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1. Pengembangan Materi Pembelajaran IPS untuk Kelas Awal dan Kelas Lanjut dalam Kurikulum Sekolah Dasar.

Author: Syafruddin, Qahairatul, Miftatul, Rabiah, Nur, Ayuspita, Ela, and Nursakinah
Abstract: This research aims to develop Social Sciences (IPS) learning materials that suit the needs of students in early grades (1, 2, and 3) and advanced grades (4, 5, and 6) in the Elementary School Curriculum. This learning material development approach uses a competency-based approach and refers to the principles of fun and student-centered learning. The methods used are literature study, observation, and consultation with education experts. Early grades require a more visual and playful approach to social studies learning. Therefore, learning materials for early grades are designed taking these needs into account. For example, material about the surrounding environment is presented through pictures, role plays and short stories that are relevant to children's daily lives. Meanwhile, advanced classes require a more analytical and contextual approach in learning social studies. Learning materials for advanced classes are prepared taking into account students' cognitive and social development. For example, material on history is presented through case studies, group discussions, and simple research projects that allow students to develop analysis and synthesis skills. It is hoped that the results of the development of social studies learning materials will increase students' interest and understanding of social studies materials and help teachers present learning materials that are interesting and relevant to students' needs. [ABSTRACT FROM AUTHOR]
Published: 2024
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2. Exploring insights from initial teacher educators’ reflections on the Mental Starters Assessment Project

Author: Rosemary D.L. Brien and Sharon M. Mc Auliffe
Subjects: early grades, initial teacher education, mental mathematics, reflection, south africa, Special aspects of education, LC8-6691, Theory and practice of education, LB5-3640
Abstract: Background: The Mental Starters Assessment Project (MSAP) seeks to address poor performance in Grade 3 mathematics. The programme focusses on eliminating inefficient counting methods and promoting strategic mathematical skills, including numerical sense, mental calculation and rapid recall skills. Additionally, MSAP supports teachers’ professional growth by providing them with a toolkit of effective calculation strategies to bridge the performance gap and enhance mathematical education. Aim: This paper explores the insight gained from reflections of final year Bachelor of Foundation Phase (FP) initial teacher educators (ITE) students in South Africa. Setting: Grade 3 classrooms. Methods: The ITE students were given training and materials to implement the MSAP, and this occurred over a 4-week teaching practicum, after which they completed a reflective task on the implementation. A total of 20 students were selected from a cohort of 138 based on their academic performance. Results: The analysis of the reflections showed that ITE students benefitted from reflecting on their practice and highlighted important elements of their professional learning. The reflections raised issues related to challenges in their pedagogical content knowledge (PCK) as well as their confidence and competence to teach mathematics and manage the classroom context. Conclusion: With a multi-dimensional model of reflection, ITE students can achieve a deeper understanding of mathematics teaching and learning when building learners’ mental strategies, fostering professional growth and elevating the overall quality of mathematics education. Contribution: Overall, the findings provide insight into the benefits of reflective practices for ITE students’ professional development and the improvement of mathematics education.
Published: 2024
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3. Academic Vocabulary in First-Grade Children’s Compositions: An Exploration

Author: Fitzgerald, Jill, Relyea, Jackie Eunjung, Elmore, Jeff, Kim, James S., Joshi, R. Malatesha, Series Editor, Alves, Rui, Editorial Board Member, Ehri, Linnea, Editorial Board Member, Goswami, Usha, Editorial Board Member, McBride, Catherine, Editorial Board Member, Treiman, Rebecca, Editorial Board Member, Liu, Xinghua, editor, Hebert, Michael, editor, and Alves, Rui A., editor
Published: 2023
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4. Playwriting as an emergent pedagogical tool for primary school student teachers

Author: Mosa N. Khasu and Elizabeth Henning
Subjects: playwriting, vocabulary, sesotho, isizulu, early grades, reading, artificial intelligence, remote learning, Special aspects of education, LC8-6691
Abstract: Background: This research explored how classroom plays could serve as pedagogical tools to introduce children to Sesotho and isiZulu vocabulary of artificial intelligence (AI). The article captures how student teachers learned to write plays that they could produce when they become professional teachers. Objectives: The purpose of this study was to explore how student teachers engaged in a playwriting process, creating drama texts for early grades primary school learners about AI. Method: The qualitative study employed, a participatory action research design. Data were collected through semi-structured interviews with the student teachers, coupled with a dual analysis of their drama texts. An inductive thematic analysis approach was applied for the data from interviews with the students. A deductive approach was implemented to analyse the drama texts according to criteria for playwriting with a pedagogical purpose. Results: The findings revealed that playwriting as a tool for pedagogy can be useful in developing student teachers’ vocabulary of AI in Sesotho or isiZulu and to develop their playwriting skills. Conclusion: The findings contribute to the corpus of pedagogies for the teaching of vocabulary in African languages, which includes writing the texts and aiming to use these for reading experience and for dramatic activity in early grades classrooms. Contribution: The contribution of this study is how playwriting can serve as a pedagogical tool for the teaching of reading and vocabulary in the primary school.
Published: 2024
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5. Consistency and inconsistency in learning experiences across the early grades

Author: Caroline Christopher and Kimberly Nesbitt
Subjects: early grades, alignment, prekindergarten, classroom experiences, student involvement, level of instruction, Education (General), L7-991
Abstract: IntroductionThe personal and societal benefits of providing quality early education experiences are well supported by research. While there is growing evidence as to the specific features and experiences that define quality and effective early education classrooms, there remain open questions as to whether these features and experiences differ as a function of grade level.MethodsUsing a behavioral-based observation system, researchers conducted day-long classroom observations in 98 prekindergarten through 2nd grade U.S. classrooms. Key features of these classrooms were examined to determine the extent to which features vary (or remain consistent) across grade levels.ResultsThis study found that across the early school years, instruction tends to focus on basic skills provided in whole-class groupings that were related to passive participation from students. Across all grades, there was a predominant focus on language arts.DiscussionThese findings highlight the need to consider the appropriateness of pushing down the academic demands typical in 1st grade into prekindergarten and kindergarten classrooms in the U.S.
Published: 2023
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6. LINKING PROBABILITY AND STATISTICS IN YOUNG STUDENTS’ REASONING WITH CHANCE.

Author: ENGLISH, LYN D.
Subjects: STATISTICS education, STUDENT attitudes, PROBABILITY theory
Abstract: This article reports on a study in which third-grade students (8–9 years) were given a degree of agency in conducting chance experiments and representing the outcomes. Students chose their own samples of 12 coloured counters, ensuring all colours were represented. They predicted the outcomes of item selection, tested their predictions, explained the outcomes, quantified their chances of colour selections, and created two representations displaying the probabilities. Children displayed awareness of randomness and variation, together with proportional reasoning, as evident in their identification of one or more colours as having a greater chance of being selected, or equal chances when proportions of colours were equal. Evidence of children’s metarepresentational competence appeared in their creation of two representations to display their probabilistic outcomes, with bar and circle graphs, as well as stacked bars, created. The inclusion of their own forms of inscription revealed a range of probability and statistics understandings. In selecting and justifying their preferred representations for conveying their outcomes, students favoured both bar and circle graphs, with a focus on how accurately, effectively, and efficiently their representation displayed the data, with the importance of the inscriptions highlighted. [ABSTRACT FROM AUTHOR]
Published: 2023
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7. Primary school learning in sub-Saharan Africa during COVID-19: a scoping review of responses and recovery initiatives induced.

Author: Wawire, Brenda, Barnes-Story, Adrienne, Kiru, Elisheba, and Sungkyum Kim
Subjects: COVID-19 pandemic, TEACHER development, PRIMARY schools, SCHOOL schedules, DISTANCE education students, DISTANCE education, CLASSROOM environment, PROGRESS
Abstract: Globally, the COVID-19 pandemic caused unprecedented disruptions in education. School closures quickly followed the onset of the pandemic to contain the spread of the virus, forcing millions of students out of their regular academic calendars. Countries put in place interventions aimed to reduce the deleterious effects of school closures and disruptions in learning. For instance, many countries used various mediums to provide students with distance learning. This scoping review examines the interventions that education systems in low- and middle-income Sub-Saharan African (SSA) countries (LMIC) implemented to mitigate learning loss in reading and writing skills among early grade learners (i.e., children attending primary schools) and discusses the reach of those programs. This review highlights the proportion of students reached by the targeted mitigation measures, revealing that LMIC countries in SSA provided students with remote learning opportunities through radio and television programming, provided teachers with professional development on the use of novel tools, and provided parents and families with support to help learners at home. However, these disruptions affected the traditional assessment methods. Various assessment methods were implemented to measure student progress, but there is a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of the interventions. Many LMIC implemented Return-to-School policy frameworks, processes, and principles that ensured safe learning continuity [ABSTRACT FROM AUTHOR]
Published: 2023
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8. Accommodating Comprehensive Sexuality Education within the Grades R–3 Curriculum in South Africa

Author: Venketsamy, Roy, Kinnear, Jenny, and Adeyemo, Kolawole Samuel, editor
Published: 2021
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9. Approaches That Leverage Home Language in Multilingual Classrooms

Author: Poo, Manono, Venkat, Hamsa, Liyanage, Indika, Series Editor, Adamson, Bob, Advisory Editor, Canagarajah, Suresh, Advisory Editor, Kirkpatrick, Andy, Advisory Editor, Singh, Parlo, Advisory Editor, Essien, Anthony A., editor, and Msimanga, Audrey, editor
Published: 2021
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10. Assessing Early Grade Mathematics Learner Outcomes Using m-Learning : The Case of JumpStart South Africa

Author: Roberts, Nicky, Kacprzyk, Janusz, Series Editor, Pal, Nikhil R., Advisory Editor, Bello Perez, Rafael, Advisory Editor, Corchado, Emilio S., Advisory Editor, Hagras, Hani, Advisory Editor, Kóczy, László T., Advisory Editor, Kreinovich, Vladik, Advisory Editor, Lin, Chin-Teng, Advisory Editor, Lu, Jie, Advisory Editor, Melin, Patricia, Advisory Editor, Nedjah, Nadia, Advisory Editor, Nguyen, Ngoc Thanh, Advisory Editor, Wang, Jun, Advisory Editor, Auer, Michael E., editor, and Tsiatsos, Thrasyvoulos, editor
Published: 2021
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11. درجة توفرمعاييرأدب الطفل في مقرر لغتي ملرحلة الصفوف املبكرة في اململكة العربية السعودية.

Author: مطلق يعيش عوض ال&#1606
Abstract: Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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.)
Published: 2022
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12. Development of an instrument to assess early number concept development in four South African languages

Author: Elizabeth Henning, Lars Balzer, Antje Ehlert, and Annemarie Fritz
Subjects: early grades, early stimulation, isizulu, marko-d sa, number concept development, rasch-modelling, sesotho, Education (General), L7-991, Special aspects of education, LC8-6691
Abstract: A recently published interview-based test, known by its partly German acronym, MARKO-D SA, is introduced in this article by way of a narrative of its development through various cycles of research. The 48-item test, in 4 South African languages, captures number concept development of children in the 6 to 8-year age group. The authors present their argument for the South African versioning and translation of the test for this country, where there is a dearth of suitable assessment instruments for gauging young children’s mathematical concept development. We also present the findings of the research that was conducted to standardise and norm the local version of the test, along with our reasoning about the theoretical strength of the conceptual model that undergirds the test.
Published: 2021
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13. Exploring The Perceptions About Male Teachers In Early Grades Across Schools In Nigeria.

