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The Home Literacy model predicts different outcomes depending on formal and informal literacy practices carried out at home. However, this model does not explicitly consider the potential differences that the media (paper vs. tablets) in which these practices are carried out can have on performance. The present study explored this issue. Participants were 136 children aged 6–7 years old and their parents. The different activities performed at home were analysed through reports of the parents, and children were assessed at school for their reading performance (decoding and comprehension). Results showed how formal practices using traditional materials predicted reading comprehension, but informal practices did not predict any performance measure. The digital home literacy environment showed no impact on reading performance, suggesting that two different environments (paper and digital) might exist, each one of them having differential impacts on performance. Implications for research and education are discussed. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer-and paper-based reading assignments. Students in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and paper-based reading assignments. Observations and semi-structured interviews were conducted. The results indicated that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making. [ABSTRACT FROM AUTHOR]

Storage of stools for the detection of soil-transmitted helminths (STH) remains challenging for the molecular diagnostic testing of STH infections. This study aimed to overcome this challenge by assessing the capacity of Whatman filter papers to store stools for the molecular detection of STHs. Stool samples were collected from school-aged children of soil-transmitted helminthiasis endemic areas of Cameroon and then, analysed using Kato Katz technique. For this study, 128 and 40 stool samples respectively with and without STH eggs were analysed. From each sample, 10, 20, 40 and 80 mg of stool were weighted and spread on 6 grades of Whatman filter papers that were stored at room temperature from one to ten weeks. DNA was extracted from spread stool using CTAB based-method. The amount of stool to spread on filter papers and the grade of filter paper offering good storage were determined by amplifying specific DNA fragments of Ascaris lumbricoides. The capacity of filter papers to store stool samples for several weeks before the molecular detection of STH species was assessed by amplifying specific DNA fragments of different STHs. The amplification rates of A. lumbricoides were significantly higher (P < 0.0001) for 10 and 20 mg of stored stools. Stools spread on Whatman paper grade 2 yielded the highest amplification rate of 100% for A. lumbricoides, T. trichiura and hookworm. PCR revealed STH infections in all the 128 spread stools carrying STH eggs. It also revealed Necator americanus and Ancylostoma duodenale respectively in 10 and 13 of 15 spread stools contained hookworm eggs. PCR confirmed the co-infections of these hookworm species as well as that of A. lumbricoides and Trichuris trichiura in 7 spread stools. Out of 40 stools without STH eggs, PCR revealed that 5 (12.5%) and 9 (22.5%) had respectively A. lumbricoides and T. trichiura infections. The amplification rate of each STH species was 100% from one to 8 weeks and decreased to 86.7% after 10 weeks of storage. This study highlighted the capacity of filter papers to store stools for the molecular detection of STHs. Storing stools on these papers will enable to monitor and evaluate control programs and ensure post-elimination surveillance. • Whatman filter paper is efficient for stool storage for the molecular diagnostic testing ofsoil-transmitted helminthiasis. • 10 mg of stool can be stored on Whatman paper for the molecular diagnostic testing of soil-transmitted helminthiasis. • Stool on Whatman paper can be stored at room temperature for 8 months before the molecular diagnostic testing of soil-transmitted helminthiasis. • Storage of stools on Whatman filter paper improved the sensitivity of the diagnostic of soil-transmitted helminthiasis. • Storing stools on Whatman filter paper will be useful during the post elimination monitoring period. [ABSTRACT FROM AUTHOR]

As handheld devices, such as tablets, become a common tool in schools, a critical and urgent question for the research community is to assess their potential impact on educational outcomes. Previous meta-analytic research has evidenced the "screen inferiority effect": Readers tend to understand texts slightly worse when reading on-screen than when reading the same text in print. Most primary studies from those meta-analyses used computers as on-screen reading devices. Accordingly, the extent to which handheld devices, which provide a reading experience closer to books than computers, are affected by the screen inferiority effect remains an open question. To address this issue, we reviewed relevant literature regarding potential moderating factors for the screen inferiority effect through the lenses of the reading for understanding framework. We then performed two meta-analyses aimed at examining the differences in reading comprehension when reading on handheld devices, as compared to print. Results from the two multilevel random-effect meta-analyses, which included primary studies that used either between-participant (k = 38, g = −0.113) or within-participant (k = 21, g = −0.103) designs, consistently showed a significant small size effect favoring print text comprehension. Moderator analyses helped to partially clarify the results, indicating in some cases a higher screen inferiority effect for undergraduate students (as compared to primary and secondary school students) and for participants who were assessed individually (as opposed to in groups). We discuss the need to continue fostering print reading in schools while developing effective ways to incorporate handheld devices for reading purposes. Educational Impact and Implications Statement: Handheld devices, such as tablets, are widely used in schools as reading devices. Our synthesis of existing studies indicates that readers comprehend slightly better when they read a text in print as opposed to on a handheld device. In-print reading can be considered as an efficient way to promote students' text comprehension. [ABSTRACT FROM AUTHOR]

