Showing papers on "Primary education published in 2016"

Visual programming languages integrated across the curriculum in elementary school

Abstract: Several authors and studies highlight the benefits of the integration of Computer Science into K-12 education. Applications such as Scratch have been demonstrated to be effective in educational environments. The aim of this study is to assess the use of a Visual Programming Language using Scratch in classroom practice, analyzing the outcomes and attitudes of 107 primary school students from 5th to 6th grade in five different schools in Spain. The intervention takes place in two academic years analyzing the practice of integrating coding and visual blocks programming in sciences and arts. The "Computational concepts and computational practices" dimension details a quasi-experimental approach, which showed significant improvement regarding learning programming concepts, logic, and computational practices with an active approach. The "Learning processes and coding in primary education" dimension analyzes the practice of the experimental group through questionnaires and structured observation. In this pedagogical design, students interact and create their own content related to curricular areas with several advantages, such as motivation, fun, commitment, and enthusiasm, showing improvements related to computational thinking and computational practices. Understanding of computational concepts through an active approach, Project Based Learning, usefulness, motivation, and commitment underline the importance and effectiveness of implementing a Visual Programming Language from active methodologies in primary education. Due to the aforementioned benefits and positive results obtained in this research, it is recommended to implement a Visual Programming Language in educational settings in 5th and 6th grade in primary education through a cross-curricular implementation. Display Omitted We analyze the use of "Scratch" through statistical inference and case study.Pretest/posttest design (99%) Active approach and Computational Concepts.Active Learning, contents in art and History, usefulness and fun.Possibility of learning sequences, loops, parallelism and events.Project Based Learning enables an active approach, obtaining high values.

A systematic literature review of games-based learning empirical evidence in primary education

Abstract: Games-based Learning (GBL) has developed a reputation with educationalists it is perceived as a potentially engaging form of supplementary learning that could enhance the educational process and has been used at all levels of education including primary, secondary and tertiary education. Despite this recognition and utilisation there is still a lack of empirical evidence supporting GBL as an approach. This paper presents the findings of a systematic literature review performed from 2000 to 2013 specifically looking at quality empirical studies associated with the application of GBL in Primary Education (PE) categorising studies into: behavioural change, affective and motivational outcomes, perceptual and cognitive skills and knowledge acquisition and content understanding. This paper presents a synthesis of these high quality studies associated with GBL. The studies showed that GBL have been used to teach a variety of subjects to children and young people in PE with mathematics, science, language and social studies being the most popular. However, the analysis shows that more Randomised Controlled Trial (RCT) studies should be performed comparing GBL to traditional teaching approaches to ascertain if GBL is a useful, viable teaching approach at PE level; there is a distinct lack of longitudinal studies and further longitudinal studies are required; further studies are required looking at whether there are pedagogical benefits of using 2D or 3D games at PE level to assess if 3D immersive games are indeed necessary; further studies are also required to perform comparisons between single and collaborative play and to identify the pedagogical benefits. A large systematic literature review of computer games at primary education.Uses a multi-dimensional framework to ensure the quality of the studies analysed.Searches through 18,000 papers to identify 105 relevant papers in the field.Provides a snap-shot in time and repository in computer games for primary education.

Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research.

Abstract: This research is a synthesis of studies carried out in 18 countries to identify contributions of education for sustainable development (ESD) to quality education. Five common questions were used fo...

A Review on the Use of Robots in Education and Young Children.