Author: Ossai, Osita Victor and Ramsaroop, Sarita
Subjects: *ELEMENTARY schools, *EARLY childhood teachers, *EARLY childhood education, *SCHOOL children, *WOMEN teachers, *TEACHER attrition
Abstract: The early childhood education workforce is highly feminized, with women dominating the field. Around the world, calls have been made for increasing participation of men in the profession so that the gender gap could be reduced. Unfortunately, there is still a stigma associated with men teaching young children. In this study, we explored the perceptions about male teachers of early grades in Nigerian schools. The study used an interpretative qualitative research design with a total of 10 participants (5 parents and 5 teachers) in early grade schools to explore the perceptions of male teachers in early grade schools. A semi-structured interview schedule was used to guide the one-on-one interview and data analyzed using content analysis. The findings revealed that sociocultural misconceptions cause male teacher attrition in early grade schools. General suspicion, stigmatization, and prejudice are contributing factors that promote gender stereotypes against male teachers in early grades. Such misconceptions contributed to an overwhelming preference for female teachers in early grades. However, a small proportion of participants believe that male teachers are an essential component of early grade schools for gender balance and effective role modeling. The findings suggest an urgent need for greater awareness of the important role of male teachers in early grade schools in promoting both their academic and social development. More effort is also needed to increase the number of in-service male teachers in the early childhood workforce. [ABSTRACT FROM AUTHOR]
Published: 2022

14. Teachers’ experiences of indigenous games in the early grades

Author: Blanche N. Hadebe-Ndlovu
Subjects: african, indigenous games, early grades, inclusive education, ubuntu philosophy, Special aspects of education, LC8-6691, Theory and practice of education, LB5-3640
Abstract: Background: This research foregrounds inclusive education (IE) values by way of indigenous games. The outline of the South African national curriculum states that its main aim is to teach its children and youth to become members of a refinement that supports the values which are democratic, the human rights, and communal justice. However, the associated instructional methodologies that have long been a societal tool in instilling these values at an early stage of child development have been largely disregarded in achieving this goal. Indigenous games rely on specific values and traits from children’s cultural heritage. Aim: The study aimed to find out how teachers experience the use of indigenous games in teaching mathematics in IE schools. Setting: Six IE schools in the KwaZulu-Natal province in South Africa. Methods: Semistructured interviews and teacher narratives, framed by the philosophy of ubuntu, were employed to generate data. These data were analysed in conventional qualitative methodology fashion. Results: The study showed that teachers believe that indigenous games encourage and endorse spontaneous interaction among learners as they communicate with their classmates and recognise the form of play from their community life. Conclusion: Teachers require specialised IE programmes as well as pedagogical formats to advance indigenous games.
Published: 2022
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15. Using a Design Thinking Approach for an Asynchronous Learning Platform during COVID-19

Author: Lori Severino and Mark Petrovich
Subjects: asynchronous, covid-19, curriculum, design-thinking model, early grades, Theory and practice of education, LB5-3640
Abstract: The COVID-19 pandemic abruptly shut down schools in an urban based school district in the Spring of 2020. As the closures persisted over months, an immediate educational need arose for online curricula that could help alleviate the learning gaps caused by the shutdown. The purpose of this study was to create a process and model for the development of a fully asynchronous online learning environment for prekindergarten through 2nd grade students that could help other districts implement similar projects. Since the turnaround time for development and implementation was a matter of weeks the project team used an iterative process to solve a “wicked problem” and identified solutions to create an improved user experience. A modified design thinking model approach was developed through the process of developing this six-week, theme based virtual curriculum that included interactivities in early literacy, writing, reading comprehension, science and math. This adjusted model includes 6 stages: discover, interpretation, ideation, experimentation, implementation, and evolution. This research focuses on the processes involved during each of the stages and the resulting use by the intended audience. The curriculum was used by over 5,800 prekindergarten through second grade students during the 6-week period of the summer of 2020. The online platform continues to be used by students presently.
Published: 2021
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16. معىقاث تطبيق التكامل المعرفي - كإحدي المقارباث التربىيت الحديثت بالصفىف المبكرة - من وجهت نظر المعلمين : دراست ميدانيت بمحافظت الإسكندريت.

Author: ش نٔاء جبر عبدال&#1604
Subjects: *TEACHERS, *INTERDISCIPLINARY education, *EDUCATIONAL change, *BASIC education, *MULTIPLICITY (Mathematics), *PROCEDURAL justice
Abstract: The basic education system has been developed in the direction of applying the cognitive integration approach under the name of the so-called integrated treatment, which has been translated into the presence of multidisciplinary curricula in response to societal transformations, global trends, and the information revolution, as well as the ineffectiveness of the education system based on disciplined, isolated disciplines in meeting the needs of students, keeping pace with the requirements of the times, and dealing with real problems. However, the possibility of success of modern educational approaches in the educational system depends on how classroom teachers implement them in light of the availability of the necessary requirements and overcoming potential obstacles. Hence, this study comes to reveal the obstacles that prevent the application of the cognitive integration approach as an emerging trend in education reform. In order to formulate a proposed vision to activate its application in the future. The field study revealed the multiplicity and intertwining of obstacles between procedural, administrative and organizational, and others related to the teacher, student, and guardian, and obstacles related to infrastructure, institutional capacity, and others related to the nature of the academic courses. [ABSTRACT FROM AUTHOR]
Published: 2021
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17. Development of an instrument to assess early number concept development in four South African languages.

Author: Henning, Elizabeth, Balzer, Lars, Ehlert, Antje, and Fritz, Annemarie
Subjects: *NUMBER concept, *AFRICAN languages, *CHILD development, *CONCEPTUAL models, *AGE groups, *MODEL-based reasoning
Abstract: A recently published interview-based test, known by its partly German acronym, MARKO-D SA, is introduced in this article by way of a narrative of its development through various cycles of research. The 48-item test, in 4 South African languages, captures number concept development of children in the 6 to 8-year age group. The authors present their argument for the South African versioning and translation of the test for this country, where there is a dearth of suitable assessment instruments for gauging young children's mathematical concept development. We also present the findings of the research that was conducted to standardise and norm the local version of the test, along with our reasoning about the theoretical strength of the conceptual model that undergirds the test. [ABSTRACT FROM AUTHOR]
Published: 2021
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18. Implementing Lesson Study as a professional development approach for early grade teachers: A South African case study

Author: Erika Helmbold, Roy Venketsamy, and Judy van Heerden
Subjects: Collaboration, Early grades, Lesson Study, Mathematics, Professional development, Professional learning community, Education (General), L7-991, Special aspects of education, LC8-6691
Abstract: Lesson Study is an internationally recognised professional development approach for teachers. This case study explores the impact of implementing Lesson Study in the early grades of a South African primary school, pertinently targeting early childhood mathematics teachers. The evidence suggests that Lesson Study has the potential to positively influence content knowledge, pedagogical content knowledge, general professional development and creative teaching of early grade teachers. The study established that Lesson Study enhanced intergrade cooperation and curriculum development and flow. Participants regarded the collaborative experience as deeply enriching and fulfilling. Although some implementation challenges were encountered, these were not insurmountable and the overall benefits of Lesson Study outweighed the potential obstacles.
Published: 2021
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19. An early grade science, technology, engineering and mathematics dialogue reading programme: The development of a conceptual framework

Author: Hanrie S. Bezuidenhout
Subjects: stem education, dialogue reading, artificial intelligence, conceptual framework, early grades, computational thinking, coding, digital skills, Special aspects of education, LC8-6691, Theory and practice of education, LB5-3640
Abstract: Background: The South African Department of Basic Education (DBE) aims to expand science, technology, engineering and mathematics (STEM) learning in the national curriculum through a Digital Skills for All Curriculum (DSfAC) for Grade R – 9. The DSfAC intends to educate a STEM-literate future citizenry with refined computational thinking (CT), and coding and robotics skills. As with all learning, foundations are ideally laid when children are young and when they form habits of thinking that can ultimately serve as their first building blocks for successful learning. Current theoretical frameworks describe how teachers can include CT, coding and other STEM related constructs in their teaching. In the curriculum plan, a conceptual framework that underpins the design of teaching materials to support STEM literacy teaching, has, however, not yet been forwarded. Aim: Presenting a conceptual framework that has served as the design heuristic for a dialogue reading programme (DRP) for young children. The programme consists of three picture books, created to develop young children’s digital skills and related vocabulary as outlined in the DSfAC through story texts and pictures. Method: I implemented an iterative participatory approach to develop the conceptual framework. Conclusion: The development of teaching materials, like a DRP, should have its genesis in a confluence of three interdisciplinary components to develop a conceptual framework: (1) scientific research and theories; (2) an iterative participatory approach which involves teachers, parents, children, and other role players in the development process; and (3) systematic utilisation of existing examples of relevant teaching materials.
Published: 2021
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20. IMPLEMENTING LESSON STUDY AS A PROFESSIONAL DEVELOPMENT APPROACH FOR EARLY GRADE TEACHERS: A SOUTH AFRICAN CASE STUDY.

Author: Helmbold, Erika, Venketsamy, Roy, and van Heerden, Judy
Subjects: PROFESSIONAL education, TEACHER development, EARLY childhood teachers, AFRICANA studies, PEDAGOGICAL content knowledge, CREATIVE teaching
Abstract: Lesson Study is an internationally recognised professional development approach for teachers. This case study explores the impact of implementing Lesson Study in the early grades of a South African primary school, pertinently targeting early childhood mathematics teachers. The evidence suggests that Lesson Study has the potential to positively influence content knowledge, pedagogical content knowledge, general professional development and creative teaching of early grade teachers. The study established that Lesson Study enhanced intergrade cooperation and curriculum development and flow. Participants regarded the collaborative experience as deeply enriching and fulfilling. Although some implementation challenges were encountered, these were not insurmountable and the overall benefits of Lesson Study outweighed the potential obstacles. [ABSTRACT FROM AUTHOR]
Published: 2021
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21. Assessing the Efficacy of Tier 2 Mathematics Intervention for Spanish Primary School Students.

Author: de León, Sara C., Jiménez, Juan E., Gutiérrez, Nuria, and Hernández-Cabrera, Juan Andrés
Subjects: *SCHOOL children, *PRIMARY school teachers, *AT-risk students, *WORD problems (Mathematics), *ACHIEVEMENT gains (Education)
Abstract: • Tier 2 intervention in math might improve students' at-risk performance. • First to third-grade at-risk students might benefit from number sense based math intervention. • Children at risk in math might benefit from an explicit and systematic intervention. • Teachers are able to implement intervention programs with a high level of fidelity. • Interventionist teachers increase the generability of intervention studies results. This study explored the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish first- to third-grade primary school teachers to improve at-risk students' early math skills. Teachers were instructed in the administration of a math curriculum-based measure composed of 5 isolated measures (quantity discrimination, missing number, single-digit computation, multidigit computation, and place value) to identify at-risk students and to monitor their progress; and in the implementation of a systematic and explicit instructional program to improve basic math skills in at-risk students. Implementation fidelity was analyzed using direct observations and self-reports. The intervention was conducted with adequate fidelity and had a significant positive impact on all grades. Significant differences were found between experimental and control students at risk of math failure in the improvement rate of quantity discrimination, missing number, and place value in all grades. Experimental at-risk students showed a monthly improvement, assessed using a combination of screening and progress monitoring measures. In conclusion, Spanish first to third graders at risk of math failure benefited from a Tier 2 intervention based on basic math skills, implemented by in-service teachers. [ABSTRACT FROM AUTHOR]
Published: 2021
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22. Using a Design Thinking Approach for an Asynchronous Learning Platform during COVID-19.

Author: Severino, Lori, Petrovich, Mark, Mercanti-Anthony, Samantha, and Fischer, Samuel
Subjects: ASYNCHRONOUS learning, COVID-19, DESIGN thinking, COVID-19 pandemic, READING comprehension, ONLINE education
Abstract: The COVID-19 pandemic abruptly shut down schools in an urban based school district in the Spring of 2020. As the closures persisted over months, an immediate educational need arose for online curricula that could help alleviate the learning gaps caused by the shutdown. The purpose of this study was to create a process and model for the development of a fully asynchronous online learning environment for prekindergarten through 2nd grade students that could help other districts implement similar projects. Since the turnaround time for development and implementation was a matter of weeks the project team used an iterative process to solve a "wicked problem" and identified solutions to create an improved user experience. A modified design thinking model approach was developed through the process of developing this six-week, theme based virtual curriculum that included interactivities in early literacy, writing, reading comprehension, science and math. This adjusted model includes 6 stages: discover, interpretation, ideation, experimentation, implementation, and evolution. This research focuses on the processes involved during each of the stages and the resulting use by the intended audience. The curriculum was used by over 5,800 prekindergarten through second grade students during the 6-week period of the summer of 2020. The online platform continues to be used by students presently. [ABSTRACT FROM AUTHOR]
Published: 2021
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23. Standardized Test Questions Involving Fractional Diagrams: What do they Assess and How Can Teachers Effectively Use Them in Class?