Objective: To assess differences between traditional paper bag ordering and online ordering from primary school canteens in terms of menu, usage and lunch order characteristics.Design: A cross-sectional study.Setting: New South Wales (NSW) primary schools that offered both paper bag and online canteen ordering.Participants: Students (aged 5-12 years) with a lunch order on the day of the observation.Results: Across the six school canteens, 59-90 % of all available items were listed on both the online and paper menus, with no significant differences in the nutritional quality ('Everyday'/'Occasional') or nutritional content (kJ/saturated fat/sugar/sodium) of menu items. In total, 387 student lunch orders were placed, containing 776 menu items. Most orders (68 %) were placed online. There were no significant differences between order modality in the quantity of items ordered or the cost of orders, or the nutritional quality of orders based on the classification system of the NSW Healthy School Canteen Strategy ('Everyday'/'Occasional'). However, nutritional analysis revealed that paper bag orders contained 222 fewer kJ than online orders (P = 0·001), 0·65 g less saturated fat (P = 0·04) and 4·7 g less sugar (P < 0·001).Conclusions: Online canteens are commonly used to order canteen lunches for primary school children. This is the first study to investigate differences between traditional paper bag ordering and online ordering in this setting. Given the rapid increase in the use of online ordering systems in schools and other food settings and their potential to deliver public health nutrition interventions, additional research is warranted to further investigate differences in ordering modalities. [ABSTRACT FROM AUTHOR]

Copyright of Creative Arts in Education & Therapy is the property of Inspirees International B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes (N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transitioning assessment from paper/pencil to computer-based response on a measure-by-measure basis. [ABSTRACT FROM AUTHOR]

To address the challenges encountered by Chinese primary school students, particularly left-behind and migrant children, who exhibit a preference for animations, video games, and short videos over reading books and struggle with Chinese-English bilingual skills, this study introduces an educational robot AIassisted method for simultaneous bilingual reading. To assess the effectiveness of this method, a 6-month Chinese-English bilingual extracurricular reading comparative experiment was conducted involving 85 grade 5 students from two classes in a primary school in Hangzhou, China. The AI-assisted class freely read 100 bilingual/English electronic picture books and 200 Chinese electronic classic serial picture books by employing the AI-assisted human-computer interactive electronic reading mode of the "Educational Robot+Audio Electronic Picture Book+Character-play Based Reading." In contrast, the paper book group read the same content presented in the traditional paper book format, following the "regular independent reading" mode. Post-experimental analyses were conducted employing t-tests and MANCOVA and the results revealed that: the primary factors influencing reading effectiveness are the choice of reading materials, reading tools, and reading mode, while reading time does not emerge as the principal influencing factor. Furthermore, students in the AI class demonstrated significant enhancements in bilingual reading motivation, reading amount, reading comprehension, independent learning ability, pronunciation proficiency, and test scores compared to their peers in the paper book class. The AI-assisted reading mode utilizing educational robots garnered positive feedback from teachers, parents, and students. It offers the potential to effectively substitute parental involvement in parent-child reading and English tutoring, while also enabling the simultaneous acquisition of bilingual proficiency in both Chinese and English. This approach proves to be highly effective, cost-efficient, and convenient, particularly for enhancing children's foreign language abilities. Moreover, it fosters positive reading habits and independent learning skills among primary school students, contributes to the establishment of lofty aspirations, and enhances bilingual performance. Overall, this innovative mode offers an effective means of facilitating children's acquisition of bilingualism and foreign language skills, as well as promoting reading education. [ABSTRACT FROM AUTHOR]