Abstract: Introduction With the rapid development of technology in the 21st century, the use of multi-media tool in education has become increasingly popular. Notwithstanding their usual engineering applications, robots are being used more in schools. According to Beran et al. (2011), children are also playing more with technologically advanced devices during their playtime. Subsequently, studies were conducted to investigate robot use's influence on children's cognition, language, interaction, social and moral development (Wei et al., 2011; Kozima & Nakagawa, 2007; Shimada, Kanda & Koizumi, 2012; Kahn et al., 2012). Recent studies (Wei, Hung, Lee & Chen, 2011; Highfield, 2010; Chen, Quadir & Teng, 2011) reported that robot use encourages interactive learning, making children more engaged in their learning activities. This increase research on robot application to education needs systematic look at the direction taken this past decade in order to elucidate a roadmap for future studies. Recent reviews on the use of robots in education show the challenges faced by researchers in this field. Benitti (2012) points out that more than 70 papers could have qualified in his review work but only 10 provided quantitative measurement on the use of robots in education. From these ten papers, only those that discuss the potential of using robots in all level of education and highlight the non-engineering benefits were selected. Mubin et al. (2013) analysed research works from through the actual robots used. The major factors identified were robot's role, type (physical form), behaviour (capabilities and interaction capacity), learning activity type, and venue (inside or outside of classroom) where learning takes place. Mubin et al. (2013) and Benitti (2012) find similarity on the topics where robots were being used in education--learning language, science, and technology. Although Mubin et al. (2013) differs by pointing out the various roles played by the robot in education--as tutor, tool, or peer. The reviews provide good starting points for researchers, the criteria (Benitti, 2012) and perspective (Mubin et al., 2013) taken by these two papers could potentially miss those that could be relevant to researchers in the field. Moreover, other factors critical in the use of robot in education may have been overlooked, like the effect of design on interaction or the importance of parent's perception in the success of implementing a robot-in-education project. The aim of this paper is to assess the effectiveness of using robots in studies published within the last decade. We look at effectiveness as having four sub-factors--the study type done by the researcher, the influence of the robots on the behaviour and development of students, the perception of stakeholders (parents, educators and children) about the robots, and the importance of design or robot appearance. To achieve this aim, we would focus on articles on the application of robots in early childhood and lower level education and evidence for the factors would be analysed. The rest of the paper is organized as follows. The review approach, especially the search and selection strategies, is discussed in details in the next section. The discussions on the four factors above are described in the succeeding sections. The conclusion provides a summary and presents the remaining challenges in this research field. Review approach To limit the papers to be reviewed, we implemented a search and selection strategy using specific keywords in electronic databases. We started with 369 articles and narrowed it down to 27. Search strategy Articles reviewed were limited to those published in English from 2003-2013. To gather as many papers as possible, five major databases were searched: IEEE Xplore, Academic Search Premier, ERIC (Educational Resources Information Center, ScienceDirect, and SpringerLink. …

A Meta-Analysis of the Relationship between Learning Outcomes and Parental Involvement during Early Childhood Education and Early Elementary Education.

Abstract: This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement measure family involvement and partnership development. The relationship (with adjustment over frameworks and study features) indicated a strong and positive correlation (.509) between learning outcomes and parental involvement. Although types of parental (behavioral, personal, and intellectual) involvement and building institutional capacity demonstrated the greatest importance to the relationship, the role of parents (family involvement) was more important than the role of schools and communities (partnership development). For a strong relationship, behavioral involvement, home supervision, and home-school connection were the keys from family involvement, whereas capacity to engage parents, respectful and effective leadership in relation to families and children, and institutionalized authentic partnerships were the keys from partnership development.

Getting Inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice

Abstract: In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, ...

Home Advantage Social Class And Parental Intervention In Elementary Education

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Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

Abstract: Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 that demonstrate significant gaps in science achievement in kindergarten and first grade by race/ethnicity. We estimate the Black-White science gap in kindergarten at –.82 SD but find only a small gender gap by first grade. Large disparities between Asian student performance in science as compared to mathematics and reading are documented. Student background characteristics and school fixed effects explain nearly 60% of the Black-White and Hispanic-White science achievement gaps in kindergarten. Implications for policy and practice are discussed.

Fostering School Belonging in Secondary Schools Using a Socio-Ecological Framework

Abstract: The benefits of belonging and feeling connected to school for adolescent mental health and wellbeing are well documented, but how belonging is fostered is less understood. The present article puts forward a new conceptual framework of school belonging based on Bronfenbrenner's (1979) sociological model of human development, using evidence from a range of previous peer-reviewed studies to better understand the factors that occur across five levels that affect a students’ sense of school belonging (i.e., the individual level, the microsystem, the mesosystem, the exosystem, and the macrosystem). The conceptual framework is used to present a range of evidence-based school belonging strategies (some with examples) that schools can use to enhance student belonging. This article makes an original contribution to the field of psychological and educational research by presenting a socio-ecological framework to explore the themes that influence school belonging within a secondary school system. It broadens the frame of reference of school belonging beyond the individual student to consider features of the broader school system and environment.

Teacher shortage and attrition: Why do they leave?

Abstract: This article examines the professional integration of beginning teachers in French-speaking Belgium and the factors predicting an exit from the profession during the first years of their careers. The analysis of four successive cohorts of new teachers indicates that exit rates are very high during the first year but show a gradual decline afterwards. The exit rates are also much higher in secondary education than at pre-school and primary levels. According to the international literature, this research also shows that teachers with training in education are much more stable than their peers without teacher qualification. Concerning the work environment, the data indicate that the school's socio-economic level is not linked to the risk of leaving the profession. Finally, one of the main results of this study is the demonstration that over and above the influence of teachers’ and schools’ characteristics, a very close relationship is observed between job conditions over the first year in the profession and exit rates. These results argue for paying greater attention to the institutional conditions of career management in future research on teacher attrition and migration.