Author: Hawthorne, Casey, Michael, Charles, and Miley, Mikayla
Subjects: STANDARDIZED tests, TEACHERS, FORMATIVE evaluation
Abstract: Many standardized tests have begun to broaden their assessment beyond the use of symbolic representations and now include more concrete diagrams. This paper reports on the conceptual resources 5th grade students leveraged when attempting to answer such questions in the domain of fraction operations. Results demonstrate how such questions failed to assess students' understanding of the diagrams or of fractions, as the vast majority of participants used symbolic procedures or superficial qualities of the diagrams to navigate their answer choice. However, student responses, when pressed to explain their thinking about the diagrams, revealed rich thinking, illustrating how such questions can serve as productive formative assessment tasks. [ABSTRACT FROM AUTHOR]
Published: 2021

24. Strengthening comprehensive sexuality education in the curriculum for the early grades

Author: Thungavel Venketsamy and Jenny Kinear
Subjects: comprehensive sexuality education, early grades, curriculum, sexuality education, behaviour-determinant-intervention logic model, Special aspects of education, LC8-6691, Theory and practice of education, LB5-3640
Abstract: Background: The continuing high rate of child abuse and sexual violence has highlighted the need for a focused intervention in the form of educating young learners on sexual risks and protection against harmful behaviours and making them aware of their right to be protected. Aim: The aim of this article is to strengthen the comprehensive sexuality education (CSE) curriculum for the early grades and to gain an understanding of teachers’ knowledge of CSE and how it is linked to the Curriculum and Assessment Policy Statement (CAPS): Life Skills. Setting: This study was conducted at two schools in different districts in the Gauteng Province, in environments where rich data could be solicited from the participants regarding their knowledge of how to strengthen CSE in the curriculum. Methods: A qualitative case study was conducted that included eight Foundation Phase teachers and two subject advisors. One focus group interview was held with teachers and subject advisors. The analysis of documents containing teachers’ and subject advisors’ notes was examined through the lens of the Behaviour-Determinant-Intervention (BDI) Logic Model. Results: The data gathered showed the following significant gaps in CAPS: Life Skills CAPS need to be addressed and aligned to the International Technical Guidelines on Sexuality Education (ITGSE), and teachers need to be adequately trained in the content and teaching methodologies of CSE in the early grades. Conclusion: The CAPS curriculum must be aligned to the ITGSE. Teachers need to be trained; detailed scripted lesson plans should be made available to all early-grade teachers and appropriate resources should be provided to support teaching and learning to strengthen the CSE implementation.
Published: 2020
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25. Play-based pedagogy and creativity for early grade and preschool learners

Author: Chukwudi Ekeh, Martin and Chukwudi Ekeh, Martin
Abstract: Researchers, educators and policymakers promote play-based pedagogy because of its appropriateness in developing children's potential. Play is considered a lens through which children view their natural world and propose creative ways of dealing with theirdaily challenges. However, play as a teaching pedagogy remains inadequate due to insufficient understanding and practical use of various play-based pedagogies. Despite the importance placed on play-based pedagogy, children struggle to transform their creative abilities into functional real-world outcomes. The researcher, therefore, aims to investigate "play-based pedagogy and creativity for early-grade and preschool learners". Specifically, The research intended to find out; (a) how play-based pedagogy canbe used to enhance the creativity of preschool and early-grade learners. (b) how a professional development programme assists preschool and early-grade teachers in enhancing learners' creativity. The study was conducted in Owerri Education Zone, Imo State, Nigeria. The study adopted a qualitative approach with a Participatory Action Research (PAR) design. The research participants were nine and purposively sampled from teachers of young learners aged five to eight years. The tool used for data collection was a Semi-structured interview and observational schedule. Findings from the study indicate that teachers have a poor understanding of diverse twenty-first-century-century play-based pedagogy used to enhance children's creativity. Furthermore, the teachers' professional development programme positively impacted learners' creativity. In conclusion, the study recommends teachers' professional development training on twenty-first-century play-based pedagogies to enhance learners' creative skills.
Published: 2023

26. The liminality of new foundation phase teachers: Transitioning from university into the teaching profession

Author: Nadine Petersen
Subjects: early grades, foundation phase teachers, liminality, novice teacher, primary school teachers, rite of passage, Education (General), L7-991, Special aspects of education, LC8-6691
Abstract: This paper explores novice foundation phase teachers’ descriptions of their experiences in the liminal stage between being a student teacher and entering the professional world of the early grade classroom. The term “liminality” was popularised by anthropologist Turner (1969), building on the early work of Van Gennep (1960), in his work on rites of passage. The fluidity of the liminal period is characterised by instability and uncertainty with a diversity of factors affecting different novice teachers. In a generic qualitative study, based on individual, semi-structured interviews with 10 participants, findings show that the new teachers appeared to be somewhat unrealistic and/or unprepared in their expectations of what they would encounter in this period. The novices struggled to settle into the practice of a school classroom and largely blame the inadequacy of their teacher education programmes. They also cite the demands of tracking their young charges’ learning and the lack of support from senior teachers as compounding factors for the difficulties they faced. These issues may have serious consequences for the retention of teachers in this important phase of schooling and therefore require the attention of both teacher education and school managers.
Published: 2017
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27. Children's Capacity for Algebraic Thinking in the Early Grades.

Author: Afonso, Dominique and Mc Auliffe, Sharon
Subjects: *PATTERN matching, *MATHEMATICS education, *CASE studies, *CHILD development, *MATCHING theory, *ACQUISITION of data
Abstract: Patterns pervade our everyday life and are natural and familiar to children. Exciting new research in the field of Early Algebra describes the development of young children's algebraic thinking through the meaningful study of patterns. This paper contributes to this research by reporting on a case study of two primary schools in South Africa and looking at the capacity of learners for algebraic thinking in the early grades. Data was gathered using Grade 3 learner tests and focus group interviews based on pattern tasks. The data analysis process examined learners' pattern matching and building explanations related to each data collection instrument using Blanton, Brizuela, Gardiner, Sawrey and Newman-Owens's (2015. A learning trajectory in 6-year-old's thinking about generalising functional relationships. Journal for Research in Mathematics Education, 46, 511–558) levels of sophistication in learner's thinking about functional relationships. The results of the study suggest that young learners have the potential to think algebraically when offered opportunities to do so, particularly in terms of recursive and functional thinking when solving pattern problems. Traditionally instructional practice emphasises lengthy exposure to recursive thinking as a first route to algebraic thinking: this recent research suggests that young children also have the capacity to engage in functional thinking. Thus, we may need to rethink our approach to algebraic thinking through the development of a pattern-based approach to algebra. [ABSTRACT FROM AUTHOR]
Published: 2019
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28. Choral singing in the early years of elementary school

Author: Pavlović Biljana M., Cicović-Sarajlić Dragana J., and Kovač Anđelka M.
Subjects: choral singing, extracurricular activities, elementary school, early grades, students, History of scholarship and learning. The humanities, AZ20-999
Abstract: The paper discusses choral singing as a form of extracurricular activity and teaching in elementary school. It considers the historical development of choral singing in order to highlight the continuity of its existence and importance in society and reviews the importance of choral singing in musical and overall upbringing and education of elementary school students. Authors analyze the curricula of grades I to IV in order to determine how much attention is given to choral singing. Didactic and methodological issues related to the formation of the choir in elementary school are reviewed, together with methodical approach for working with early grades choir, proper selection of the musical compositions and the role of teachers. Listed is the recommended choral literature to supplement the current curricula. Special attention was given to literature containing the Kosovo-Metohija folk songs, suitable for choral arrangement. Performing of these songs in a choral arrangement will contribute to stimulating the interest of students towards musical folklore of Kosovo and Metohija, and therefore its preservation and fostering. It is highlighted that singing in the choir contributes to the development of hearing, voice, harmonic feeling, a sense of rhythm, melody and group play. By mastering different compositions, students become familiar with valuable achievements of artist, spiritual and folk music. The significant meaning and importance of this kind of work is reflected in the possibilities of achieving the tasks of socio-moral education. Choral singing develops a sense of collective responsibility, conscious discipline, perseverance, endurance, helps establish a sense of understanding, mutual respect and tolerance, friendship and a sense of teamwork. Singing in the choir develops aesthetic attitude and taste in music. Students are trained to perceive and to value the true qualities of beauty, grace, harmony and authenticity in music. The value of this kind of work is also reflected in the capabilities of the development of work habits, work culture and discipline. Choral singing encourages emotional and psychological development of students. Group singing relaxes students, reduces stage fright and uncertainty, and promotes self-esteem. Singing variety of lyrics enables students to acquire knowledge, and form a more positive attitude towards life. Choral singing contributes to the development of skills and good habits, motivation of students to learn, self-education, self-development, encourages the development of attention, memory, concentration, thinking, contributing to the achievement of the goals of intellectual education. In addition to the educational influence on the members of the choir, it enriches also the listeners and contributes to their musical and cultural development, as well as the reputation and recognition of the school. It was concluded that the choir, as the largest form of collective music performance in elementary school, has an extremely important role in the musical and the comprehensive development of students, which is why it should receive much more attention in the context of elementary school extracurricular activities.
Published: 2016
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29. Home attributes that relate to language and literacy attainments: A systematic review of studies from low- and middle-income countries

Author: Nag, Sonali, Vagh, Shaher, Dulay, Katrina, Snowling, Margaret, and melby-lervåg, monica
Subjects: low and middle income countries, adult literacy practices, home tutoring, developing countries, home language, literacy development, Social and Behavioral Sciences, reading comprehension, Education, socioeconomic status, early grades, Home literacy environment, home literacy model, language of instruction, emergent literacy, language development, language of assessment, vocabulary
Abstract: Strong evidence suggests that an enriching language and print environment at home is associated with improved language and literacy attainments in children. Current theorizing is limited by its focus on children from middle-class literate families growing up in industrialized, high-income country contexts that are characterized by access to useful resources and a unique set of practices surrounding print. Thus, for example, a distinguishing feature of the Home Literacy Model is ‘the idea that early home literacy experiences should be analyzed as a function of how much focus there is on the print itself’ (Sénéchal et al., 2017, p. 384). Such contexts contrast markedly with those in low- and middle-income (LMI) countries where child-rearing and socialization practices may or may not be print-focused and access to relevant literacy learning resources may be limited (e.g., few public libraries; little local language publishing, low literacy levels in family and community members, and the school language is not known in the home). The current meta-analytic review of studies from 37 LMI countries will help inform a more inclusive theorizing of the role of the home language and literacy environments (HLLE). Given the multilingual context of the countries in the review, home language status in relation to the school language (or language of assessment) will be an important consideration. Our primary objective is to determine how dimensions of the HLLE of families in LMI countries relate to children’s language and literacy attainments, and to identify if the relationship between different HLLE dimensions and language and literacy attainments are moderated by home language status, grade level, family socio-economic status and degree of income disparity in the country.
Published: 2022
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30. Using a Design Thinking Approach for an Asynchronous Learning Platform during COVID-19