Background: With overall academic achievements decreasing, policies tend to dedicate more curricular time to other subjects than physical education (PE). In light of increasingly sedentary lifestyles and rises in levels of overweight and obesity, this trend is detrimental within the global health context. Simultaneously, research on the connection between physical activity, cognitive functions, and academic achievement is on the rise. Cognitive functions like good spatial abilities have frequently been associated with higher achievements in STEM-subjects. This study is aimed to investigate the effects of a 6-week coordinative motor training with spatial elements on spatial ability performances in healthy children. Methods: Fifty-three children (mean age ± SD; 11.3 ± 0.6 years; 30 girls) participated in either a 6-week coordinative motor training (i.e., intervention group; 2x/week, 45 min/session) or attended regular PE class using the same volume (i.e., control group). Spatial abilities before and after the intervention period were evaluated in both groups using the Paper Folding Test (PFT), Mental Rotation Test (MRT), Water Level Task (WLT), Corsi Block Test (CBT), and Numbered Cones Run (NCR). Results: No significant differences between groups were observed at baseline. A main effect of test but not of group was found for all variables. For all but one test (i.e., PFT), a significant test × group interaction was detected. Post-hoc analyses revealed significant medium- to large-sized improvements from pre- to posttest in the intervention but not in the control group. Conclusion: The results indicate that a 6-week coordinative motor training with spatial elements is feasible in school-aged children and positively affects their spatial abilities. [ABSTRACT FROM AUTHOR]

In this study, we compared the effects of two media (Interactive Whiteboards and Paper) on both expository and narrative texts reading comprehension among 5th grade children of primary school. Two texts were constructed, according to the same controlled hierarchical structure. Comprehension was assessed by a multiple-choice questionnaire including three types of questions (surface, semantics, inferential). Results of the comprehension test revealed no difference between the two supports. Regardless of support, we found better performances for the narrative text, as well as an interaction between Text and Question factors, revealing that children had more difficulties to elaborate inferences when reading the expository text. These results are in line with previous findings underlying that texts with a similar structure, with a single-page presentation elicit similar performances on paper and electronic devices. They also provide interesting perspectives about the use and impact of Interactive Whiteboards during reading activities or lessons in classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to examine the effects that reading on screens (using digital devices with different screen sizes) and on paper have on reading time and comprehension. The study group was comprised of126 secondary students from a private school. To ensure balance, the participants were assigned into test groups, formed according to the size of the reading device, based on class levels, gender, and average school grade. In the data collection process, a narrative text was transferred to both print and electronic media. Access to the text was provided on paper and three digital devices. There were no time limitations. After reading, participants were given comprehension tests that consisted of twenty multiple-choice questions. Female participants' on-screen comprehension scores were found to be relatively higher compared to their paper comprehension scores. They also acquired better scores as the screen size increased. Conversely, male participants had higher comprehension scores on tablets and smart phones. Participants who read the text on smart phones and tablets completed the tasks in less time compared to other groups. However, the effects of reading modality on comprehension and reading time were not found to be statistically significant in either the male or female groups. [ABSTRACT FROM AUTHOR]

This document explores the importance of research projects in the baccalaureate education system and discusses the attitudes of students towards research and the development of research competencies. It emphasizes the need for effective guidance and assessment of research projects to enhance students' scientific literacy and promote sustainable development goals. The document also highlights the role of research projects in fostering critical thinking, communication skills, and the ability to think scientifically. [Extracted from the article]

This study aimed to compare and examine the effectiveness of interactive STEM learning and paper-and-pencil STEM learning in terms of mathematical literacy skills of elementary school students. This research is of a quasi-experimental type with a non-equivalent pretest-posttest control group design. Sampling was carried out on the elementary school populations in Bengkulu and South Sumatra Provinces in two stages. In the first stage, schools in rural and urban areas were selected, and in the second, classes in each school were randomly selected. The selected sample consisted of fifth-grade students of the Public Elementary School of Terawas, Musi Rawas, with an experimental class A (n = 20) and an experimental class B (n = 19), as well as fifth-grade students of the Public Elementary School of Bengkulu City, with an experimental class A (n = 25) and an experimental class B (n = 22). Data collection was conducted using mathematical literacy skills tests in reference to the PISA and Minimum Competency Assessment (level 1-3). Data analysis was performed using descriptive and inferential statistics; it employed an independent t-test for the comparative testing and an N-gain test for testing the effectiveness of STEM learning. The results showed that there were differences in math literacy skills between interactive STEM and paper-and-pencil STEM for students in urban schools, but not significantly different for students in rural schools. General STEM learning was effective in increasing the literacy of elementary school students, and interactive STEM in particular demonstrated the highest level of effectiveness in the urban school. [ABSTRACT FROM AUTHOR]

Given how quickly the educational landscape is changing, educators are having a fascinating conversation about how to incorporate excellent pedagogy into teaching practices. The objectives of this study are to locate recent writings on successful pedagogy for elementary schools and to emphasize their themes in instructional contexts. 15 recent journal papers were reviewed throughout a five-year period, from 2017 to 2021, as part of the study's literature strategy. The research demonstrates that a number of factors that contribute to effective education have continued to draw scholars to write about them in their papers throughout the past five years. Classroom management, instructors' competencies, instructional tactics, valued learning, and students' accomplishments are the core features of effective pedagogy that are commonly stressed in primary education. According to the findings of this study and numerous recent academic works, effective pedagogy is defined as the general attitude of instructors who specify their activities to implement new techniques, approaches, and ways to promote primary school students. [ABSTRACT FROM AUTHOR]

