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Nature trails can be used as a tool for young children to learn about inquiry-based science and math in an open and natural environment. A nature trail provides the opportunity for children to develop their gross motor skills by walking, hiking or playing on the trail and enhance social skills by doing outdoor activities with their friends. The nature trail activities described in this paper are geared toward pre-K to grade 3 children and created by the pre-service early childhood teachers (PSECTs) who attended a five-week nature-based education course held in late spring/early summer term. The nature-based activities supported not only the Maine's Early Learning and Development Standards (MELDS) but also the Next Generation Science Standards (NGSS), and Common Core Math Standards (CCMS). The PSECTs enjoyed creating the activities and appreciated the positive feedback from their classmates when they were trying out the activities on the trail. Creating a nature trail for young children was a new and eye-opening learning experience for all the PSECTs and they were encouraged as teachers to build new nature-based activities that would benefit their future students. [ABSTRACT FROM AUTHOR]

This study examines changes in teachers' envisioning of potential classroom argumentation situations through experiencing a cycle of: (1) analyzing various tasks' affordances for argumentation, (2) collaboratively analyzing examples of (other) teachers' analyses of those tasks' potential for argumentation, (3) refining initial analyses, and (4) reflection. Analysis of teachers' initial and refined responses revealed changes in the variety of dimensions of argumentation envisioned (e.g., mathematical, social, cognitive) and in the number of teachers categorized in each dimension. The paper provides evidence of the potential of collaborative analysis of authentic teacher responses for teachers' learning of key aspects of argumentation practice. • In the study, the teachers increased their noticing of mathematical tasks potential for argumentation. • The study provides evidence that collaborative analysis of authentic teacher responses supports the teachers' learning. • The study suggests approaches for teacher professional learning for developing expertise in argumentation. [ABSTRACT FROM AUTHOR]

"The Dawn of Wonder" is a philosophical laboratory that the author, a high school philosophy teacher, has for many years led in several elementary schools in Rome. The paper aims at presenting the main characteristics of such experience of teaching philosophy to children, which doesn't adopt the methodology of Philosophy for Children, but develops an original approach based on a historical narration of ideas and thinkers coming from both Western and Eastern traditions. According to this perspective, teaching philosophy to children means dealing with theoretical issues by keeping them in their historical and geographical context. In this way, a child who meets philosophy can reason on the basic problems of human understanding without losing sight of their geo-historical origins. [ABSTRACT FROM AUTHOR]

Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children's multiple mathematical knowledge bases (MMKB), including children's mathematical thinking and children's home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children's MMKB in instruction may be to scaffold teachers' noticing of potential spaces in elementary mathematics curriculum materials for connecting to children's MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children's MMKB. [ABSTRACT FROM AUTHOR]

Abstract Understanding the emotional aspects of pedagogical approaches for primary-aged school children engaged in synchronous audio-led one-to-one online tuition is the focus of this qualitative research study. Data are drawn from the process evaluation element of a large randomized control trial of a 27-week, affordable online mathematics tuition intervention that involved 600 pupils spread across 64 schools in England. Focus groups and interviews conducted with pupils and school staff were used to investigate the pupils' emotional experiences of the mathematics intervention, with reference to the pupil–tutor relationship and the online environment. Our findings suggest that audio-led synchronous one-to-one online tuition provides variable and limited access to emotionally positive pupil–tutor relationships. Whilst our study largely supports the argument that synchronous technologies enhance the sense of communicating with a "real" person (social presence), we conclude that this does not necessarily have a positive effect. We found that the quality of social presence is contingent on the quality of the pupil–tutor relationship. This paper advances our understanding of social presence theory and highlights the need for program developers to facilitate, and tutors, to consider pupil-sensitive collaborative teaching approaches. Highlights • Synchronous 1-2-1 online tuition provided limited access to emotionally positive pupil–tutor relationships. • The emotional quality of the tutor–pupil relationship is interconnected with pupils' sense of their tutors as "real" people. • Social presence is dependent on the quality of the pupil–tutor interpersonal relationship. • Text-based technologies can alleviate emotional and social stress. • Pupil-sensitive collaborative teaching approaches can enhance the emotional and pedagogic experience. [ABSTRACT FROM AUTHOR]

This paper aims to show how the didactic problem of elementary differential calculus connects and develops three research lines deeply interrelated and resulting from various emerging works of the anthropological theory of the didactic (ATD). As a result of this confluence it arises a proposal for a possible rationale for the study of elementary differential calculus at the beginning of the Portuguese university education. [ABSTRACT FROM AUTHOR]

Peer‐learning that engages students in multiple choice question (MCQ) formulation promotes higher task engagement and deeper learning than simply answering MCQ's in summative assessment. Yet presently, the literature detailing deployments of student‐authored MCQ software is biased towards accounts from Science, Technology, Engineering, Maths and Medicine (STEMM) subjects, rather than discursive subjects or disciplines where content may contain fewer absolute facts and objective metrics and more nuance. We report on qualitative and quantitative findings from a semester‐long deployment of a peer‐learning software package (PeerWise) in a 140‐student course on Interaction Design. PeerWise enables students to author, rate and comment upon their peers' MCQ questions. The platform was enthusiastically adopted as a revision aid, yet overall question quality was poor and students expressed difficulty in translating the discursive nature of the course content into MCQs with only one correct answer. In addressing these shortcomings, this paper offers specific recommendations to instructors of more discursive subjects using student‐led MCQ authoring platforms, and further, how platforms such as PeerWise may be adapted to better suit disciplines characterised by discursive content. We propose alternative approaches to moderation and two suggestions for potential amendments to the software itself. [ABSTRACT FROM AUTHOR]