Author: Samantha Mercanti-Anthony, Samuel Fischer, Mark Petrovich, and Lori Severino
Subjects: asynchronous, Wicked problem, Public Administration, Process (engineering), business.industry, curriculum, Design thinking, Theory and practice of education, Project team, Education, Asynchronous learning, early grades, User experience design, Reading comprehension, covid-19, Mathematics education, ComputingMilieux_COMPUTERSANDEDUCATION, design-thinking model, business, Curriculum, LB5-3640
Abstract: The COVID-19 pandemic abruptly shut down schools in an urban based school district in the Spring of 2020. As the closures persisted over months, an immediate educational need arose for online curricula that could help alleviate the learning gaps caused by the shutdown. The purpose of this study was to create a process and model for the development of a fully asynchronous online learning environment for prekindergarten through 2nd grade students that could help other districts implement similar projects. Since the turnaround time for development and implementation was a matter of weeks the project team used an iterative process to solve a “wicked problem” and identified solutions to create an improved user experience. A modified design thinking model approach was developed through the process of developing this six-week, theme based virtual curriculum that included interactivities in early literacy, writing, reading comprehension, science and math. This adjusted model includes 6 stages: Discover, interpretation, ideation, experimentation, implementation, and evolution. This research focuses on the processes involved during each of the stages and the resulting use by the intended audience. The curriculum was used by over 5,800 prekindergarten through second grade students during the 6-week period of the summer of 2020. The online platform continues to be used by students presently. © 2021, The International Academic Forum (IAFOR). All rights reserved.
Published: 2021

31. The liminality of new foundation phase teachers: Transitioning from university into the teaching profession.

Author: Petersen, Nadine
Subjects: *LIMINALITY, *STUDENT teachers, *BEGINNING teachers, *TEACHING experience, *TEACHER induction
Abstract: This paper explores novice foundation phase teachers' descriptions of their experiences in the liminal stage between being a student teacher and entering the professional world of the early grade classroom. The term "liminality" was popularised by anthropologist Turner (1969), building on the early work of Van Gennep (1960), in his work on rites of passage. The fluidity of the liminal period is characterised by instability and uncertainty with a diversity of factors affecting different novice teachers. In a generic qualitative study, based on individual, semi-structured interviews with 10 participants, findings show that the new teachers appeared to be somewhat unrealistic and/or unprepared in their expectations of what they would encounter in this period. The novices struggled to settle into the practice of a school classroom and largely blame the inadequacy of their teacher education programmes. They also cite the demands of tracking their young charges' learning and the lack of support from senior teachers as compounding factors for the difficulties they faced. These issues may have serious consequences for the retention of teachers in this important phase of schooling and therefore require the attention of both teacher education and school managers. [ABSTRACT FROM AUTHOR]
Published: 2017
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32. Middle childhood: A key time for healthy development and learning

Author: Boyden, Jo, author, Dawes, Andrew, author, Dornan, Paul, author, and Tredoux, Colin, author
Published: 2019
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33. System-wide improvement at the instructional core: Changing reading teaching in South Africa.

Author: Fleisch, Brahm
Subjects: READING, NATIVE language instruction, PRIMARY education
Abstract: The article describes the background to, and implementation of, the Gauteng Primary Language and Mathematics Strategy (GPLMS) in South Africa from 2010 to 2014-an initiative aimed at system-wide instructional improvement in the Global South. Working in over 1000 underperforming primary schools in poor- and working-class communities, the government-led GPLMS combined scripted lesson plans, provision of quality learner materials and personalised instructional coaching to enable teachers to adopt more effective instructional practices. [ABSTRACT FROM AUTHOR]
Published: 2016
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34. Fractions as Numbers and Extensions of the Number System: Developing Activities Based on Research.

Author: Jungeun Park, Flores, Alfinio, and Hohensee, Charles
Subjects: MATHEMATICS students, FRACTIONS, NUMBER systems
Abstract: Existing studies have shown fractions present significant challenges for K-8 students and pre-service teachers. They suggest that students may fail to see fractions as numbers and have difficulty moving beyond the part-whole realization, and thus they often think of fractions as objects disconnected from the number system. To address this issue, the current study proposes several activities that can be used in mathematics courses for pre-service elementary/secondary teachers or students to help them recognize fractions as numbers with the same visual representations as whole numbers (e.g., the number line) and on which the same kinds of operations can be used. Along with a description of the activities, the paper also provides observations about what happened when we gave the activities to a group of 28 prospective elementary teachers, highlighting evidence of their understanding of fractions as numbers. [ABSTRACT FROM AUTHOR]
Published: 2016

35. ALFABETIZAÇÃO CARTOGRÁFICA E O USO DE ATLAS ESCOLARES NOS ANOS INICIAIS.

Author: da Silva, Laís Chaves Nogueira and Da Silva, Christian Nunes
Abstract: The expansion of new technologies has opened up a range of options to develop works directed to themes related to the cartography in the context of the classrooms. However, admit that progress does not mean discarding all other forms of learning used in geography classes for this purpose, therefore, it is necessary to review how the use of these materials can be supported and included in a teaching methodology that prioritizes the student as an active participant in the construction of knowledge within the school. In this context, this article is the result of a final paper in Geography, and it has as concern the analysis of the use of school atlas as teaching tools in geography classes, which serve as support in the introduction of concepts and notions of cartography. Thus, it is known that the school atlases, as collections of maps, need to be well selected by appropriate criteria as a means of demonstration and acquisition of experiences that serve as basis to the educator who teaches geography in the early grades. [ABSTRACT FROM AUTHOR]
Published: 2016

36. Randomized impact evaluation of education interventions: experiences and lessons from a reading to learn intervention in East Africa.

Author: Ngware, Moses Waithanji, Abuya, Benta, Oketch, Moses, Admassu, Kassahun, Mutisya, Maurice, and Musyoka, Peter
Subjects: *EDUCATIONAL intervention, *ASSESSMENT of education, *ACQUISITION of data, *RANDOM variables, *SUSTAINABILITY, *TEACHER training
Abstract: This paper presents the experiences and lessons learnt during the design and implementation of the randomized impact evaluation (IE) of a reading to learn (RtL) intervention in early primary grades. The study was to assess the impact of RtL on literacy and numeracy among pupils in low-performing districts in East Africa. The intervention was designed in a way that in each country one district implemented an intervention package that included teacher training, and teaching and learning materials; while the other district implemented this same package with an additional parental involvement component. Baseline data were collected in mid-2009 in Grades 1 and 2, and in 2010 for the incoming Grade 1. The endline data were collected in mid-2011. A total of 119 treatments and 110 control schools participated in the study. The randomized design provided an opportunity to attribute causality and also qualitatively establish pathways through which the intervention impacted on learning. The paper provides lessons learnt and demonstrates how the challenges faced during the evaluation were addressed. Additionally, the paper shows how IE was utilized to provide robust evidence of what works thus enabling policy-makers to make decisions on sustainability and scale-up of education interventions. [ABSTRACT FROM PUBLISHER]
Published: 2015
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37. TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT IN GLOBAL MATHEMATICS.

Author: Srikantaiah, Deepa and Ralaingita, Wendi
Subjects: TEACHER education, PROFESSIONAL education, MATHEMATICS education, STUDENT teachers, STUDENT teaching
Abstract: The Global Mathematics Education Special Interest Group (SIG) of the Comparative and International Education Society (CIES) provides a forum for researchers and practitioners from around the world to discuss theory, practices, and techniques for mathematics learning from early childhood to tertiary education. Teacher education and professional development is a significant focus of the SIG's conversations. This chapter discusses and current and future impact of CIE research on teacher education and professional development in global mathematics. A range of factors can undermine students' performance in mathematics. In many contexts, teacher shortages result in underqualified teachers; teachers trained in other subjects are assigned to teach mathematics; or teacher training lacks adequate focus on teaching mathematics for understanding. While these factors exist in many contexts, they are most acute in low-income countries and communities. Mathematics is widely recognized as a mechanism for economic growth, at individual and system levels. However, low-income countries and marginalized populations perform poorly in cross-national assessments. As a result, lowerperforming countries may emulate policy and practice of the higherperforming countries. In such cases there is a risk of superficial "fixes" that ignore contextual factors. There are ways to reduce such risks by combining such assessments with more contextual studies, or by using cross-national assessments as catalysts for examining what is happening locally. Looking forward, there is reason for optimism about the recognition of the importance of early-grade numeracy; recognition of the intersections of mathematics, culture, and language; and potential for reaching across CIE areas and methodologies to develop a more measured and nuanced view of assessment results. [ABSTRACT FROM AUTHOR]
Published: 2014
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38. History teaching in the early grades: between practices and problems