The benefits of outdoor education are well known and irreplaceable. Teachers of environmental lessons frequently ask themselves what kind of cartographic support (paper maps or mobile navigators) to offer their students doing fieldwork either navigating to selected points or being engaged in the research of a selected environment. In this article, we compare the success rates of children using either a paper map or mobile navigation with respect to independence, accuracy and speed when walking (wayfinding) through an unfamiliar environment. We collected the data by observing 122 primary school students of six different schools as they individually walked through a suburban area of Ljubljana, Slovenia. The results show that the children were more independent and made fewer mistakes when using a mobile navigator than when using a paper map. They were able to use mobile navigation successfully after having received only a short (2-minute-long) demonstration, even if they had never used such a device before. [ABSTRACT FROM AUTHOR]

This study aims to develop a new spatial visualization test (SVT) for second grade primary school students. The study employed the survey design, and the test was developed in accordance with the test development steps. According to the findings obtained as a result of the pilot study, the items were generally high difficulty levels, and they were very good items. Exploratory and confirmatory factor analysis findings confirmed the three sub-dimensions (mental integration, mental rotation, and paper folding) measuring spatial visualization skills. SVT, which was reduced to 10 items, was administered to 396 students; the KR-20 internal consistency coefficient was 0.63, the average difficulty index was 0.35 and the average discrimination index was 0.48. As a result of the study, a valid and reliable test on spatial visualization for second grade primary school students was obtained and it was concluded that students' spatial visualization was at a low level. [ABSTRACT FROM AUTHOR]

There are sound educational and examining reasons for the use of coursework assessment and practical assessment of student work by teachers in schools for purposes of reporting examination grades. Coursework and practical work test a range of different curriculum goals to final papers and increase the validity and reliability of the result. However, the use of coursework and practical work in tests and examinations has been a matter of constant political as well as educational debate in England over the last 30 years. The paper reviews these debates and developments and argues that as accountability pressures increase, the evidence base for published results is becoming narrower and less valid as the system moves back to wholly end-of-course testing. [ABSTRACT FROM AUTHOR]

A review of several papers of interest to psychology teachers is presented, including "The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course: A Quasi-Experimental Study," by D. J. Peterson, "The Purpose of Tutorial Groups: Social Influence and the Group As Means and Objective," by M. Rosander and E. H. Chiriac, and "Exploring the Effects of Project-Based Learning in Secondary Mathematic Education" by V. L. Holmes and Y. Hwang.

The purpose of this study is to compare the effects of digital textbooks and conventional paper textbooks on brain activation during problem solving among elementary-school students. Subjects included 54 6th grade students who used either digital textbooks or paper textbooks. We measured theta waves, alpha waves, beta waves, and gamma waves using PolyG-I (LAXTHA Inc.). We found significant effects of the textbook type for all brainwaves in the prefrontal lobes. Our results suggest that the use of digital textbooks will enhance the development of cognitive and thinking processes during learning. [ABSTRACT FROM AUTHOR]

Introduction: Sustained Attention (SA) failure is one of the main characteristics of Specific Learning Disorders (SLD). Recent studies have reported a positive effect of Cognitive Rehabilitation (CR) and Neurofeedback (NFB) on SA in SLD. Thus, the effectiveness of CR and NFB is well understood. This preliminary study aimed to compare the effects of CR and NFB on SA among the elementary school students with SLD, using a randomized controlled clinical trial. Methods: In this preliminary randomized controlled clinical trial, 53 eligible students with SLD (based on DSM-5) within the age range of 7 to 10 years were randomly assigned in the NFB (n=18), CR (n=18), and control group (n=17). All the participants were evaluated for SA using the Continuous Performance Test (CPT), at the time of entry to the study, and one month later. The intervention groups participated in 20 sessions of CR and 20 sessions of NFB, while the control group was evaluated without any intervention. Results: A total number of 24 boys and 36 girls in four groups (n=15) completed the study. The Mean±SD age of the participants in the CR, NFB, and control groups were 8.66±1.48 years, 8.40±1.73 years, and 8.53±1.63 years, respectively. Results showed a significant difference in the variables of the CPT between the study groups (P<0.05). Also, the CPT scores of the CR group were higher than that of the NFB group (P<0.001). Conclusion: This study supports that CR is more effective than NFB on SA in students with SLD. [ABSTRACT FROM AUTHOR]