An increasing number of countries have recently included programming education in their curricula. Similarly, utilizing programming concepts in gameplay has become popular in the videogame industry. Although many games have been developed for learning to program, their variety and their correspondence to national curricula remain an uncharted territory. Consequently, this paper has three objectives. Firstly, an investigation on the guidelines on programming education in K‐12 in seven countries was performed by collecting curricula and other relevant data official from governmental and non‐profit educational websites. Secondly, a review of existing acquirable games that utilize programming topics in their gameplay was conducted by searching popular game stores. Lastly, we compared the curricula and made suggestions as to which age group the identified games would be suitable. The results of this study can be useful to educators and curriculum designers who wish to gamify programming education. [ABSTRACT FROM AUTHOR]

This paper addresses the need for enhancing our awareness of user-centered design in educational technology through a more explicit and systematic alignment between the needs of educational technology users (learners and educators) and the affordances provided by the technology. First, we define the term 'affordance' and discuss it from the perspectives of cognitive psychology and user interaction design. Next, we propose a taxonomy of functional affordances that builds on prior research and reflects the current trends in the design of educational technologies. The paper is concluded with an illustration of how explicit alignment of needs, abilities, and affordances can inform the evaluation of an educational technology designed to support dyslexic readers. The four-step framework applied in this analysis helps (a) define user needs, (b) identify a potentially appropriate technology, (c) understand the abilities the technology affords and (d) align technological affordances with the specific needs of the target users. This framework is a step toward increased recognition of the importance of user-centered design of educational technologies; it provides the needed guidance and structure for aligning needs, abilities, and affordances during the design, implementation, and evaluation of technologies for learning and teaching. [ABSTRACT FROM AUTHOR]

This paper presents a case study of the microeconomy of a typical underdeveloped village in southwest China and the role of elementary education in the village economy. The paper begins with a brief review of relevant theories on the economics of education and the current social conditions and state of education in the village under study, and then tabulates and summarizes the income and living expenses of the villagers. The results of this analysis of income and expenses show an enormous gap, where a large proportion of the meager income earned by the villagers is “missing.” Further analysis explained the “missing” money: first, it was largely invested in compulsory and higher education; and second, an unusually high proportion of the villagers’ income was spent outside the village. These findings at least partially explain the impoverishment of the village under study (i.e., due to overinvestment in education, a skewed orientation toward external spending, and investment in education outside of the village). This structure of investment and spending siphons off the villagers’ disposable income, smothers economic activity in the village, and ultimately exacerbates the impoverishment of the village under study. [ABSTRACT FROM AUTHOR]

A century on from the height of John Dewey’s educational writings and the reputation of the Gary Schools Plan as a model of progressive education, the paper reappraises two key matters: the relationship between John Dewey and William Wirt, the first superintendent of the Gary Schools in Gary Indiana, and the coherence between John Dewey’s progressive pedagogies and the early years of the Gary Schools Plan. Through drawing on a range of primary and secondary sources of information, the paper analyses the connections between John Dewey, William Wirt and the Gary Schools Plan in their shared quest to extend progressive education into new urban and industrial schooling contexts. The paper highlights areas where existing assumptions require review and the extent to which the relationship and connections between Dewey and Wirt’s work were mutually beneficial. The paper ends by calling for further related research based on the archival material available. [ABSTRACT FROM PUBLISHER]

Issues associated with school absenteeism have attracted considerable attention and have long been one of the focal points of government strategies for school improvement. Pupil non-attendance is not a new phenomenon and featured prominently in Her Majesty’s Inspectors’ reports from 1839. This paper outlines the patterns of and influences on elementary education in early Victorian industrial Monmouthshire during the period 1839–1865. The twin problems of irregular attendance and early withdrawal of pupils are discussed together with the limitations and unreliability of contemporary statistics. An examination of the reasons for absence is then discussed together with the remedies proposed to alleviate the problem with particular reference to the contribution of the Prize Schemes. The paper illustrates the disadvantages of basing an educational system on voluntary endeavour and enlightened self-interest and highlights the paradox that, despite the introduction of mandatory attendance, the problem is still persistent and protracted and finding definitive solutions still remains elusive. [ABSTRACT FROM PUBLISHER]

The topic of this paper is to describe the development of an interactive application that can be used in teaching English as a second language using children's stories in mobile devices. The aim of this experimental study has been to find out the potential of using the developed interactive mobile application in improving the learning skills such as vocabulary, pronunciation, listening and comprehension of the learners of the English language without the help of a teacher. The novelty of the research in this paper has been the use of a speech recognition engine on the mobile phone to identify spoken words of the learner in an attempt to teach correct pronunciation of words. The learning is interactive and it takes place entirely on a mobile phone. In this experimental study 37 voluntary students have participated. A Pre-Test and a Post-Test have been performed to find out the learning abilities of students. The results of the experimental study clearly indicated that English learning skills of young students had higher statistically significant improvements as a result of using the developed application in the experimental group. It can be concluded that the developed mobile application can be used as an educational tool in teaching English as a second language. Young students who may be interested in improving their listening, vocabulary, comprehension and pronunciation skills while learning English as a second language should find this mobile application enjoyable and useful. [ABSTRACT FROM AUTHOR]

In this paper, we review computer-based assessment for learning (CBAfL), in elementary and secondary education, as a viable way to merge instruction and assessment of students' developing proficiencies. We begin by contextualizing our topic relative to summative and formative assessment before presenting the current literature, which we categorized into the following: (a) supplementary use in classrooms, (b) web-based, and (c) data-driven, continuous CBAfL. Examples of research studies per category are provided. Findings show that using CBAfL in the classroom, via the Internet, or embedded in a game, generally enhances learning and other outcomes across a range of content areas (e.g. biology, math, and programming). One conclusion is that feedback, to be most beneficial to learning, should not be overly complex and must be used to be effective. Findings also showed that the quality of the assessment (i.e. validity, reliability, and efficiency) is unimpaired by the inclusion of feedback. The possibilities created by advances in the learning sciences, measurement, and technology have paved the way toward new assessment approaches that will support personalized learning and that can accurately measure and support complex competencies. The next steps involve evaluating the new assessments regarding their psychometric properties and support of learning. Lay Description What is currently known about computer-based assessment for learning (CBAfL)? Early CBAfL systems were divided into linear and branching programs with no diagnostics and evolved into systems possessing more personalized/adaptive remediation with AI., Current CBAfL can support a range of competencies in various digital environments., Advanced learning analytic methods include learning analytics and stealth assessment., What our paper adds to what is already known about CBA for learning? Trends in our review suggest CBAs will improve in personalizing learning in a variety of contexts., Innovative CBAfL techniques will move beyond the laboratory and into the mainstream., Boundaries between instruction, learning and assessment will eventually become blurred, thus removing the need for high-stake tests of learning., What are the implications of our topic for practitioners? With CBAfL advances, teachers will have more time to provide targeted support to learners., Students would not need to worry about taking exams if CBAfL is continuous and formative., Educators will be able to provide personalized learning experiences for diverse students., Students will be equipped with the knowledge and skills needed to succeed in the 21st century. [ABSTRACT FROM AUTHOR]