Taiwan Education at the Crossroad : When Globalization Meets Localization

Abstract: PART I: HISTORICAL PERSPECTIVES Globalization as a Notion or Reality? Localization and Taiwan Taiwan's Country Profile The Establishment of Modern Education System Education Reform Era (From 1994 Onwards) PART II: EDUCATION AT THE DIFFERENT LEVELS Taiwan School System Educational Statistics Course Programs Availability Educational Funding Features Teacher Education Shadow Education PART III: TYPICAL SCHOOL DAY IN TAIWAN Pre-School Education Primary Education Secondary Education Higher Education PART IV: LOCAL RESPONSE TO GLOBAL IMPACT ON EDUCATION REFORM The 1994-96 Educational Reform Master Plan University Law for Academic Autonomy and Quality Assurance World Class Research University Project International Student Recruitment Policies Education Adjustment After Access to WTO and ECFA Decentralization of Teacher Preparation Program Establishment of Multiple-channels for University and Senior High School Admission Nine-year Integrated Curriculum Reform Recent Planning of the Twelve Basic Education Program Other Local Reform Schemes Local Responses to Global Challenges Conclusion

Evaluating A Bilingual Education Program In Spain: The Impact Beyond Foreign Language Learning

Abstract: Bilingual education programs, which consist of doing a substantial part of the instruction in a language different from the native language of the students, exist in several countries like the United States, India, and Spain. While the economic benefits of knowing a second language are well established, the potential effects over the learning of other subjects have received much less attention. We evaluate a program that introduced bilingual education (in English and Spanish) in primary education in a group of public schools of the Madrid region in 2004. Under this program, students not only study English as a foreign language but also some other subjects (at least Science, History, and Geography) are taught in English. In order to evaluate the program, a standardized test for all sixth grade students in Madrid on the skills considered “indispensable” at that age is our measure of the outcome of primary education. Our results indicate that there is a clearly negative effect on the exam results for the subject taught in English, for children whose parents have less than upper secondary education. This negative effect is a composite of two phenomena: the effect of the program on the student's knowledge of the subject and a reflection of the student ability to do the test in their native language when English is the medium of instruction. Although we are not able to separate quantitatively these two effects, the composite effect has a relevant interest, because the results for exams taken in Spanish are the measures that determine academic progression in the Spanish system. In contrast with the previous result, there is no significant effect for anyone on mathematical and reading skills, which were taught in Spanish. (JEL H40, I21, I28)

The Teaching Of Science In Primary Schools

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Inquiry-Based Science Education: Towards a Pedagogical Framework for Primary School Teachers.

Abstract: Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The pape...

Social Exclusion and the Hidden Curriculum: The Schooling Experiences of Chinese Rural Migrant Children in an Urban Public School

Abstract: Since 2001, the Chinese government had passed a series of policies known as ‘the two primary responsibilities’ to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. Based on prolonged ethnographic fieldwork in a Beijing public school, this study demonstrated three key aspects of exclusions in migrant children’s schooling experiences, namely, (1) access to school, (2) in-class participations and (3) peer interactions, and examined the ‘hidden curriculum’ in the existing school practices that prevented migrant children from integrating successfully in the urban school settings. We found that academic performance lay at the root of social exclusions, but the local educators’ perceptions of migrant children as outsiders, the urban-oriented school curricular and urban children’s involvement (vis-a-vis migrant childre...

Global school feeding sourcebook : lessons from 14 countries

Abstract: School feeding programs are gaining increasing recognition for their twin roles as a long-term social protection investment as well as acting as a productive safety net for children and their families in the short-term. This was the conclusion of an analysis undertaken by the World Bank and the United Nations World Food Program (WFP), in collaboration with the Partnership for Child Development (PCD), with the aim of understanding why so many poor countries were using school feeding programs as a key part of their response to the emerging food, fuel, and financial crises of 2008. The analysis, published as Rethinking School Feeding (Bundy et al., 2009), showed that governments viewed school feeding programs as providing multiple benefits to education, to health, and to local agriculture, and as being important and readily expandable mechanisms to reach the most vulnerable. Whether called ‘school food’, ‘school meals’ or ‘school feeding’, these programs met most of the important criteria for a productive safety net. This Sourcebook is the third analysis of school feeding by the same three partners, and was produced in response to demand from governments and development agencies for operational guidance on the operational experiences of national programs. This analysis uses a standardized approach to provide a more in-depth understanding of individual programs from 14 different countries, and then to compare their case studies to see what lessons can be learned. The following 14 countries were selected to provide diversity in geography, approach, and development: Botswana, Brazil, Cape Verde, Chile, Cote d’Ivoire, Ecuador, Ghana, India, Kenya, Mali, Mexico, Namibia, Nigeria, and South Africa.

The Behavioral Intentions of Hong Kong Primary Teachers in Adopting Educational Technology.