Under consideration is an operationalization of the Weintrop taxonomy of computational thinking through some test items from the competition papers of the “Chernorizets Hrabar” math tournament for primary school students. A didactic analysis was made on a sample of educational objectives that require certain activities classified as types of computational thinking in the taxonomy. Based on statistical processing of the students' achievements, conclusions are drawn about the possibilities of forming and developing certain types of computational thinking in the primary education. It is illustrated by examples how specific educational goals are related with corresponding computational thinking in different contexts. The benefit of early development of computational thinking in students for their potential realization in STEM professional fields is substantiated. [ABSTRACT FROM AUTHOR]

If paper wearables caught on among the community at large, paper pollution could be reduced by increasing the number of times that paper is used, leading to less paper pollution and deforestation. Students discussed how they were not able to recycle all paper products used at home, thus contributing to paper pollution. Noting students' observations about paper products, I steered the conversation to discuss where students believed paper originates from and the properties of paper. [Extracted from the article]

Introduction: The purpose of this study was to investigate the effects of shortened-length versus through-range exercise training on upper quarter posture in primary school students with Forward Head Posture (FHP). Materials and Methods: Sixty pain-free participants with FHP were randomly allocated to one of three groups; shortened-length training (n=20), through-range training (n=20), and notreatment control group (n=20). The shortened-length and through-range groups participated in training programs 3 times per week for 8 weeks. Upper quarter postures, including Craniovertebral Angle (CVA), Shoulder Angle (SA), Cranial Angle (CA), and thoracic kyphosis were measured by photogrammetry before and after the training. The confidence level was set at 95% (P<0.05). Results: After training, both exercise groups showed significant changes in CVA (P=0.001), SA (P=0.001), CA (P=0.001), and thoracic kyphosis (P=0.001) compared to the control group. Besides, CVA changed more in the shortened-length exercise group compared to the throughrange exercise group (P=0.003) (effect size =0.446). Conclusion: Both through-range and shortened-length exercises altered upper quarter alignment. The shortened-length training resulted in a more significant change in CVA. These changes were small, and more studies are needed to investigate the effects of such training programs among people with pain. [ABSTRACT FROM AUTHOR]

This article aims to present the transformations as well as the decline of the Froebelian occupation of paper folding that took place in Great Britain between 1851 and the 1920s. Froebel’s original intention was to transmit implicit mathematical knowledge to be learnt by means of folding several shapes. In contrast to his account of paper folding, which presented it as a way of understanding several abstract mathematical concepts, the manner in which this occupation was re-conceptualised in Great Britain tells a different story. After surveying the changes in the British conception of Froebelian ideas in the second half of the nineteenth century through the various published manuals, I then explore the period between 1892 - the opening of the Froebel Educational Institute - and 1924. Looking at the examination syllabi of the National Froebel Union, the examination papers, and their various appendices, as well as studying the approaches of the British mathematical community to folding at the end of the nineteenth century, the article will try to illuminate - via the inspection of the decline of mathematical education via folding in kindergartens - how formal work became discredited and eventually, in part, disappeared. [ABSTRACT FROM AUTHOR]

Literacy skills for children in their early years are critical to their cognitive development and future success in primary, secondary and higher education levels. Children acquire literacy skills early through listening and interacting through play-based activities both at home and school with their teachers, colleagues and parents. This paper looks at the effectiveness of play-based learning in promotion of early literacy skills among children in early childhood development education level. Specifically, the paper analyses the conceptual and theoretical perspectives of play-based learning and literacy skills acquisition by children through the theories of Maria Montessori, Vygotsky social constructivism theory and Jean Piaget cognitive theories. The study uses secondary sources of information for analysis based on the following objectives; types of play-based approaches used by teachers in ECD setting, teachers' role in the implementation of play-based learning and effect of play-based learning approaches towards promotion of early literacy skills by ECD pupils in schools. The paper has found out that acquisition of early literacy skills by learners was dependent on the degree to which teachers were utilising play-based learning methods in classroom. The review of studies has shown that majority of teachers are not using play-based teaching methods and hence promotion of early literacy skills for children was significantly affected. Further, time allocated for play-based learning processes was inadequate and majority of public ECD centres were found not to have adequate infrastructure and materials to support play-based learning. The paper recommends that teachers need to be supported in implementation of play-based learning through attendance of in-service training programmes and benchmarking sessions in other schools, schools to upgrade the infrastructure and instructional materials required to support play-based learning and education officials to conduct supervision of implementation of playbased learning in schools. [ABSTRACT FROM AUTHOR]