This paper reports on the results of an exploratory study focusing on the perceptions of elementary school principals who espouse a critical multicultural approach and show signs of a social justice leadership style. The study has taken place in an ethnically divided society (Cyprus) in which the political situation seems to influence the ways in which school leaders perceive issues of justice and multiculturalism. Semi-structured, in-depth interviews were conducted with 10 principals who espoused a critical multicultural approach and subscribed to values of social justice leadership. The analysis of these principals’ interviews reveals two important findings—one concerning the conceptualization of critical multiculturalism in a society that suffers from ethnic division and the other concerning the contextualization of social justice leadership in this setting. The paper discusses the implications for leadership preparation programmes and for future research on social justice leadership and critical multiculturalism. [ABSTRACT FROM AUTHOR]

This paper seeks to contribute to the growing literature on children and computer programming by focusing on a programming language for children in Kindergarten through second grade. Sixty-two students were exposed to a 6-week curriculum using ScartchJr. They learned foundational programming concepts and applied those concepts to create personally meaningful projects using the ScratchJr programming app. This paper addresses the following research question: Which ScratchJr programming blocks do young children choose to use in their own projects after they have learned them all through a tailored programming curriculum? Data was collected in the form of the students' combined 977 projects, and analyzed for patterns and differences across grades. This paper summarizes findings and suggests potential directions for future research. Implications for the use of ScratchJr as an introductory programming language for young children are also discussed. [ABSTRACT FROM AUTHOR]

This paper draws on an ESRC-funded study of play and creativity in preschool-aged children’s use of apps in the UK. The main objectives of the study were to collect information about access to and use of apps in the home, establish the most popular apps and identify the features of those apps that are successful in promoting play and creativity. A mixed-method approach was used to collect data, including video filming of children using the most popular apps. In identifying play types that emerged in the analysis of data, the team utilised an established taxonomy, which outlines sixteen play types. This taxonomy was reviewed and adapted to analyse data from the project relating to digital play. Through this process, an additional type of play, transgressive play, was identified and added to the taxonomy. The paper outlines the implications of the revised taxonomy for future studies of play. [ABSTRACT FROM PUBLISHER]

For primary school students, mathematical word problems are often more difficult to solve than straightforward number problems. Word problems require reading and analysis skills, and in order to explain their situational contexts, the proper mathematical knowledge and number operations have to be selected. To improve students' ability in solving word problems, the problem solving process could be supported by procedural and content specific guidance or with only procedural support.. This paper evaluates the effect of two types of hints, procedural only and content-procedural, provided by a computer programme presented in two versions. Students of grade 6 were randomly assigned to these two versions, which offered five lesson units consisting of eight word problems each. The results indicate that on average the students in the procedural-content hints group ( n = 54) finished about just as many problems in the programme as their counterparts in the procedural-only condition ( n = 51). However, the participants in the first group solved more problems correctly and improved their problem-solving skills more as indicated by the scores on the problem-solving post-test. Apart from presenting our analysis of the findings of this study, also its limitations and its possible implications for future research are discussed in this paper. [ABSTRACT FROM AUTHOR]

This paper is a critical conceptual exploration of the contribution of theukamaethic in the context of ‘Philosophy for Children’ (The ‘Philosophy for Children’ movement is also variously known asphilosophy in schools,philosophy with childrenandphilosophical inquiry in the classroom.In the context of this discussion, we refer to Philosophy for Children as a programme or course designed for doing philosophy with children in schools.) as it could be applied in Africa. The introduction and development of the idea of doing philosophy with children in a group setting relates to the notion of ‘community of inquiry’, which can be an effective pedagogical strategy. In African socio-ethical thought, the sense of self is developed in communitarian social constructions. The concept of community in Africa is understood to be a series of interactions and interconnections within the cosmos, rather than an existence that is distinct and individuated. The question is one of relation: How does the ‘self’ relate to the ‘other’, to reality and to the universe? To what extent does relationality contribute to the development of critique and reason, especially in children? We address the question: What unique contribution can theukama(relationality) ethic make to the community of inquiry as a pedagogical framework for doing philosophy with children in the twenty-first century? We investigate the relationship betweenukama, a uniquely African ethic, and a Philosophy for Children programme. [ABSTRACT FROM AUTHOR]

If school admission committees use alphabetically sorted lists of applicants in their evaluations, one’s position in the alphabet according to last name initial may be important in determining access to selective schools. Jurajda and Münich (2010) ‘Admission to Selective Schools, Alphabetically.Economics of Education Review, 29 (6): 1100–1109’ provide evidence consistent with this hypothesis based on graduation exams taken in grade 13 in the Czech Republic: ‘Z’ students in selective schools had higher exam scores than ‘A’ students. In this paper, we use the Trends in International Mathematics and Science Study & Progress in International Reading Literacy Study test scores of 4th graders and the Programme for International Student Assessment (PISA) test scores of 8th and 9th graders in the Czech Republic to provide evidence on how the alphabetical sorting outcome uncovered in Jurajda and Münich (2010) ‘Admission to Selective Schools, Alphabetically.Economics of Education Review, 29 (6): 1100–1109’ arises during early tracking into selective schools. Using the PISA data, we also provide corresponding evidence for Denmark, where sorting into selective schools happens in higher grades. [ABSTRACT FROM AUTHOR]