Author: Miotti Neto, Sidney, Universidade Estadual Paulista (Unesp), and Souza, Tatiana Noronha de [UNESP]
Subjects: Anos iniciais, History teaching, Ensino de história, Initial grades, Early grades, Séries iniciais
Abstract: Submitted by Sidney Miotti Neto (sidney.miotti@gmail.com) on 2020-06-08T18:44:42Z No. of bitstreams: 1 2020-Sidney-Texto-defesa (04-06).docx: 315506 bytes, checksum: 75ae739ed0d5283f7094d747be00a11c (MD5) Submitted by Sidney Miotti Neto (sidney.miotti@gmail.com) on 2020-06-08T18:44:42Z No. of bitstreams: 1 2020-Sidney-Texto-defesa (04-06).docx: 315506 bytes, checksum: 75ae739ed0d5283f7094d747be00a11c (MD5) Submitted by Sidney Miotti Neto (sidney.miotti@gmail.com) on 2020-06-08T18:44:42Z No. of bitstreams: 1 2020-Sidney-Texto-defesa (04-06).docx: 315506 bytes, checksum: 75ae739ed0d5283f7094d747be00a11c (MD5) Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2020-06-09T19:58:53Z (GMT) No. of bitstreams: 1 miotti neto_s_me_sjrp.pdf: 846190 bytes, checksum: fc905a92ba222f7d6627f7020ddf08b3 (MD5) Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2020-06-09T19:58:53Z (GMT) No. of bitstreams: 1 miotti neto_s_me_sjrp.pdf: 846190 bytes, checksum: fc905a92ba222f7d6627f7020ddf08b3 (MD5) Submitted by Sidney Miotti Neto (sidney.miotti@gmail.com) on 2020-06-08T18:44:42Z No. of bitstreams: 1 2020-Sidney-Texto-defesa (04-06).docx: 315506 bytes, checksum: 75ae739ed0d5283f7094d747be00a11c (MD5) Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2020-06-09T19:58:53Z (GMT) No. of bitstreams: 1 miotti neto_s_me_sjrp.pdf: 846190 bytes, checksum: fc905a92ba222f7d6627f7020ddf08b3 (MD5) Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2020-06-09T19:58:53Z (GMT) No. of bitstreams: 1 miotti neto_s_me_sjrp.pdf: 846190 bytes, checksum: fc905a92ba222f7d6627f7020ddf08b3 (MD5) Made available in DSpace on 2020-06-09T19:58:53Z (GMT). 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No. of bitstreams: 1 miotti neto_s_me_sjrp.pdf: 846190 bytes, checksum: fc905a92ba222f7d6627f7020ddf08b3 (MD5) Previous issue date: 2020-03-02 Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2020-06-09T19:58:53Z (GMT) No. of bitstreams: 1 miotti neto_s_me_sjrp.pdf: 846190 bytes, checksum: fc905a92ba222f7d6627f7020ddf08b3 (MD5) Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2020-06-09T19:58:53Z (GMT) No. of bitstreams: 1 miotti neto_s_me_sjrp.pdf: 846190 bytes, checksum: fc905a92ba222f7d6627f7020ddf08b3 (MD5) Made available in DSpace on 2020-06-09T19:58:53Z (GMT). No. of bitstreams: 1 miotti neto_s_me_sjrp.pdf: 846190 bytes, checksum: fc905a92ba222f7d6627f7020ddf08b3 (MD5) Previous issue date: 2020-03-02 Made available in DSpace on 2020-06-09T19:58:53Z (GMT). No. of bitstreams: 1 miotti neto_s_me_sjrp.pdf: 846190 bytes, checksum: fc905a92ba222f7d6627f7020ddf08b3 (MD5) Previous issue date: 2020-03-02 O ensino de História no Brasil pode ser caracterizado por suas tradições inventadas, conceito definido por Hobsbawm. Em seu processo de constituição como código disciplinar, a História esteve vinculada à ideia de nacionalidade, cuja função foi normatizar e legitimar a estrutura social brasileira desigual. Foi desde o século XIX uma composição elitista - uma construção intelectual baseada em figuras selecionadas como os fundadores da nacionalidade, articulados dentro de uma totalidade hermética e inevitável cujo ente principal era a figura do Estado centralizado e sua função a manutenção do status quo. Contudo, desde o final do regime de exceção ocorrido nos anos 1980, o ensino de História passa por um processo de reconstituição e desenvolve entre outras questões a crítica a esta ideia de um passado homogêneo e harmonioso. Como não se trata de uma situação resolvida, ainda é possível a existência de reminiscências desde os primeiros anos de escolarização por conta das condições educacionais brasileiras. Nesta linha, esta pesquisa busca investigar os resultados de pesquisas sobre a atividade do professor que ensina História nos primeiros anos do Ensino Fundamental em teses e dissertações que realizaram pesquisa de campo, tentando definir as principais dificuldades deste profissional, que, em geral, não possui formação específica e verificar se ocorre a manutenção de temáticas que exaltam a mitologia da pátria, visto que funcione como mecanismo de harmonização social. A discussão tem início com a apresentação histórica de como se estruturou o ensino da disciplina no Brasil a partir da periodização proposta por Schmidt. Em sequência, busca-se analisar a documentação oficial acerca da formação do pedagogo e as pesquisas desenvolvidas sobre o tema, utilizando como referencial os trabalhos de Gatti, Libâneo e Pimenta. Como esta pesquisa se enquadra no campo metodológico definido como Estado da Arte foram coletadas para a análise dissertações em base de dados digital, exclusivamente a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) do Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT), tendo como marco legal e temporal a publicação em 2006 das Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia, as quais serão discutidas a partir de sua constituição histórica. Verificou-se o número reduzido de publicações que investigam as práticas e os conhecimentos do pedagogo que ensina História e foram definidas algumas temáticas mais relevantes para a análise, por conta de sua recorrência nas pesquisas: gênero; formação (inicial e continuada) e experiência; tradições cívicas; valorização educacional e social. Estes elementos foram analisados conjuntamente e colocados em perspectiva, tendo como resultado a compreensão de que ocorre a sobreposição de elementos típicos da formação social brasileira – como a divisão sexual desigual do trabalho e a manutenção de temáticas que reforçam temáticas relacionadas à nação e ao Estado – e as necessidades do capitalismo contemporâneo – como a formação de uma mão de obra adequada à flexibilidade toyotista. History teaching in Brazil can be characterized for its invented traditions, concept defined by Hobsbawm. In its constitution process as a school subject, History had been linked to the idea of nationality, which function was normalizing and legitimizing the unequal Brazilian social structure. It was since XIX Century an elitist composition – an intellectual construction based on chosen figures such as the founders of nationality, articulated within a hermetic and inevitable totality which principal entity was the centralized State and its function: the sustenance of the status quo. However, since the end of the exception regime occurred in the 1980s, History teaching passes by a process of reconstitution and development, among other questions, the critic to this idea of a homogeneous and harmonious past. As this is not a resolved situation, it’s still possible the existence of reminiscences since the first years of schooling because of the Brazilian educational conditions. In this line, this research seeks to investigate the results of researches about the activity of the professional who teaches History in the early grades of the elementary school in theses and dissertations that conducted field research, trying to define the principal difficulties of this professional and verifying if occurred the maintaining of subjects that exalt the homeland mythology. The discussion has its beginning in the historical presentation about how the History teaching was structured in Brazil, by means of the periodization proposed by Schmidt. In sequence, it looks for analyzing the official documentation about pedagogue training and the researches developed about it, using as references the works of Gatti, Libâneo and Pimenta. As this research fits in the methodological field defined as State of the Art, were collected for analysis dissertations exclusively from “Biblioteca Digital Brasileira de Teses e Dissertações (BDTD)” of the “Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT)”. Moreover, it was used as legal and temporal mark the publication in 2006 of the National Curriculum Guidelines for the undergraduate course in Pedagogy, which will be discussed from its historical constitution. There was a reduced number of publications that look into the practices and knowledges of the pedagogue who teaches history, although some relevant topics has been defined for analysis, because of their recurrence: gender; training (initial and continued) and experience; civic traditions; educational and social appreciation. These elements were analyzed together and placed in perspective, having as result the understanding that it occurs the overlapping of typical elements of the Brazilian social formation – such as the unequal sexual division of work and the maintenance of themes that reinforce the nationality and the State – and the contemporary capitalism’s needs – such as the formation of a flexible workforce.
Published: 2020

39. Exemplary Teaching in the Caribbean: Experiences from Early Literacy Classrooms.

Author: Warrican, S. Joel, Down, Lorna, and Spencer-Ernandez, Joan
Subjects: *TEACHING, *LITERACY, *TEACHER training, *EARLY childhood education, *LEARNING
Abstract: The purpose of this paper is to report the experiences and practices of 21 exemplary teachers participating in a project designed to train Caribbean teachers in literacy development. The training model used takes teachers away from many of the practices common to the Caribbean classroom and introduces them to less traditional approaches found to promote literacy in the early grades. This report tells of the struggles of these teachers as they faced the challenges of learning and implementing new ideas and eventually becoming exemplary in the promotion of literacy among their young students. [ABSTRACT FROM AUTHOR]
Published: 2008

40. Are Effects of Small Classes Cumulative? Evidence From a Tennessee Experiment.

Author: NYE, BARBARA, HEDGES, LARRY V., and KONSTANTOPOULOS, SPYROS
Subjects: *CUMULATIVE effects assessment (Environmental assessment), *EDUCATION policy
Abstract: Some scholars argue that the effects of small classes in the early grades are not cumulative—that the benefits of small classes accrue in the 1st year of small classes. That argument suggests both policy implications and scientific questions of why additional benefits should not accrue from additional exposure to small classes. In this article, the cumulative effects of small classes on achievement were investigated with data from Project STAR, a 4-year, large-scale randomized experiment on the effects of class size. Controlling for achievement in the previous-year small classes in Grades 1, 2, and 3 yielded additional positive effects on reading and mathematics achievement. Thus, there are additional (cumulative) effects of small classes after the 1st year that may be large enough to be important for education policy. [ABSTRACT FROM AUTHOR]
Published: 2001
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41. Choral singing in the early years of elementary school

Author: Anđelka Kovač, Biljana Pavlović, and Dragana J. Cicović-Sarajlić
Subjects: Extracurricular activity, extracurricular activities, media_common.quotation_subject, 050109 social psychology, Musical, Stage fright, lcsh:AZ20-999, Pedagogy, medicine, Choir, 0501 psychology and cognitive sciences, Curriculum, Folk music, media_common, students, 4. Education, 05 social sciences, medicine.disease, lcsh:History of scholarship and learning. The humanities, choral singing, Friendship, early grades, 050903 gender studies, elementary school, 0509 other social sciences, Singing, Psychology
Abstract: The paper discusses choral singing as a form of extracurricular activity and teaching in elementary school. It considers the historical development of choral singing in order to highlight the continuity of its existence and importance in society and reviews the importance of choral singing in musical and overall upbringing and education of elementary school students. Authors analyze the curricula of grades I to IV in order to determine how much attention is given to choral singing. Didactic and methodological issues related to the formation of the choir in elementary school are reviewed, together with methodical approach for working with early grades choir, proper selection of the musical compositions and the role of teachers. Listed is the recommended choral literature to supplement the current curricula. Special attention was given to literature containing the Kosovo-Metohija folk songs, suitable for choral arrangement. Performing of these songs in a choral arrangement will contribute to stimulating the interest of students towards musical folklore of Kosovo and Metohija, and therefore its preservation and fostering. It is highlighted that singing in the choir contributes to the development of hearing, voice, harmonic feeling, a sense of rhythm, melody and group play. By mastering different compositions, students become familiar with valuable achievements of artist, spiritual and folk music. The significant meaning and importance of this kind of work is reflected in the possibilities of achieving the tasks of socio-moral education. Choral singing develops a sense of collective responsibility, conscious discipline, perseverance, endurance, helps establish a sense of understanding, mutual respect and tolerance, friendship and a sense of teamwork. Singing in the choir develops aesthetic attitude and taste in music. Students are trained to perceive and to value the true qualities of beauty, grace, harmony and authenticity in music. The value of this kind of work is also reflected in the capabilities of the development of work habits, work culture and discipline. Choral singing encourages emotional and psychological development of students. Group singing relaxes students, reduces stage fright and uncertainty, and promotes self-esteem. Singing variety of lyrics enables students to acquire knowledge, and form a more positive attitude towards life. Choral singing contributes to the development of skills and good habits, motivation of students to learn, self-education, self-development, encourages the development of attention, memory, concentration, thinking, contributing to the achievement of the goals of intellectual education. In addition to the educational influence on the members of the choir, it enriches also the listeners and contributes to their musical and cultural development, as well as the reputation and recognition of the school. It was concluded that the choir, as the largest form of collective music performance in elementary school, has an extremely important role in the musical and the comprehensive development of students, which is why it should receive much more attention in the context of elementary school extracurricular activities.
Published: 2016
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42. Between the past and history: investigating historical knowledge of children in the early grades in a brazilian public school

Author: Marlene Rosa Cainelli and Sandra Regina Ferreira de Oliveira
Subjects: Ensino de História, Educação Histórica, History Teaching, Early Grades, History Education, lcsh:L7-991, Séries Iniciais, lcsh:Education (General)
Abstract: Este artigo apresenta resultados de uma pesquisa que teve por objetivo investigar como a escola atua no confronto entre os conhecimentos prévios e os escolarizados na aprendizagem da História. Este estudo é inovador no campo do ensino de História em virtude de sua complexidade em analisar as ideias de crianças no ensino fundamental. Da pesquisa empírica participaram 17 professoras e 26 alunos da rede municipal de ensino da cidade de Londrina, Estado do Paraná, Brasil. Neste artigo, partindo de uma abordagem qualitativa, será apresentada a investigação que se realizou ao longo da pesquisa, pretendendo-se identificar os conhecimentos que as crianças possuem sobre a história da cidade de Londrina. Para tanto, os alunos foram entrevistados em dois momentos: quando frequentavam a segunda série (antes do estudo da História de Londrina) e quando estavam cursando a terceira série (durante o estudo da História de Londrina). Para investigação e análise dos resultados, partiuse de trabalhos realizados por pesquisadores como Lee (2001), Cooper (2002), Barton (2004), Barca (2007) e Schmidt (2010). Os dados analisados indicam possibilidades para a compreensão das ideias dos sujeitos para a construção do conhecimento histórico em aulas de História no ensino fundamental. This study presents results of a research that aimed to investigate how schools operate in the confrontation between the student's previous knowledge and the school knowledge in History learning. Seventeen teachers and twentysix students of municipal schools in the city of Londrina, State of Paraná, Brazil, participated in the empirical research. Based on a qualitative approach, this article presents research conducted with the aim to identify the children's previous knowledge about the history of the city of Londrina. To achieve this goal, students were interviewed on two occasions: first when attending second grade (before studying the History of Londrina) and then during third grade (during the study of the History of Londrina). For research and analysis of the results, we relied upon investigations conducted by researchers such as Lee (2001), Cooper (2002), Barton (2004), Barca (2007) and Schmidt (2010). The results indicate possibilities for understanding the ideas of the subjects for the construction of historical knowledge in History classes at the elementary school.
Published: 2013
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43. Access to Pre-Primary Education and Progression in Primary School : Evidence from Rural Guatemala