Background: One aspect of development in children is fine motor development. Delays in fine motor skills can make children have difficulty exploring the environment, barriers to learning, lazy writing, lack of creativity. This study aims to determine the effectiveness of playing Origami interventions to improve preschool children’s fine motor skills in PAUD Aisiyah VI Bengkulu City. Study Design:This research is a Quasi-Experimental study with a research design of “one group pretest and post-test without control group design”, a sample of 26 preschool children using purposive sampling. The intervention was given for two weeks as many as six meetings with 30 minutes per session. Data on children’s fine motor development were collected using the DDST II screening format. Results: Analysis using the Wilcoxon test obtained ρ value 0.000 (α 0.05). In conclusion, Origami play intervention is statistically effective in improving the fine motor skills of preschool children. Conclusion: Teachers and parents should pay more attention to and increase the stimulation of preschool children’s fine motor skills by facilitating children to play folding, sticking, and paper cutting more often. [ABSTRACT FROM AUTHOR]

Introduction: Fluent speech requires inhibitory control for the modification of speech interruptions before the onset or during the speech. The current study aimed at comparing the inhibitory control skill in 6 to 8-year-old children with fluent speech and developmental stuttering. Materials and Methods: This research is a descriptive-analytic cross-sectional study. The participants included 31 children with developmental stuttering (6-8 years old) selected based on the convenience sampling method. Also, 32 healthy children were selected from elementary schools in Tehran Province that matched in terms of age and gender with the first group. The children of two groups were selected from the same district (The fifth district) of Tehran Province. Visual Go/No-Go task was used to measure inhibitory control. The Mann-Whitney U test was used to compare the groups. Results: The result showed that the mean score of children with stuttering in the inhibition index was lower than normal children. According to the Kolmogorov-Smirnov test, the data distribution was not normal (P=0.042). Therefore, the parametric test of the Mann- Whitney U test was used. Despite the lower mean score of inhibition in children with stuttering than healthy children, there was no significant difference in the inhibition index between the groups (P=0.550). Conclusion: The findings indicated that Children Who Stutter (CWS) had less efficiency in inhibitory control skill compared to normal children, and this problem could be because of the exacerbation or persistence of stuttering. [ABSTRACT FROM AUTHOR]

This study aims to understand the differences in student learning outcomes and classroom behaviour when using the interpersonal computer, personal computer and pen-and-paper to solve arithmetic exercises. In this multi-session experiment, third grade students working on arithmetic exercises from various curricular units were divided into three groups. The first group used personal computers (netbooks), the second group used an interpersonal computer (ie, one projector with a screen, one computer and one mouse per child) and the third group used pen-and-paper. The results of the experiment indicate that all three groups achieved an increase in learning, as shown by the pretest and posttest scores. No significant difference was found between the interpersonal computer and personal computer groups. This suggests that the key characteristic shared by the two groups is the provision of feedback. The format that such feedback takes, either private (through a personal screen) or public (through a shared screen), is shown to make no difference. However, the results significantly favour groups that are provided with instant feedback (interpersonal computer and personal computer) as opposed to delayed feedback (pen-and-paper). [ABSTRACT FROM AUTHOR]

Provides information on two position papers issued by the National Association for Sport and Physical Education relevant to elementary schools. Recommendations on recess for elementary school students; Opposition of the association on the use of substitutions, waivers or exemptions in physical education.

A novel method to create a physicalization of Digital Earth resulted a new type of analogue and tactile geographic information system (GIS). The model was tested by students in Australia, who shared insights into how the model supported their learning about the concept of "overlay" while providing an interesting and engaging learning platform. Observations suggest the model promoted collaborative learning, and provided a bridge between paper maps and digital GIS. This study offers insight into preferences of school children for physicalization models in geography education and contributes to an understanding of children's spatial thinking and understanding of the overlay concept. [ABSTRACT FROM AUTHOR]

In the field of science education, adults often set up practical-based activities with the idea of stimulating children's reasoning and approaching science in a playful way. Although the potential role of objects in stimulating social practices has been considered in the literature, how teachers work on semiotic aspects of argumentation is still less explored. In this paper, the purpose is to identify how practice-based experiences settled up by teachers shape children's argumentation in science education. We analyzed argumentation in science tasks involving a total of 39 children (6–7 years old) and their three teachers, coming from two different classrooms of cycle 1 (Harmos, grades 3–4)1 recruited in the French speaking-part of Switzerland. The tasks were video-recorded and then transcribed. Through the lenses of the pragma-dialectical approach, we selected the argumentative discussions emerging during the experiences and we performed a qualitative analysis of these interactions, by looking at different semiotic resources: speech, gaze direction, deictic gestures, and position of physical objects. The findings show that teachers play a crucial role in sustaining children's argumentation by the integration of different semiotic resources during the activities. As argumentation in classroom evolves through the mobilization of various communicative tools, the present study can contribute to strengthen the interplay between different channels of interaction during science education at primary school. [ABSTRACT FROM AUTHOR]