The experimental study presented in this paper explores the emergence and development of foreign language learner self-concepts in young learners. The study was conducted in the linguistically rich yet politically complex context of Catalonia, in a rural primary school. Within an action research framework, the study focused on self-efficacy beliefs and learner attributions and set out to address two principal research questions: i) To what do young language learners attribute their self-efficacy in the domain of foreign language learning? ii) How do these attributions affect their foreign language learner self-concept? Results showed strong causal links between learner attributions, self-efficacy levels, and emerging self-concepts. They also highlighted debilitating attributions which may be impeding the emergence of positive foreign language self-concepts. The pedagogical implications of these findings are discussed, as well as the need to distinguish between subject-based self-concept (e.g. language self-concept or mathematics self-concept) and subject-specific learner self-concept. A spectrum of foreign language learner positions is proposed as a pedagogical tool to identify learner positions as a step towards developing positive and situated foreign language learner self-concepts. [ABSTRACT FROM AUTHOR]

For elementary students, security and privacy education is anticipated to be more joyful when the knowledge is delivered in the form of a digital game-based learning activity. This paper details on the development of a novel learning platform that comprises a web-based Learning Content Management Systems (LCMS) and a mobile client application (app) for educating and raising young learners' awareness on basic cybersecurity and privacy issues. The app, which comprises a suite of quick games, can be played either in standalone or in client/server mode and it is especially destined to elementary students. Further, due to the anytime and anywhere characteristics of the app, it can be experienced as a classroom or an outdoor learning activity. Contrary to analogous studies found in the literature so far, during the design phase of the app, our focus was not solely on its technological aspects, but we uniformly paid special attention to the educational factor by applying the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. A preliminary evaluation of the app, including learning effectiveness, usability, and user's satisfaction was conducted with 52 elementary-aged students. Among others, the results show that the interaction with the app significantly increases the mean performance of the participants by almost 20%. [ABSTRACT FROM AUTHOR]

Although the Education sector has pioneered the use of technology, the pace of technological change has outstripped the slower processes of theoretical development and critical reflection, so the field is highly fragmented and lacks a comprehensive evidence base to support future development. In this paper, we consider how the insights offered by games and a psychological perspective can address the current challenges. Both games and e‐learning specialists are facing similar challenges and would therefore benefit from adopting a more integrated approach in the future. We demonstrate how this integration can best be achieved by viewing the challenges through a psychological lens which informs theory, research and practice in user‐centred design, supports the development of more widely applicable theories of learning and pedagogy, recognises of the complexity of the contexts in which learning occurs and offers an established evidence‐based framework to aid integration at the theoretical level. This emphasises the continued importance of classic concepts such as transfer, cognitive load and the increasing blurred boundaries between formal and informal learning, but also in terms of methodology and as a catalyst for future debate and discussion. [ABSTRACT FROM AUTHOR]

The teaching of sick children in hospital is an often overlooked aspect of Ireland's national education system. Prior to the 1970s, there was hardly any formal structure in place for this type of schooling in the country, despite the fact that many children could be inpatients for weeks or months at a time. In 1980, a report, published by the Association for the Welfare of Children in Ireland, revealed that although there had been an improvement in the intervening decade, only 6% of hospitals had a dedicated schoolroom. Drawing on previously unresearched papers belonging to Temple Street Children's Hospital, this article will take a closer look at the socio-political forces that held back the development of the hospital classroom in Ireland for so many decades; it will also explore some of the factors that promoted its development after 1970, thus helping to explain why the education of sick children is so firmly established today. [ABSTRACT FROM AUTHOR]

• This paper examines whether home overcrowding has a significant effect on children's academic performance. This topic has not been explored in detail in Latin America. • The study uses data from the international SERCE (2006) test conducted in fifteen Latin America countries for a sample of students of sixth grade. • The results show that overcrowding has a negative effect that even exceeds the impact of certain maternal education level on a child's academic performance. After examining the robustness of the model with several techniques, the coefficients remains negative and statistically significant. • The evidence suggests that overcrowding is an important variable that should be considered when creating public policies aimed at improving student performance. This study seeks to determine whether overcrowding has a significant effect on students' academic performance, controlling for variables associated with poverty and low socioeconomic status. It uses data from the international SERCE test conducted in fifteen Latin American countries. Based on multiple specifications and robustness tests, the evidence suggests that overcrowding is a negative and statistically significant factor that even exceeds the impact of certain maternal education levels on a child's academic performance. [ABSTRACT FROM AUTHOR]

Abstract The use of digital media for parent-teacher communication is increasing. However, many parents and teachers are still reluctant to use such media to enhance two-way pedagogical communication between parents and teachers. This paper explores the parents' and teachers' beliefs regarding the use of e-mails and online platforms for two-way communication. We first developed a theoretical model as an adaptation of the Decomposed Theory of Planned Behaviour tailored specifically to address technological acceptance in parent-teacher interactions, which shows the most important beliefs that support or constrain the use of digital media for family-school communication. Then we compared the participants' views (parents and/or teachers from ICT schools and non-ICT schools) on using e-mails and online platforms in order to provide a more context-based understanding of the beliefs influencing the use of digital media for parent-teacher pedagogical communication. The data were obtained from interviews with 30 families and 35 teachers from 11 different schools in Spain. The findings revealed that parents and teachers hold a set of beliefs about the use of digital media: beliefs about the medium (based on the characteristics of e-mails and online platforms) and beliefs about the context (based on their perceptions of the setting and of themselves), with the latter being the most important barriers to the use of digital media, particularly for teachers. The findings also showed that parents and teachers display more positive stances on the use of digital media in schools where the management team promotes the use of e-mails or online platforms for family-school communication. A major implication of these findings is that management teams should take the first step to introducing digital media to communicate with families. These findings are also important for researchers as they provide a framework to guide further studies, and give an insight into a field in which the literature is scarce. Graphical abstract Image 1 Highlights • Beliefs about the context are key barriers to successful ICT integration in schools. • Convenience and immediacy are highly valued features of digital media. • Efficacy, ease of use and application are both constrainers and supporters. • Positive views on the use of digital media are mainly held in ICT schools. [ABSTRACT FROM AUTHOR]