Author: Bastos, Paulo, Bottan, Nicolas L., and Cristia, Julian
Subjects: INVESTMENT, CHILDREN, ACCESS TO DATA, EARLY CHILDHOOD INTERVENTIONS, CHILDHOOD EDUCATION, CLASSROOM, QUALITY OF EDUCATION, PRIMARY SCHOOL OUTCOMES, QUALITY OF INSTRUCTION, RE-ENTRY, ASSESSMENT PROGRAM, POPULATION, PRESCHOOL EDUCATION, WOMEN, EDUCATION, ENROLLMENT RATES, MALNUTRITION, SCHOOL SIZE, GROUPS, GIRLS, PREPRIMARY EDUCATION, KINDERGARTEN, ACCESS, SCHOOL CONSTRUCTION, INTERVENTIONS, COGNITIVE OUTCOMES, SCHOOL COVERAGE, LABOR SUPPLY, TEACHERS, PRIMARY EDUCATION, TUITION, LIFE EXPECTANCY AT BIRTH, POLICY DISCUSSIONS, STUDENTS, BASIC EDUCATION, CHILD DEVELOPMENT, POPULATION CENSUS, LOW-INCOME COUNTRIES, INSTRUCTION METHODS, PRIMARY SCHOOL PERFORMANCE, ELEMENTARY SCHOOL, PEACE, SCHOOLS, PARENTAL EDUCATION, NUMBER OF STUDENTS, TEACHER, RURAL AREAS, HIGHER GRADE, SECONDARY EDUCATION, PROGRESS, REPETITION RATES, HIGHER EDUCATION, GENDERS, SCHOOL READINESS, PRIMARY SCHOOL ACCESS, SCHOOL-AGE, BARRIER, EARLY CHILDHOOD, DEVELOPMENT POLICY, EDUCATIONAL ATTAINMENT, EDUCATIONAL DEVELOPMENT, EARLY CHILDHOOD DEVELOPMENT, SCHOOL PERFORMANCE, SCHOOL YEAR, EDUCATIONAL CENTERS, ACCESS TO PRESCHOOL EDUCATION, COMMUNITY PARTICIPATION, GROSS ENROLLMENT, EARLY INTERVENTION, HIGH SCHOOL, EARLY EDUCATION, EXCLUSION, KINDERGARTENS, LIFE EXPECTANCY, EARLY CHILDHOOD EDUCATION, PRIMARY SCHOOL REPETITION, CHILDREN WITHOUT ACCESS, SCHOOL STUDENTS, POLICY, COMMUNITY, ACCESS TO PRESCHOOL, FORMAL EDUCATION, BIAS, SAFETY, SKILLS, DISADVANTAGED GROUPS, MATERNAL EDUCATION, ANECDOTAL EVIDENCE, EDUCATIONAL QUALITY, HIGHER GRADES, RURAL COMMUNITIES, SCHOOL DROPOUT, ACADEMIC ACHIEVEMENT, EDUCATION FOR WOMEN, PRIMARY ENROLLMENT, ENROLLMENT RATE, TRAINING, PRIMARY ENROLLMENT RATES, PARTICIPATION, INSTRUCTION, LEARNING, PRIMARY SCHOOLS, POLICY RESEARCH, HIGH RATES OF REPETITION, DEVELOPING COUNTRIES, PRIMARY SCHOOL STUDENTS, PRIMARY SCHOOL ENROLLMENT, PUBLIC SCHOOLS, PRIMARY SCHOOL, POLICY RESEARCH WORKING PAPER, ENROLLMENT, HIGHER ENROLLMENT, BARRIERS, ENROLLMENT BY GRADE, SCHOOL ENROLLMENT, ADULTS, BIASES, EDUCATION FOR ALL, TRANSPORTATION, ATTENDANCE RATE, PUBLIC PRIMARY SCHOOLS, EARLY GRADES, NER, HEAD START, SCHOOL, ILLITERACY, CHILDHOOD DEVELOPMENT, GENDER, SCHOOLING, COMMUNITIES
Abstract: Evidence on the impacts of a large-scale expansion in pre-primary education is limited and mostly circumscribed to high- and middle-income nations. This study estimates the effects of such an expansion on progression in primary school in rural communities in Guatemala, where the number of pre-primary schools increased from about 5,300 to 11,500 between 1998 and 2005. Combining administrative and population census data in a difference-in-differences framework, the analysis finds that access to pre-primary education increased by 2.4 percentage points the proportion of students that progress adequately and attend sixth grade by age 12. These positive although limited effects suggest the need for complementary actions to produce substantial improvements in adequate progression.
Published: 2016

44. The Heterogeneous Effect of Information on Student Performance : Evidence from a Randomized Control Trial in Mexico

Author: Avitabile, Ciro and de Hoyos, Rafael
Subjects: GENDER GAP, SCHOOL DROP, LEARNING OUTCOMES, INVESTMENT, MATH TEST, CHILDREN, ECONOMIC GROWTH, GRADE REPETITION, EMPLOYMENT OPPORTUNITIES, CLASSROOM, MATHEMATICS, CHEMISTRY, EMPLOYMENT, TEST SCORES, EXAM, WORK STATUS, POSITIVE IMPACT, STUDENT AWARENESS, VALUES, MARRIAGE MARKET, SUBJECTS, WOMEN, HIGH SCHOOL DROPOUTS, WORKERS, EDUCATION, ENROLLMENT RATES, DEGREE PROGRAMS, CURRICULUM, FEMALE STUDENTS, GROUPS, STUDENT SCORES, GIRLS, HIGH SCHOOL GRADUATES, COLLEGE, INTERVENTIONS, SECONDARY SCHOOLS, READING, CURRICULUM REFORM, STUDENT PERFORMANCE, TEACHERS, education, ADOLESCENT GIRLS, STUDENTS, GRADE EXAM, UPPER SECONDARY EDUCATION, SUBJECT AREAS, CAREERS, ECONOMICS OF EDUCATION, SCHOOLS, SOCIAL SCIENCES, PUBLIC EDUCATION, LOWER SECONDARY, TEACHER, COGNITIVE SKILLS, RURAL AREAS, SECONDARY EDUCATION, SCHOOL SUPPLY, SECONDARY EDUCATION SYSTEM, HIGHER EDUCATION, SCHOOL COMPLETION, LABOR MARKET, GRADUATE, HIGH SCHOOL STUDENTS, COMPUTER SOFTWARE, COLLEGE COSTS, SOCIAL NORMS, CLASSROOMS, SCHOOL CURRICULUM, BETTER SCHOOLS, MATH TEACHERS, TERTIARY EDUCATION, SCHOOL PERFORMANCE, STUDENT ASSESSMENT, FINANCIAL CONSTRAINTS, LITERATURE, ECONOMIC DEVELOPMENT, AVERAGE TEST SCORE, STUDENT REPORTS, SIGNIFICANT IMPACT, COMPLETION RATES, RESEARCH, EDUCATIONAL OUTCOMES, LOWER SECONDARY EDUCATION, HIGH SCHOOL, UNIVERSITY DEGREE, UPPER SECONDARY SCHOOLS, EDUCATIONAL CHOICES, LOWER SECONDARY SCHOOL, EDUCATION OUTCOMES, LIFE EXPECTANCY, OPEN ACCESS, PAPERS, GRADUATES, ECONOMIC OUTCOMES, STUDENT ACHIEVEMENT, SCHOOL STUDENTS, STUDENT, GRADUATION RATES, YOUTH, EDUCATION SYSTEM, HUMAN CAPITAL, UPPER SECONDARY, SKILLS, UNIVERSAL ENROLLMENT, TECHNICAL SCHOOLS, SECONDARY SCHOOL, GRANTS, HUMAN RESOURCES, RETURNS TO EDUCATION, HOUSEHOLD INCOME, BIOLOGY, ADMINISTRATIVE DATA, LEARNING, GENDER COMPOSITION, PHYSICS, DEVELOPING COUNTRIES, ACHIEVEMENT, HIGHER EDUCATION SYSTEM, KNOWLEDGE, ENROLLMENT, VOCATIONAL EDUCATION, SCHOLARSHIP PROGRAM, BETTER LEARNING, GRADE TEST, HUMAN CAPITAL INVESTMENT, STUDENT OUTCOMES, DROPOUT RATES, AVERAGE SCORE, EARLY GRADES, SCHOOL ATTENDANCE, SCHOOL, UNIVERSITY, SCHOOLING, MATH SCORES, MATH TEACHER
Abstract: A randomized control trial was conducted to study whether providing 10th grade students with information about the returns to upper secondary and tertiary education, and a source of financial aid for tertiary education, can contribute to improve student performance. The study finds that the intervention had no effects on the probability of taking a 12th grade national standardized exam three years after, a proxy for on-time high school completion, but a positive and significant impact on learning outcomes and self-reported measures of effort. The effects are larger for girls and students from households with a relatively high income. These findings are consistent with a simple model where time discount determines the increase in effort and only students with adequate initial conditions are able to translate increased effort into better outcomes.
Published: 2015

45. Myanmar Early Grade Reading Assessment for the Yangon Region : 2014 Results Report

Author: World Bank
Subjects: STUDENT CHARACTERISTICS, LEARNING OUTCOMES, EDUCATION SECTOR, INVESTMENT, LEVELS OF EDUCATION, ADVANCED STUDENTS, CHILDREN, PRIMARY GRADE, NON-FORMAL EDUCATION, TRAINING PROGRAMS, CLASSROOM SETTING, CLASSROOM, TEACHING THEORY, KNOWLEDGE BASE, BASIC EDUCATION CURRICULUM, LEARNING MATERIALS, QUALITY OF EDUCATION, PRIMARY EDUCATION CURRICULUM, QUALITY OF INSTRUCTION, YOUNG PEOPLE, QUALITY ASSURANCE, TECHNICAL ASSISTANCE, CAMPAIGNS, DEGREES, EXAM, SCHOOL PRINCIPALS, PUBLIC AWARENESS, PRIMARY SCHOOL CHILDREN, EDUCATION EXPERTS, VALUES, CURRICULA, MINISTRIES, EDUCATION, SCIENCE, EARLY CHILDHOOD CARE, CURRICULUM, GROUPS, PRIMARY GRADES, GIRLS, KINDERGARTEN, COLLEGE, GENDER PARITY, READING MATERIALS, ACADEMIC RESEARCH, PEDAGOGICAL PRACTICES, INTERVENTIONS, READING, EDUCATIONAL REFORM, BASIC SKILLS, STUDENT PERFORMANCE, TEACHERS, PRIMARY EDUCATION, MINISTRY OF EDUCATION, COMPARATIVE EDUCATION, STUDENTS, BASIC EDUCATION, SCHOOLS, EDUCATION STANDARDS, PUBLISHERS, BASIC EDUCATION SECTOR, TEACHER, COGNITIVE SKILLS, TEACHER TRAINING, CHILDHOOD CARE, PRIMARY STUDENTS, NUMERACY, SCIENTIFIC RESEARCH, SCHOOL READINESS, GRADUATE, AVERAGE CLASS SIZE, GENDER DISPARITY, CLASSES, ADULT LITERACY, EDUCATION SERVICES, LITERACY, CLASSROOMS, LEARNING ACHIEVEMENT, MINISTRY OF “ EDUCATION, PRIMARY ENROLLMENT RATE, LITERATURE, DEVELOPMENTAL PSYCHOLOGY, PEDAGOGICAL APPROACHES, RESEARCH, BASIC READING, QUALITY ASSURANCE SYSTEMS, FUTURE RESEARCH, GRADE TEACHERS, EARLY EDUCATION, SPORTS, TEXTBOOKS, EDUCATIONAL PRACTICE, HOME LANGUAGE, TEACHING METHODS, SCHOOL LIBRARIES, LIFE SKILLS, COMPLETION RATE, HUMAN DEVELOPMENT, PEDAGOGICAL METHODS, PARITY, RESEARCH LITERATURE, STUDENT ACHIEVEMENT, FTE, NATIONAL EDUCATION SYSTEM, TEACHER EDUCATION, STUDENT, FORMAL EDUCATION, SCHOOL TEACHERS, SKILL LEVELS, SKILLS, SCHOOL QUALITY, PRIMARY COMPLETION, MATRICULATION EXAMINATION, GRANTS, MOTHER TONGUE, PRIMARY ENROLLMENT, ENROLLMENT RATE, TRAINING, PARTICIPATION, INSTRUCTION, ETHNIC LANGUAGES, TEACHING, LEARNING, PRIMARY SCHOOLS, DATA ON STUDENTS, HEADMASTERS, STUDENT LEARNING, SCHOOL SYSTEM, COMPULSORY PRIMARY EDUCATION, PRIMARY SCHOOL STUDENTS, ACADEMIC QUALIFICATIONS, KNOWLEDGE, SCHOLARS, PRIMARY SCHOOL, QUALITY EDUCATION, CLASSROOM PRACTICE, ENROLLMENT, VOCATIONAL EDUCATION, TEACHER TRAINING COLLEGES, PROFESSIONAL DEVELOPMENT, GENDER EQUALITY, PRIMARY SCHOOLING, FIRST GRADE, LIBRARIES, COLLEGES, NATIONAL EDUCATION, CLASS SIZE, UNIVERSAL BASIC EDUCATION, RESEARCH METHODS, EARLY GRADES, SCHOOL ATTENDANCE, SCHOOL, LEADERSHIP, WRITING, SCHOOLING, EXERCISE BOOKS, PRIMARY COMPLETION RATE
Abstract: This report presents the work to adapt the EGRA to the Myanmar language and to administer it (and its questionnaires) in the Yangon region. The results of this exercise were analyzed to assess how valid and reliable this adapted tool is for the Myanmar language. Other aims of the analysis were to define core learning standards in early primary grades, and identify potential explanatory factors for differences in EGRA scores among schools. The specific information from EGRA can help guide the Ministry of Education in prioritizing future interventions that best help students improve their reading skills in early grades, as well as support the development of measurable, comparable benchmarks for students’ progress. The report is organized into six sections, including the introduction. Section two briefly reviews the reforms and goals of the education sector in Myanmar and the major challenges that helped define the research questions for the EGRA. Section three describes the most relevant education theories about learning to read in the early grades and the way these are reflected in the design of the EGRA. Section four outlines the design and implementation of the study and tools, and how they took into account the information needs of education stakeholders and the specificities of the language and education sector in Myanmar. Section five presents the methodology and results of the study for non-experts, with the methodology and statistical analyses detailed in annex five. Section six concludes with a summary of recommendations.
Published: 2015