Aim: Research suggests that autistic children and young people (CYP) are more likely to experience Emotionally Based School Non-Attendance (EBSNA) than their non-autistic peers. As such, this paper aims to explore factors associated with EBSNA behaviours in autistic children and CYP Method: The paper takes the form of a systematic literature review, in which quantitative research was examined. Eight papers were found that researched factors associated with EBSNA in autistic CYP. These were critically appraised using Cardiff University's SURE checklist prior to engaging in a narrative synthesis to critically review the findings. Findings: The literature synthesis identified overarching themes that grouped together potential factors associated with EBSNA in autistic CYP: child-based factors (age, social-emotional wellbeing and cognitive factors), family-based factors (parental mental wellbeing, parental employment and family illness) and school-based factors (bullying and transition). Limitations: There was methodological heterogeneity across the studies reviewed, and therefore meta statistical analyses were not performed. This impacts on our ability to make conclusions about the precise impact of the factors identified. Conclusions: A range of factors impact on autistic CYP EBSNA behaviours, and as such a holistic approach needs to be taken when providing support. [ABSTRACT FROM AUTHOR]

Evidence-Based Practice in Child and Adolescent Mental Health (EPCAMH) is inviting submissions for a special issue on innovative adaptations of the Summer Treatment Program (STP). The STP is an evidence-based treatment originally developed for elementary school children with ADHD, but it has been modified to address a wider range of mental health concerns in children and adolescents. The special issue aims to highlight adaptations of the STP that enhance research, training, and treatment in youth mental health, including efforts to broaden its dissemination and implementation. The journal welcomes papers utilizing diverse methodologies and encourages authors to consider how program models could be adapted and implemented in different settings. [Extracted from the article]

The 2014 paper "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood" examines the effectiveness of grade 3-8 teachers and their students' future income. It shows that 30 percent of the achievement gap between high and low- poverty schools is due to school closures and 50 percent is explained by the differential effect of remote/hybrid learning on poor and rich schools. School closures and switches to hybrid/virtual learning due to the pandemic adversely affected student achievement through several channels, including a decline in skill accumulation and a disruption of peer effects and peer-group formation. The 2021 study "Large Socio-Economic, Geographic and Demographic Disparities Exist in Exposure to School Closures" shows that school closures occurring from September 2020 to December 2020 were more common in schools with lower third-grade math scores and with higher shares of students who are racial and ethnic minorities, who experience homelessness, who have limited English proficiency and who are eligible for free or reduced-price school lunches. [Extracted from the article]

This study examines how origami has been implemented, practised, and developed in the early childhood education of Japan over the past 140 years. Historically speaking, paper-folding has been part of Japanese symbolic art, craft culture, and religious ceremonial artefacts since paper and paper-folding techniques were first imported from China during the seventh century. By the eighteenth century, paper-folding provided a form of mass entertainment in Japanese society. During the 1870s, paper-folding was dramatically transformed into a pedagogical tool within Japanese kindergartens after Friedrich Froebel's (1782–1852) kindergarten system and its curriculum was transferred to Japan from the West. "Papier-Falten" (paper-folding) comprised an element of Froebel's Occupations – which was a series of handiwork activities – in his kindergarten curriculum, whereby various folding techniques and models were derived from European traditional paper-folding and introduced into a Japanese kindergarten curriculum that was associated with the concept of Froebel's kindergarten. Particularly seen in early childhood education in Japan, what we now call origami developed as a new form of paper-folding. This gradually emerged through the marriage of Western (German) and Eastern (Japanese) paper-folding cultures. The study highlights the benefits and uniqueness of cultural transmission and transformation when developing origami in early childhood education in Japan. [ABSTRACT FROM AUTHOR]

This study provides research findings about reading habits and attitudes toward reading of Bulgarian primary school students and the formation of reading literacy. The article presents reading research, publications, and frameworks about the reading issue in Bulgaria. The author describes the context of the research--an authoritative research study in Bulgaria about reading and the prevalent educational system. The article also discusses investigations into reading habits in Bulgaria and describes the methodology, the participants, the procedure, and the results of the research. The focus of the current publication is on reading in pre-primary and primary school as a part of understanding the connection between reading and digital literacy. This article may bring new international dimensions to the study of reading. This research study may be useful for people who are interested in the diversity of Eastern Europe and in the reading habits of young people. It may help to understand the intersection of reading, culture, and social environment in a small former socialist country such as Bulgaria, and allow for a meaningful comparison between Bulgarian children's reading practices in the digital era and those of children in other parts of the world. [ABSTRACT FROM AUTHOR]