This paper examines early school leaving from the perspective of parents of early school leavers in an inner-city local authority housing estate in the Republic of Ireland living with the challenges of significant marginalisation. While the vast majority of post-primary pupils now sit a Leaving Certificate examination, and improvements in school retention rates have also been found in 'disadvantaged' schools in recent years, a disproportionate number of those leaving school early come from lower socio-economic backgrounds. Through in-depth, semi-structured, interviews, this qualitative study examined the perspectives of nine parents of early school leavers about the factors contributing to young people from this area leaving school early. This article focuses on three aspects of the findings through which the parent participants framed their views on early school leaving; (1) feeling let down by school, and (2) being stigmatised being from a 'disadvantaged' area, and (3) dealing with life traumas. For the participants, these factors significantly constrained their child/ren in engaging with education. The findings are examined through an interrogation of the shaping impact of social class and 'place'. Recommendations include specific professional development for educators in challenging contexts about the impact of trauma and socio-demographical positionality on educational engagement and outcomes. [ABSTRACT FROM AUTHOR]

Irish science education is aiming to develop post-primary students' knowledge of and about science through the introduction of 'nature of science' (NOS) in the new junior cycle science specification. This study aimed to investigate pre-service science teachers' views about a particular aspect of NOS, namely the aims and values of science. Aims and values in relation to science can be considered from epistemic, cognitive, cultural, social, political, moral and ethical perspectives. In this paper, we focus on the epistemic, cognitive and social aims and values of science to provide a broad overview and investigate pre-service science teachers' understanding of them. Qualitative methods are used to highlight two case studies that provide an in-depth record of how pre-service science teachers interpret aims and values of science. Although the sample is limited in terms of its generalisability to pre-service teacher education at large, the study provides a framework for (a) what to target and investigate about NOS in science education, particularly about aims and values of science, and (b) how pre-service science teachers are likely to make sense of such relatively new curricular goals. Implications for pre-service science teacher education are discussed. [ABSTRACT FROM AUTHOR]

The author provides a critique of the current campaign promoting well-being and mental health in UK schools. The paper focuses on the unintended consequences of aligning with a medical model of understanding mental health which include concerns about ignoring ecological factors and, to some extent the social construction of individual mental health. The author considers the relevance of Arendt's notion of being at home in the world, (Arendt, 1994), as understood in the context of Biesta's educational commentary, (Biesta, 2017). Finally, the author argues that the current frame of reference for mental health intervention is insufficient in meeting the challenges facing the next generation of students. [ABSTRACT FROM AUTHOR]

This study investigated the effect of a touch‐typing course on the spelling and narrative‐writing skills on the computer of elementary school students. Data of 207 students in Grades 4, 5, and 6 were analysed using a pretest–posttest design. Students in the experimental group (n = 154) followed a touch‐typing course, and those in the control group (n = 53) did not. The experimental group showed more progress in typing, spelling, and narrative‐writing skills on the computer than the control group. It can be concluded that the touch‐typing course had a positive effect, not only on typing skills but also on spelling and narrative‐writing skills on the computer. Lay Description: What is known Typing skills are important for the quality of the typewritten text output.In touch‐typing with automaticity of transcription, workting‐memory load is decreased.Studies on the effect of a touch‐typing course are rare. What this paper adds This study investigated the effect of a touch‐typing course on spelling and narrative writing.We used a design with an experimental (with typing‐course) and a control group (no course)The experimental group showed more improvement in typing, spelling and narrative writing. Implications for practitioners It is important for the quality of student's text output to learn how to touch‐typeTouch‐typing can be learned in a teacher-directed course, containing 15 training sessions of 1.5 hours eachPractice of 20 minutes a day is necessary [ABSTRACT FROM AUTHOR]

Abstract An experimental study was conducted with 8th grade students (N = 41), ranging from 13 to 14 years old, whereby they solved first-degree equations using a step-based intelligent tutoring system. The aim of the study is to assess the training of the metacognitive knowledge monitoring ability carried out by an animated pedagogical agent integrated into the tutoring system. Students from the experimental group received metacognitive instructions from the agent, as well as some hints and feedback, whereas those from the control group received only hint-messages and feedback. Pretest and posttest sessions were carried out in order to collect the metacognitive knowledge monitoring ability indexes, as well as the students' performance grades for first degree equations solving. The results indicated that students who received metacognitive instruction presented greater improvement on metacognitive knowledge monitoring ability indexes. The study also monitored students' performance in solving equations during experimental sessions and found that those who received metacognitive instructions completed more equations correctly. This paper also discusses the implications of the results for the theory of metacognitive knowledge monitoring ability. Highlights • An agent that trains the knowledge monitoring ability is evaluated. • The agent's training can improve students' knowledge monitoring ability. • The agent's training can improve students' learning performance. • A correlation between students' performance and metacognitive ability is found. [ABSTRACT FROM AUTHOR]

Teaching mathematics in children's first language has both cognitive benefits and assists with developing cultural and mathematical identity. In Papua New Guinea, many different Indigenous languages are used for instruction in elementary schools and teachers often need to identify or develop mathematics terminology themselves. Building on prior research, guidelines were developed to assist teachers to find the mathematics in their own vernacular languages. The guidelines were adaptable to different language ecologies and covered mathematical areas such as counting systems, measuring and comparing, location and shapes. The guidelines were applied by teachers in professional development workshops. The paper shows examples from some of the workshops of the challenges that the teachers faced in trying to identify appropriate mathematical language, and that contributed to the refining of the guidelines. [ABSTRACT FROM AUTHOR]

