the world. In addition, students also take into account extrinsic factors such as good working conditions, long holidays and the ability to balance work and family responsibilities. Significant differences in motivation were found to be related to student characteristics such as gender, age, educational background and self-reported academic achievement, suggesting that teacher recruitment could benefit from population-specific approaches aimed at increasing the attractiveness of teaching and teacher training.