46. Why Do Students Learn so Little? : Seeking Answers Inside Haiti's Classrooms

Author: Adelman, Melissa, Baron, Juan D., Blimpo, Moussa, Evans, David K., Simbou, Atabanam, and Yarrow, Noah
Subjects: LEARNING OUTCOMES, OFFICIAL PRIMARY SCHOOL, EXAMS, CHILDREN, TEACHER TRAINING PROGRAMS, READING SKILLS, TRAINING PROGRAMS, SCHOOL FEEDING, CLASSROOM, INSTRUCTIONAL METHODS, LEARNING MATERIALS, QUALITY OF INSTRUCTION, EMPLOYMENT, TEST SCORES, SCHOOL AGE, STUDENT INTERACTIONS, SUBJECTS, WRITING SKILLS, EDUCATION, SCIENCE, SCHOOL CENSUS, CURRICULUM, HOURS OF INSTRUCTION, GROUPS, LIBRARY, GIRLS, KINDERGARTEN, PRIMARY EDUCATION SYSTEM, SUBJECT MATTER, TEACHER ABSENTEEISM, PEDAGOGICAL PRACTICES, INTERVENTIONS, READING, TEACHERS, CLASSROOM TEACHER, PRIMARY EDUCATION, MINISTRY OF EDUCATION, SCHOOL FEEDING PROGRAMS, STUDENTS, INSTRUCTION METHODS, ELEMENTARY SCHOOL, SCHOOLS, STUDENT ASSESSMENTS, PRIMARY SCHOOL TEACHERS, TEXTBOOK, TEACHER, COGNITIVE SKILLS, TEACHER TRAINING, STUDENT ENGAGEMENT, JOB SECURITY, PRIMARY STUDENTS, REPETITION RATES, CHILDREN START PRIMARY SCHOOL, AVERAGE CLASS SIZE, CLASSES, PRIMARY SCHOOL AGE, LITERACY, CLASSROOMS, SCHOOL DAYS, SCHOOL DISTRICTS, SCHOOL TEACHER, SCHOOL YEAR, QUALITY OF TEACHER TRAINING, ABSENTEEISM, RESEARCH, EDUCATIONAL OUTCOMES, LANGUAGE OF INSTRUCTION, SCHOOL VISIT, ComputingMilieux_COMPUTERSANDEDUCATION, ELEMENTS, RELIGIOUS SCHOOLS, CLASSROOM MANAGEMENT, ACADEMIC YEAR, SCHOOL EFFECTIVENESS, STUDENT REPETITION, SERVICE TRAINING, STUDENT, CLASSROOM DYNAMICS, FIRST LANGUAGE, SCHOOL TEACHERS, EDUCATION SYSTEM, HUMAN CAPITAL, UPPER SECONDARY, SKILLS, SCHOOL DAY, NET ENROLLMENT, CLASS TIME, OFFICIAL PRIMARY SCHOOL AGE, TRAINING, PARTICIPATION, INSTRUCTION, TEACHING, LEARNING, SCHOOL LEVEL, LEARNING AIDS, PRIMARY SCHOOLS, STUDENT LEARNING, NUMBER OF SCHOOLS, INSTRUCTIONAL TIME, ACHIEVEMENT, CLASSROOM ENVIRONMENT, SCHOOL YEARS, PUBLIC SCHOOLS, PRIMARY SCHOOL, QUALITY EDUCATION, CLASSROOM PRACTICE, ENROLLMENT, SCHOOL DIRECTORS, BETTER LEARNING, PRIMARY TEACHERS, PEDAGOGICAL PRACTICE, PRIMARY SCHOOL TEACHER, AFTERNOON SHIFT, COGNITIVE DEVELOPMENT, INSTITUTES, EDUCATION FOR ALL, ABSENTEEISM RATES, FIRST GRADE, SCHOOL CHANGE, INSTRUCTIONAL HOURS, CLASS SIZE, EARLY GRADES, SCHOOL, APPROPRIATE TRAINING, UNIVERSITY, TEACHER MONITORING, WRITING, SCHOOLING, EDUCATIONAL ACHIEVEMENT, SCHOOL CALENDAR
Abstract: The Haitian education system made substantial improvements in access over the last decade, such that today the majority of Haiti’s children are in school. Despite improvements, the primary education system is highly inefficient: children start primary school 2 years late on average, and fewer than 60 percent will reach the last grade of the cycle. At each school, classroom observations were conducted using the Stallings Classroom Snapshot instrument, and questions about the school calendar and daily schedule asked. The results provide a representative picture of class time and teacher classroom practice in the Nord and Nord Est departments, and while not representative of Haiti as a whole, do provide a starting point for better understanding the major constraint to achieving a high-quality education for all children: the quality of teacher instruction. Section two describes the sample of schools and the stallings instrument; sections three and four present the main results of the classroom observations on teacher time use and pedagogical practices; section five provides estimates of overall class time that students receive; and section six concludes.
Published: 2015

47. Dispositivo da tecnocientificidade: a iniciação científica ao alcance de todos

Author: Bocasanta, Daiane Martins and Knijnik, Gelsa
Subjects: Anos iniciais, SI salons, Science fairs, Feiras de ciências, Scientific initiation, Scientific method, Early grades, Ciências Exatas e da Terra::Ciência da Computação [ACCNPQ], Método científico, Iniciação científica, Salões de IC
Abstract: Submitted by Anna Barbara Alves Beraldine (annabarbara@unisinos.br) on 2022-05-09T19:41:03Z No. of bitstreams: 1 Daiane Martins Bocasanta_.pdf: 3715988 bytes, checksum: e945468fbfb8477c52ac79af660b9579 (MD5) Made available in DSpace on 2022-05-09T19:41:03Z (GMT). No. of bitstreams: 1 Daiane Martins Bocasanta_.pdf: 3715988 bytes, checksum: e945468fbfb8477c52ac79af660b9579 (MD5) Previous issue date: 2014-01-16 CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior A pesquisa tem por objetivo problematizar a Iniciação Científica (IC), que cada vez mais precocemente passa a ser endereçada aos alunos dos Anos Iniciais do Ensino Fundamental. O material de pesquisa é composto principalmente por documentos elaborados no âmbito do Ministério da Ciência, Tecnologia e Inovação, manuais voltados para a formação de professores para o trabalho com Ciências e Iniciação Científica nos Anos Iniciais elaborados pelo Ministério da Educação e Cultura, o livro Metodologia Científica ao alcance de todos, de Celicina Azevedo, e uma edição da Revista Nova Escola. Servindo-se de formulações de Michel Foucault, John Dewey, Ian Hacking, Stephen Ball e Thomas Kuhn e das ideias do que corresponde ao período tardio da obra de Wittgenstein, entre outros, a Tese analisa como emerge o deslocamento da Iniciação Científica praticada no âmbito universitário para o currículo escolar dos Anos Iniciais; o modo como os sujeitos escolares são posicionados nos documentos que tratam da Iniciação Científica escolar; e os entendimentos que podem ser atribuídos ao deslocamento da ênfase nas feiras de ciências escolares para os salões de IC dos quais participam estudantes dos Anos Iniciais. O trabalho investigativo mostrou que: a) a Iniciação Científica, que cada vez mais cedo se faz presente no currículo escolar, faz parte do que se nomeou na pesquisa como dispositivo da tecnocientificidade; b) o dispositivo da tecnocientificidade age por meio da condução das condutas, da regulação dos desejos e da direção dos interesses, visando a inserir o maior número possível de indivíduos nas carreiras tecnocientíficas. Tal inserção posicionaria os sujeitos na lógica do mercado e estaria situada no âmbito da gestão do risco; c) nos documentos analisados, os professores são posicionados como “orientadores de aprendizagens”, e os alunos, como “crianças curiosas”; d) observa-se um deslocamento de ênfase das feiras de ciências escolares para os salões de Iniciação Científica promovidos pelas universidades, bem como o caráter performativo que pode ser atribuído a esses eventos; e e) o uso do Método Científico é tomado de forma naturalizada, como inerente ao trabalho de pesquisa realizado em sala de aula. É possível identificar semelhanças de família entre o Método Científico utilizado na escola e o que usam os cientistas, mas não igualdade. This research aims at problematizing Scientific Initiation (SI), which has been earlier and earlier directed to the Early Grades of Elementary School. The research material is mainly composed of documents designed by the Ministry of Science, Technology and Innovation, handbooks for teacher education in Science and Scientific Initiation for Early Grades designed by the Ministry of Education and Culture, the book Metodologia Científica ao alcance de todos, by Celicina Azevedo, and an issue of Revista Nova Escola. By adopting assumptions by Michel Foucault, John Dewey, Ian Hacking, Stephen Ball and Thomas Kuhn, as well as later Wittgensteinian ideas, among others, this Thesis has analyzed the movement from Scientific Initiation as practiced in the university to the Elementary School curriculum; the way that school subjects have been positioned in documents addressing school Scientific Initiation; and understandings that may be attributed to the movement from an emphasis on school science fairs to the SI salons in which Early Grade students participate. The investigation has evidenced that: a) Scientific Initiation, which has been introduced into the school curriculum earlier and earlier, is a part of what has been named as techno-scientificity device in this study; b) the techno-scientificity device acts by conducting conducts, regulating desires and directing interests, aiming at inserting the greatest possible number of individuals into techno-scientific careers. Such insertion would position the subjects in the market logic and would be located in the sphere of risk management; c) in the analyzed documents, teachers have been positioned as “learning advisors”, and students as “curious children”; d) it is possible to notice a displacement from an emphasis on school science fairs to Scientific Initiation salons sponsored by universities, as well as a performative feature that may be attributed to those venues; and e) the use of the Scientific Method has been taken in a naturalized way as inherent to research work performed in the classroom. It is possible to identify family resemblances, rather than equality, between the Scientific Method used at school and that adopted by scientists.
Published: 2014