Abstract In modern societies, the role of reading is becoming increasingly crucial. Hence, any impairment to the reading ability can seriously limit a person's aspirations. The enormous importance of reading as an essential skill in modern life has encouraged many researchers to try and find more effective intervention approaches. Technology has been used extensively to assist and enhance literacy learning. This analytical review aims at presenting a comprehensive overview of the existing research on technology-based or technology-assisted reading interventions for elementary grades, between 2000 and 2017, along with analyzing various aspects of these studies. After extensive research, 42 articles have met the inclusion criteria, which have evaluated a total of 32 reading programs. The studies are classified into six categories of phonological awareness, phonics, vocabulary, comprehension, fluency, and multi-component. Each reading category begins with a brief introduction. Then, the content and instructional mechanisms of each program in the category is explained, alongside the outcome of its interventions. It is found that vocabulary interventions, as well as using mobile, tablet and other non-computer technologies are massively overlooked. Furthermore, a very limited number of programs focused on fluency, none of them addressed all its components. In addition, despite the required long-term practice for fostering fluency, the reviewed studies have an average intervention time shorter than other intervention categories. This paper provides researchers and solution developers with an extensive and informative review of the current state of the art in reading interventions. Additionally, it identifies the current knowledge gaps and defines future research directions to develop effective reading programs. Highlights • A comprehensive overview of the technology-based reading interventions is presented. • The Programs are classified into reading categories and their contents are described. • The reviewed publications are analyzed from various perspectives. • Fluency interventions were not sufficiently extensive, they lack holistic approaches. • Home-based gamified interventions are suggested to enhance the user experience. [ABSTRACT FROM AUTHOR]

Abstract Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children's calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (N = 603 in 25 third through fifth grade classrooms in Arizona in the US) reading the WKe-Book would demonstrate improved word knowledge, strategy use, and word knowledge calibration. Classrooms were randomly assigned to read the WKe-Book immediately (treatment) or later (delayed-treatment control), and within classrooms, students were randomly assigned to either participate in a 15-min weekly book club (book club treatment) or to read the WKe-Book independently with no book club (no book club control). Results revealed a significant treatment effect of the WKe-Book on students' word knowledge, word knowledge calibration, and strategy use, which predicted student performance on standardized reading comprehension and vocabulary measures. The effects were greater for students who participated in weekly book clubs compared to students in the no book club control. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can support students' development of metacognition, including word knowledge calibration, strategy use, and word learning skills. Graphical abstract Image 1 Highlights • Technology affordances of interactive e-books can promote 3rd-5th graders' metacognition. • How well students judge their knowledge of a word meaning (calibration) predicts stronger reading comprehension. • In a randomized controlled trial, the WK e-Book built word knowledge calibration, strategy use, and word knowledge. • 15-minute book clubs with a teacher doubled the treatment effect sizes of the WKe-Book on students' word knowledge gains. • Building metacognition with the WKe-Book is associated with stronger reading comprehension and vocabulary skills. [ABSTRACT FROM AUTHOR]

Purpose Mobile technologies, such as QR codes, play a particularly important role in scaffolding the child user's active learning in informal environments. The purpose of this paper is to examine the impact of QR code scanning on two informal learning outcomes: increased interest and greater knowledge understanding.Design/methodology/approach In total, 91 children and their families participated in the study as part of the iQ Zoo Project. Children in both the smartphone group and the control group completed were assessed qualitatively and quantitatively before and then after their zoo visits.Findings Qualitative findings suggest that most children's interest in learning about animals was sustained as a result of the experience. Quantitative results reveal that QR code scanning was effective in promoting knowledge gains, especially on subjects that are challenging for the informal learner. Findings were comparable across the younger (5–8) and older (9–12) age groups.Originality/value This study provides empirical support for the value and usefulness of mobile technologies such as QR code scanning for children's learning in informal environments. [ABSTRACT FROM AUTHOR]

Teaching mathematics in children's first language has both cognitive benefits and assists with developing cultural and mathematical identity. In Papua New Guinea, many different Indigenous languages are used for instruction in elementary schools and teachers often need to identify or develop mathematics terminology themselves. Building on prior research, guidelines were developed to assist teachers to find the mathematics in their own vernacular languages. The guidelines were adaptable to different language ecologies and covered mathematical areas such as counting systems, measuring and comparing, location and shapes. The guidelines were applied by teachers in professional development workshops. The paper shows examples from some of the workshops of the challenges that the teachers faced in trying to identify appropriate mathematical language, and that contributed to the refining of the guidelines. [ABSTRACT FROM AUTHOR]

Background: The goal of this study was to examine the effect of cognates on Spanish–English bilingual children's English reading fluency. Because cognates lead to higher levels of non‐target language activation, we hypothesised that the presence of cognates would result in reduced reading fluency for bilingual children. Methods: Monolingual English‐speaking children and Spanish–English bilingual children (ages = 8–13 years) read aloud two stories in English. One story contained cognate words, while the other story did not. Results: Results revealed that bilingual children made more errors and read more slowly when reading a story containing cognates. Conclusions: These findings indicate that the presence of cognates in a text disrupts bilinguals' oral reading fluency, suggesting that lexical‐level, local co‐activation can have a global effect on bilinguals' ability to engage in a higher‐level reading task. Highlights: What is already known about this topic:Bilinguals process language non‐selectively.Cognates are known to co‐activate the non‐target language, with bilinguals processing cognates more efficiently than non‐cognates.Children from a language minority background demonstrate consistently lower reading achievement compared with their majority language peers. What this paper adds:The presence of cognates inhibits oral reading fluency in bilinguals.Cognates influence performance on an ecologically valid text‐reading measure. Implications for theory, policy or practice:Cognate effects are not always facilitatory.Explicit cognate awareness training may be an effective instructional approach for bilingual readers. [ABSTRACT FROM AUTHOR]