Abstract: The use of educational technology by Hong Kong primary school teachers has been realized by the government’s long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to accept technology for educational purposes. Presently, there is no existing research investigating in-service primary teachers’ technology acceptance in Hong Kong. The aim of this study is to investigate teachers’ acceptance of technology and the influencing factors behind their acceptance. This study takes a quantitative approach to investigate 185 primary teachers in Hong Kong using Structural Equation Modeling on a customized Technology Acceptance Model. The results suggest that contrary to common belief, perceived ease of use and perceived usefulness of the technology have little influence on behavioral intention of use in our research context. Rather, a pragmatic consideration of facilitating conditions is found to be a strong dominating factor. A context-specific interpretation of the results is provided. Implications on school policy are also discussed to provide insights for the development of educational technology.

Pre-service teacher self-efficacy in digital technology

Abstract: Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5–12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and teaching of digital technology. Exploring the teacher self-efficacy beliefs towards technology of pre-service teachers, this study surveyed pre-service teachers studying to become primary teachers in two states within Australia (Victoria and Queensland). Findings are important as they provide insights into current levels of perceived competence and confidence towards engaging with digital technology as a future teacher. Findings highlight vast difference across a variety of teacher skills and actions. Given that beliefs are resistant to change after the beginning phase of teaching, it is important to understand the current beliefs of pre-service teachers who will so...

Visible pedagogic work: parenting, private tutoring and educational advantage in Australia

Abstract: This article explores parents’ use of private tutoring services for their primary school children in Sydney, Australia's largest city. Using Bernstein's theories of invisible and visible pedagogies, we look, through the eyes of a small group of middle-class Chinese-background interviewees, at the tensions between certain pedagogic forms associated with private tutoring and schooling in contemporary contexts of educational competition. We show how some parents are openly seeking more explicit, visible forms of instruction through using private tutoring, to compensate for the perceived ‘invisible’, pedagogically progressive approach of Australian primary schooling. We argue that these parents’ enlistment of supplementary tutoring is a considered approach to their identification of a mismatch between (apparently) relaxed, child-centred classroom practices, and the demands of the more traditional examinations that regulate entry points to desired educational sites such as academically selective high schools a...

Parent Involvement in

Abstract: This article identifies parent involvement programs as an important part of elementary education and describes the Follow Through educational model as one type of program with a strong commitment to parent involvement. Quantitative and qualitative evidence from the first 20 years of Follow Through indicates the benefits that a parent involvement program can have for children, parents, the school system, and the community. Data from the program's implementation provide suggestions for the operation of future parent involvement programs. The Follow Through findings presented give evidence of positive outcomes in 3 areas of parent involvement (advocacy, decision making, and instruction). 7 related suggestions are offered for the implementation of new parent involvement programs in elementary schools.

A Review of the Empirical Research on Private School Choice.

Abstract: Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empiri...

Digging deeper: Understanding the power of ‘student voice’

Abstract: Primary school approaches to student voice and leadership rarely change, despite concerns about manipulation and tokenism. This single case study investigated an approach to student voice and student leadership in an Australian primary school that was very different to a traditional student council. Thematic analysis of school documents and staff and student interviews found that informal pathways, such as daily teacher/student interactions, consultation with students and students collaborating with teachers in learning contributed to elevating the power of student voice in the school community. However, building leadership in a formal program was problematic for staff and students. The disruption of traditional school structures placed primary school students at the forefront of school leadership and teachers and students working together to build a democratic and inclusive learning environment was a greater challenge than anticipated.

An Analysis of Canadian Physical Education Curricula.

Abstract: There has been much international concern about the present and future status of school physical education. Recent research has employed surveys or case studies to examine the status of physical education but there is a dearth of in-depth physical education curriculum document analysis. The aim of this study is to contribute to the international discussion about physical education curricula by expanding upon previous interpretations of Canada’s physical education curricula and addressing additional aspects that may have been overlooked. Results of an analysis of Canada’s 10 provincial physical education curricula reveal trends and themes related to instructional time allocations, curricular aim statements, curricular organizing categories and learning outcome statements. While the stated aim of physical education curricula in Canada is focused on healthy, active living, there is evidence that the specific content of the learning outcome statements are more focused on movement skills, games and sport techn...

"...he was excluded for the kind of behaviour that we thought he needed support with…" A Qualitative Analysis of the Experiences and Perspectives of Parents Whose Children Have Been Excluded from School.

Abstract: Exclusion from school is associated with adverse outcomes for young people. There is limited research that explores parents’ perspectives, particularly in relation to the exclusion of primary school aged children. The present study used semi-structured interviews with 35 parents of 37 children aged 5–12 years from the Southwest of England. Parents experiences were captured in a conceptual model through three main themes. Exclusion was described as part of a complex journey of difficulties reflected by a continuum of coping. The child’s place on the continuum was determined by an interaction between the child, family, and school with communication a key determinant. The study also highlighted the wider implications of exclusion, including emotional and functional impacts on the child and parent and highlighted the importance of the parents voice in the identification and support of their child’s needs. It also presents many complexities surrounding exclusion from school and limited support parents felt the...