This research scrutinized the scientometric objectivity of school leadership research in Asia. Publication records between 2018 and 2022 were extracted from Scopus and the Web of Science, after which the bibliographic data set was administered using ScientoPy and VOSviewer. A total of 958 publications were issued over the last five years, with 2020 having the highest number of published articles. The International Journal of Innovation, Creativity and Change was the most productive source (26 papers), Hallinger was the most published author, and "Examining school leadership effects on student achievement: the role of contextual challenges and constraints" had the most significant impact with 33 citations. The top 10 keywords were "leadership," "higher education," "transformational leadership," "principal," "education," "school principals," "school leadership," "instructional leadership," "educational leadership," and "organizational commitment." With 240 publications, Indonesia was Asia's leading contributor in this research domain. The results indicated that school leadership research is important. It is recommended that future researchers extend this research to other regions, such as Africa, North America, South America, Antarctica, Europe, and Australia, to gain a fuller picture of school leadership studies across the world. [ABSTRACT FROM AUTHOR]

This paper draws on research conducted in four state schools with sixth forms to problematise two flagship 'disadvantage' policy agendas in the English context: the Pupil Premium (focusing on the narrowing of attainment gaps) and widening participation (focusing on fairer university access). While such 'priority' policies necessarily incorporate the promise of change, it argues that multiple forms of incoherence militate against this, including: their relative agenda-setting power in a highly marketised system; the contested, constitutive power of different proxy indicators; competing policy preferences that under-attend to the intersections between educational opportunities and material disadvantage. In contrast, interviews with school staff highlighted the transformative potential of lived experiences of disadvantage and reinforced the importance of adopting a wider lens than that of the school. The paper concludes that the absence of an over-arching theory of change is part of 'the problem' and it suggests where the mapping of one might begin. [ABSTRACT FROM AUTHOR]

This article discusses the concept of participation in child talk and interactional synchronicity. It emphasizes the importance of participation in social education and socialization, as children learn to manage and organize participation to become competent members of their communities. The article explores the relationship between context, forms of synchronicity, and their functions, as well as the concepts of similarity, synchronization, mimesis, and mirroring. It also examines how similarities through synchronization can be studied and analyzed to establish interactive participation. The article includes several papers that analyze the negotiation and achievement of participation through the construction of similarity and synchronicity in child discourse. [Extracted from the article]

A lesson plan is presented designed to teach school children about Chinese-American history and contributions by incorporating the Angel Island/Paper Son experience in their school curricula and by using the book "Paper Son: Lee's Journey to America."

Copyright of Journal of College of Education / Wasit is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a façade to legitimate preferred policy options. [ABSTRACT FROM PUBLISHER]

The article focuses on the activity of making paper bag books as a creative intervention for elementary school children experiencing high-conflict parental divorce. Research shows that school-based interventions for children can help counter the adverse effects of divorce. It states that the paper bag book activity aims to offer a compassionate environment for meaningful connections and perceived commonality among students with similar traumatic experiences. Furthermore, the child-made paper bag books can help empower the child to express his or her innermost feelings.

The Internet has become an inevitable tool for collecting health and health behavior questionnaires. This study compared the feasibility, presence of score differences, and subjective evaluations by children between Internet and identical paper (asthma/fruit) questionnaires in elementary schools. A randomized crossover design was applied, with children starting with one administration mode before completing (5 minutes later) the other mode. Ten Dutch elementary schools with 270 school children (fifth grade, 10-12 years) were approached to participate. Response was 92%. The Internet mode had significantly less missing/nonunique answers than the paper mode (p < .01). The completion times did not differ significantly between the Internet and the paper mode. Except for perceived self-efficacy to eat sufficient fruit (p < .05), no differences in the asthma and fruit scores were found when comparing between the 2 modes. All variables showed strong intraclass correlation coefficients (166 ≥ 0.64) between modes. Most items had good to very good agreement (kappa 0.61-0.95). The percentages for global and exact agreement ranged per item from 61.3 to 100. Most children preferred the Internet mode on “general preference” and “ease of use” aspects but rated no preference on “understandability.” The majority rated the evaluation aspects of the Internet mode positively. Thus, Internet administration of a health and health behavior questionnaire is feasible at elementary schools, gives comparable responses, and is well accepted and preferred by children compared to the paper version. Therefore, it is recommended to use Internet as a tool in health and health behavior research among children. (J Sch Health. 2006;76(2):80-86) [ABSTRACT FROM AUTHOR]