Multiple cognitive skills support the acquisition of proficient reading skills. Higher order processing abilities allowing the engagement and integration of multiple ideas collectively referred to as executive functions may be particularly important in reading comprehension. In the present study, 39 Danish school age children completed executive function tasks tapping cognitive flexibility and working memory, as well as measures of reading comprehension, nonword reading, receptive language and nonverbal intelligence. Results revealed that unique variance in children's sentence reading comprehension was explained by their abilities in the cognitive flexibility tasks even after differences in age, decoding, naming speed, receptive language, working memory and nonverbal intelligence were taken into account. The results are discussed in relation to the generalisability of the relationship between cognitive flexibility and reading comprehension across different languages and future research investigating the potential of these findings for reading intervention. Highlights: What is already known about this topicLiteracy development is linked to executive functions.Cognitive flexibility has been shown to contribute to children and young adults's reading comprehension.Danish children, learning to read in a deep orthography, have a relatively slow literacy development compared with children reading in more transparent languages.What this paper addsCognitive flexibility explains significant and unique variance in Danish children's sentence reading comprehension after controlling for age, receptive syntactic language, decoding, nonverbal intelligence and naming speed.Even when working memory is added as a control variable, cognitive flexibility remains a significant predictor of sentence reading comprehension.The study controls for receptive language, grammar and syntax, which are characteristics of language impairment.Implications for theory, policy or practiceThe findings contribute to our understanding of the cognitive basis of reading comprehension.The study points to the importance of controlling for receptive language in reading studies.The findings suggest that it may be beneficial to provide specific training in cognitive flexibility for weak readers in a Danish setting. [ABSTRACT FROM AUTHOR]

The relevance of reading prosody on reading comprehension has been theoretically proposed and empirically recognised. The present study aimed to investigate longitudinal and concurrent relationships between reading prosody and reading comprehension processes, beyond decoding and word reading efficiency. Two cohorts of Portuguese children, ranging different grade levels (grades 2 to 3 and 4 to 5), were tested. Reading prosody was assessed through a rating scale, and text reading comprehension and context fluency effect were used to measure effortful and effortless reading comprehension processes, respectively. Results showed no bidirectional longitudinal effects between reading prosody and reading comprehension processes. In contrast, they revealed a concurrent contribution of reading prosody to the measure that mainly captures the effortless processes of reading comprehension from grades 2 to 5 but not for effortful ones. Results also highlighted the key role of decoding and word reading efficiency in the relationship between reading prosody and reading comprehension. Highlights: What is already known about this topicProsody is an important component of oral reading fluency.Decoding is crucial for reading prosody and reading comprehension.Reading prosody is associated with reading comprehension. What this paper addsThe relation between reading prosody and reading comprehension may depend on grade level and may vary according to orthographic depth.Prosodic reading has a concurrent predictive role on the effortless processes of reading comprehension.There is no bidirectional links between reading prosody and reading comprehension in European Portuguese until fifth grade. Implications for theory, policy or practiceRegarding the relationship between reading prosody and reading comprehension, theory must take into account, beyond the grade level, the consistency level of the orthographic system.Instructional programmes must take into account the important role of decoding for achieving efficient reading.Learning to read in European Portuguese would benefit from reading texts for practice in reading fluency with prosody. [ABSTRACT FROM AUTHOR]

This paper asks whether private, selective, and faith schools in England and Wales in the 1980s provided an academic advantage to their pupils, both in the short and longer term. Using longitudinal data from the 1970 British Cohort Study, we examine academic outcomes in compulsory schooling and further education, and the highest qualification gained by age 42. School sector differences are substantially attenuated by controlling for prior pupil characteristics. Nevertheless, a residual effect of private, grammar, and secondary modern schooling remains, both in the short and long term, controlling for both pupil and school characteristics. In the case of faith schools, however, the apparent advantage is restricted to the short term once pupil characteristics are controlled. A unique feature of our analysis is that we control for the individual’s faith of upbringing, which is important in reducing what could otherwise be seen as a distinctive Catholic school advantage. [ABSTRACT FROM AUTHOR]

Highlights • A classification related to teachers' responses to students' texts is elaborated. • Profiles of assessment practices in Elementary and Secondary Education are proposed. • Assessment related to spelling and grammar is the best predictor of global grades. • There are relevant differences in assessment profiles in both educational levels. Abstract One of the most widespread practices in compulsory education is the annotation of feedback messages by teachers on texts written by students. The aim of this paper is to describe the nature of these types of teachers' responses, in order establish possible profiles of assessment practices in Elementary and Secondary Education, as well as to identify which aspects of writing a story are considered more important in writing assessment. An analysis was made of 10,585 assessment messages which 41 schoolteachers in Elementary and Compulsory Secondary Education wrote on short stories composed by 393 students from various schools. The assessment notes were categorized according to code, place, extension, assessment content, and implicit metalinguistic content. Findings reveal the predominance of direct correction of specific spelling and grammar mistakes. The frequency of these corrections is, additionally, the best predictor of the global grade given by the teacher for the composition. Therefore, we conclude that teachers of compulsory education approach assessment of narrative texts from a conception which places excessive emphasis on more local and superficial aspects of the composition in detriment of other semantic, rhetorical or pragmatic aspects. Some teachers, however, mostly in Secondary Education, also recorded non-corrective assessment content, such as markings, questions, suggestions for expansion, or justifications. Certain assessment patterns are evident, which combine other types of evaluation (semantic-organizational, or superficial). Finally, the limitations and implications of those results toward teacher training are discussed. [ABSTRACT FROM AUTHOR]

Abstract There has been a continuous and rapid increase in the volume of apps in recent years since tablets became widely available in schools. Tablets contain a wide variety of apps, which are used for a large range of activities and tasks, and they are used in different combinations over time. Yet, there is limited research on young children's real and varied use of apps. The variety and volume of apps accessed by young children contributes to difficulty understanding there use and the consequences of that use. This has limited understanding of how apps contribute to students' learning. Given the importance of high-quality early learning experiences, it is essential that the use of apps in schools is better understood. This paper explores young children's real varied app use through a large aggregated Australian dataset of app usage in primary schools, which has been collected automatically from approximately 15,000 Android devices over three years. The data mining methods of clustering and association rules analysis have been used to identify patterns of app use. Results show five distinct patterns of app use. Findings provide important insights into the complexity of multiple app use in the classroom. Implications of different use patterns in relation to learning and teaching are discussed. Highlights • Little is known about how students actually use apps to support learning. • Five unique patterns of app use were identified from 148 schools. • App use generally comprised 'drill and practice' apps which have limited effect on learning. • Patterns show a shifting ratio of educational and non-educational apps. • Patterns show unique emphases on different types of apps, which will impact on learning. [ABSTRACT FROM AUTHOR]

This paper presents the results of a Q‐sort activity in which 38 grades 4–10 mathematics teachers reflected on their classroom teaching and ranked a set of teaching actions that support high‐leverage mathematics teaching from most to least characteristic of their classroom teaching. Data analysis included examining the overall ranking of each teacher action as well as the overall ranking of the associated high‐leverage teaching practice. Examination of the rankings indicated that teachers identified actions associated with the practices of supporting productive struggle in students' learning of mathematics and posing purposeful questions as most characteristic of their teaching. Teachers identified actions associated with the practices of eliciting and using evidence of student thinking and establishing mathematics goals to focus learning as least characteristic of their teaching. Thematic networks were created to represent the teachers' rationales for their priorities regarding implementation of high‐leverage teaching practices. We share the implications of our findings for the mathematics education field and professional development leaders. [ABSTRACT FROM AUTHOR]

The study that is the subject of this paper tested the effects of EDI (explanation-driven inquiry) on students’ redox conceptual understanding and their misconceptions. Two classes of 119 10th grade high school students were involved. Two groups of students in the same school were chosen. One class that was taught by EDI teaching was set as the treatment group and another class that received conventional teaching was set as the control group. Students’ conceptual understanding was measured by a standardised instrument, and the students’ misconceptions were compared. The analysis of covariance showed that EDI teaching had significant effects on students’ redox conceptual understanding, and the results of the chi-square test demonstrated that students’ conceptual understanding level was improved by using EDI teaching. Also, after comparing the two groups of students’ misconceptions of redox, the results indicated that the students’ misconceptions changed toward deeper conceptual understanding in the treatment group that used EDI. Finally, some suggestions were made on how to implement EDI in the classroom. [ABSTRACT FROM AUTHOR]

The effect of composition may be strong in systems where students are systematically sorted based on their socio-economic background. This paper aims to model the differential effect of class composition on pupils’ achievement in Belgium (French-speaking Community), France, Spain and Portugal. Multilevel models are consequently tested on the Progress in International Reading Literacy Study 2011 data (20,830 pupils in 1139 classes). Our results suggest that socio-economic composition does not have an equivalent effect on pupil achievement in the four countries included in our analysis: its effect is strong in the French-speaking Community of Belgium and France but smaller in Spain and Portugal. [ABSTRACT FROM AUTHOR]

With the increasing impact of new media, Singapore has responded to the fast-changing media environment within the educational sector. A large-scale study was conducted in Singaporean schools to establish the norm of Singaporean students’ new media literacy. This was based on a conceptual framework of new media literacy (Lin et al., 2013). The development and validation of the measurement instrument can be found in Lee et al. (2015). This paper focuses on findings from the main study. A total of 4577 students, between 10 and 15 years old, from 52 schools participated in the study. That is, one-seventh of the Singaporean schools were involved in this survey study. To our best knowledge, there has not been any other study like this one carried out within the Asian context. Therefore, the findings offer valuable insights in theorizing new media and media literacy as well as for policy-makers and educators in countries with similar new media ecologies. Implications of this study suggest that it is possible to achieve gender equality for new media literary education. They also point to a new direction of inquiry by exploring new media literacy from a second language learning perspective. [ABSTRACT FROM AUTHOR]

Globalization has blurred geographical borders, allowing a multidirectional flow of cultures, languages, knowledge and actions among peoples around the world. Simultaneously, the New Information and Communication Technologies (NICTs) have enabled interactions not constrained by space and time, generating information and service offers and demands among individuals from anywhere in the world. In this scenario, both English Language (EL) and Digital Literacies have become paramount for international interactions. Despite the guidelines in UNESCO's documents and in the Brazilian Common Core Curriculum, EL teaching in public schools is still far from meeting the needs of a global society. In this paper, I analyze the intercultural, digital, multimodal and EL literacies of a group of public school 6th graders and establish the gaps between this diagnosis and the international and national educational guidelines. Then, I present the resources offered by ePals.com as a possibility to fill the identified gaps. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to propose a computational model that implicitly predict the children’s creative quality of solutions by analyzing the query pattern on a problem-solving-based lesson.Design/methodology/approach A search task related to the competencies acquired in the classroom was applied to automatically measure children’ creativity. A blind review process of the creative quality was developed of 255 primary school students’ solutions.Findings While there are many creativity training programs that have proven effective, many of these programs require measuring creativity previously which involves time-consuming tasks conducted by experienced reviewers, i.e. far from primary school classroom dynamics. The authors have developed a model that predicts the creative quality of the given solution using the search queries pattern as input. This model has been used to predict the creative quality of 255 primary school students’ solutions with 80 percent sensitivity.Research limitations/implications Although the research was conducted with just one search task, participants come from two different countries. Therefore, the authors hope that this model provides detection of non-creative solutions to enable prompt intervention and improve the creative quality of solutions.Originality/value This is the first implicit classification model of query pattern in order to predict the children’ creative quality of solutions. This model is based on a conceptual relation between the concept association of creative thinking and query chain model of information search. [ABSTRACT FROM AUTHOR]