48. Building Evidence, Shaping Policy : Findings of the 2012 Timor-Leste Education Survey

Author: World Bank
Subjects: STUDENT CHARACTERISTICS, LEARNING OUTCOMES, TRAINING NEEDS, STUDENT ATTENDANCE, AVAILABILITY OF TEXTBOOKS, CLASSROOM, MATHEMATICS, ACADEMIC PERFORMANCE, LITERACY MATERIALS, PERSONALITY, WORKERS, ENROLLMENT INCREASES, SCHOOL FURNITURE, NUMBER OF TEACHERS, FEMALE STUDENTS, SCHOOL SIZE, EDUCATION SPENDING, TEACHER ABSENTEEISM, INTERVENTIONS, READING, SECONDARY SCHOOLS, SENIOR TEACHER, BASIC SKILLS, STUDENT-TEACHER RATIO, TEACHERS, COMPETENCIES, PARENT TEACHER ASSOCIATIONS, JUNIOR SECONDARY, REPETITION RATE, GENERAL SECONDARY SCHOOLS, STUDENT ASSESSMENTS, TEXTBOOK, HOMEWORK, TEACHER, SECONDARY EDUCATION, TEACHER QUALITY, REPETITION RATES, CHILDREN START PRIMARY SCHOOL, VOCATIONAL SECONDARY, AVERAGE CLASS SIZE, SECONDARY SCHOOL TEACHERS, LITERACY, VOCATIONAL SECONDARY SCHOOLS, SMALL SCHOOLS, SCHOOL INFRASTRUCTURE, SCHOOL TYPES, SCHOOL AUTONOMY, FIELD WORK, SCHOOL PERFORMANCE, DISTANCE TO SCHOOL, SCHOOL YEAR, SENIOR SECONDARY, RURAL POPULATION, EDUCATION MANAGEMENT, GROSS ENROLLMENT, LANGUAGE OF INSTRUCTION, ATTENDANCE RATES, LANGUAGE POLICY, TEXTBOOKS, OLDER CHILDREN, ComputingMilieux_COMPUTERSANDEDUCATION, LEARNING LEVELS, HUMAN DEVELOPMENT, STUDENT ACHIEVEMENT, DISTRICT EDUCATION, STUDENT REPETITION, PARENT SUPPORT, GENDER DIFFERENCES, AVAILABILITY OF SCHOOLS, DECENTRALIZATION, GER, CHILDREN WITH SPECIAL NEEDS, EDUCATION SYSTEM, GHOST STUDENTS, HIGHER GRADES, SECONDARY SCHOOL, SUBJECT KNOWLEDGE, SCHOOL FEES, MOTHER TONGUE, INSTRUCTION, SCHOOL PLACES, SCHOOL LEVEL, SPECIAL PROGRAMS, PEDAGOGICAL KNOWLEDGE, EDUCATION POLICIES, PRE-SCHOOL EDUCATION, STUDENT LEARNING, SCHOOL SYSTEM, ENROLLMENT RATIO, PRIMARY SCHOOL STUDENTS, PRIVATE SCHOOLS, EDUCATION LEVEL, SCHOOL INSTRUCTION, LEARNING ENVIRONMENT, SCHOOL HEALTH, ABSENTEEISM RATES, STUDENT OUTCOMES, EARLY GRADES, CLASS SIZES, PUBLIC EXPENDITURE, SCHOOLS TRAVEL TIME, LEADERSHIP, SECONDARY SCHOOL STUDENTS, SCHOOLING, SCHOOL MANAGEMENT, CLASSROOM RATIO, EDUCATION SECTOR, LEVELS OF EDUCATION, ECONOMIC GROWTH, EDUCATION LEVELS, BASIC SERVICES, CARE OF SIBLINGS, GRADE REPETITION, READING SKILLS, TEACHER SALARIES, SCHOOL FEEDING, OFFICIAL SCHOOL AGE, QUALITY OF EDUCATION, LEARNING PROCESS, TEST SCORES, FEMALE TEACHERS, SCHOOL MATERIALS, SCHOOL BUILDINGS, EDUCATION AUTHORITIES, READING ACHIEVEMENT, SUBJECTS, CURRICULUM, TRAINING OF TEACHERS, GIRLS, SCHOOL-YEAR, SCHOOL CONSTRUCTION, SALARY INCREASES, GROSS ENROLLMENT RATIO, LEARNING TIME, STUDENT PERFORMANCE, PRIMARY EDUCATION, MINISTRY OF EDUCATION, BASIC EDUCATION, NATIONAL EXAMINATIONS, EDUCATION STATISTICS, SCHOOLS, PRIMARY SCHOOL TEACHERS, SANITATION, NUMBER OF STUDENTS, RURAL AREAS, SCHOOL LOCATION, AGE GROUPS, IMPLEMENTATION OF EDUCATION POLICIES, LANGUAGE INSTRUCTION, SCHOOL COMPLETION, DECISION MAKING, ACHIEVEMENT TESTS, CLASSROOMS, HEAD TEACHER, PROFICIENCY, STUDENT ABSENTEEISM, STUDENTS WITH LEARNING DIFFICULTIES, NATIONAL UNIVERSITY, LEARNING ACHIEVEMENT, TECHNICAL KNOWLEDGE, MOBILITY, EDUCATION QUALITY, BASIC SCHOOLS, LEVEL OF EDUCATION, SCHOOL FACILITIES, STUDENT ASSESSMENT, PUBLIC SCHOOL, ECONOMIC DEVELOPMENT, TEACHING EXPERIENCE, SCHOOL ENTRY, RESEARCH INSTITUTE, SHORTAGE OF TEXTBOOKS, PEDAGOGY, COMPETITION BETWEEN SCHOOLS, ENROLLMENT GROWTH, SUPPLY OF TEXTBOOKS, TEACHING METHODS, ACCESS TO EDUCATION, SPECIAL NEEDS, SCHOOL SURVEY, ACHIEVEMENTS, ADEQUATE SUPPLY OF TEXTBOOKS, SCHOOL DAY, EARLY READING, LEARNING DIFFICULTIES, PRIVATE SCHOOL, TEACHING, LEARNING, PRIMARY SCHOOLS, STUDENT EVALUATION, NUMBER OF SCHOOLS, EARLY LITERACY, PUBLIC SCHOOLS, PRIMARY SCHOOL, QUALITY EDUCATION, REPEATERS, SCHOOL DIRECTORS, TYPES OF SCHOOLS, CLASSROOM ACTIVITIES, EDUCATED TEACHERS, ADULTS, FIRST GRADE, MENTAL DISABILITIES, LABOR FORCE, CLASS SIZE, END OF GRADE, CAPACITY BUILDING, SCHOOL ATTENDANCE, ACCESSIBILITY OF SCHOOLS, ETHICS, MINIMUM QUALIFICATIONS
Abstract: Reliable evidence is needed to design policies that will allow overcoming Timor-Leste's remaining challenges in provision of quality education. In recent post-conflict years, aided by availability of oil revenues, Timor-Leste has been able to considerably improve availability of schools and access to education. This report presents findings of the 2012 Education Survey, collaboration between the Ministry of Education, the National Directorate of Statistics, AusAID and the World Bank. The survey collected detailed information at all primary, pre-secondary and secondary schools in the country. Its objectives were to support the improvement of Timor-Leste's education quality and service delivery through building a solid information source and analytical foundation which will allow for sound, evidence-based policy making. The survey results indicate that student absenteeism should be a major cause for concern. More than one third of grade one students were absent from school on the day of the survey, in some districts it was half or even more. Education levels of primary school teachers are low, with the majority only having secondary education. For 71 percent of primary school teachers the highest level of education is secondary school, for 6 percent it is even lower. Both demand and supply side interventions are needed to tackle the challenges faced. Some key policy areas should be: 1) improving school attendance through creating appropriate demand-side incentives; 2) enhancing teacher quality; 3) strengthening instruction language policy; 4) improving education system management; 5) improving school infrastructure and learning environment; and 6) ensuring adequate supply of textbooks.
Published: 2013

49. Práticas de ensino de matemática: regimes e jogos de verdade na formação do professor nos anos iniciais (1960-2000)

Author: Pozzobon, Marta Cristina Cezar and Fabris, Elí Terezinha Henn
Subjects: Anos iniciais, Práticas de ensino de matemática, Jogos de verdade, Teacher education, Mathematics teaching practices, Ciências Humanas::Educação [ACCNPQ], Early grades, Formação de professores, Games of truth
Abstract: Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-24T12:12:07Z No. of bitstreams: 1 Marta Cristina Cezar Pozzobon.pdf: 1268473 bytes, checksum: 1871c4af4bb37ff036505e31a125fca6 (MD5) Made available in DSpace on 2015-04-24T12:12:07Z (GMT). No. of bitstreams: 1 Marta Cristina Cezar Pozzobon.pdf: 1268473 bytes, checksum: 1871c4af4bb37ff036505e31a125fca6 (MD5) Previous issue date: 2012-12-12 Nenhuma Esta tese problematiza a formacao de professores que ensinam matematica nos anos iniciais a partir de um Curso de Formacao de Professores de Nivel Medio de uma Escola do interior do Rio Grande do Sul, nas decadas de 1960 a 2000, considerando algumas aproximacoes dos estudos foucaultianos, da area da educacao e da area de educacao matematica. As questoes que orientaram a pesquisa sao: de que forma os saberes matematicos constituiram as praticas de ensino de matematica de nivel medio (Normal/Magisterio) do Curso de Formacao analisado? Que praticas de ensino de matematica operaram na formacao de professores de anos iniciais no periodo analisado? Para dar conta de tais questoes, as ferramentas analiticas ?\praticas discursivas de formacao., ?\regimes de verdade. e ?\jogos de verdade. foram se constituindo juntamente com as analises do material, que consistiu de: um livro de atas de estagio, oito entrevistas com professores que trabalharam no Curso, quatro questionarios com supervisoras de estagio, um caderno de planejamentos, um Programa Experimental de Matematica, duas apostilas de planejamentos e duas propostas de estagio. Do exercicio de analise empreendido, resultaram dois movimentos, nomeados como regimes e jogos de verdade. No primeiro, sao apresentados os regimes de verdade constituidos na producao do desenvolvimento do raciocinio e do comportamento, a partir da alianca entre a psicologia e a pedagogia, no final do seculo XIX e inicio do seculo XX, no sentido de investir em praticas voltadas ao desenvolvimento do raciocinio, a producao de um sujeito inteligente, a aprendizagem de conceitos, ao uso do material concreto, ao raciocinio logico. No segundo movimento, os jogos de verdade e uma politica de verdade enfatizam as praticas de ensino de matematica voltadas aos discursos das pedagogias centradas na crianca, na pedagogia critica, em que a enfase esta em ensinar a partir do interesse da crianca, do tema gerador, da globalizacao e da realidade do aluno. Esses jogos de verdade produzem efeitos na formacao de professores, produzindo outra matematica, que assume a funcao de luta politica e esclarecimento de consciencias, tanto de alunos quanto de professores. Com essas praticas, produzem-se outros modos de ver e de dizer a matematica, o professor e o aluno. Dessa forma, a analise empreendida permitiu argumentar que as praticas de ensino de matematica nos anos iniciais constituem e sao constituidas por jogos de verdade que envolvem as concepcoes de conhecimento cientifico, de matematica, de ensino de cada epoca e de sujeito, articuladas pela razao de um Estado governamentalizado. From approximations to both Foucauldian studies and investigations in the areas of education and mathematical education, this thesis problematizes the education provided by a Teaching Course from 1960 to 2000 in a countryside high school in Rio Grande do Sul to teachers who teach mathematics to the early grades. The questions that have guided this research are the following: How did mathematical knowledge constitute the mathematics teaching practices of the high school Teaching Course analyzed? Which mathematics teaching practices operated on the education of early grade teachers in the period analyzed? In order to address these questions, the analytical tools of ‘discursive education practices’, ‘regimes of truth’ and ‘games of truth’ were considered along the analysis of the material, which consisted of the following: a training record book, eight interviews with teachers that taught the Course, four questionnaires applied to training supervisors, a planning notebook, a Mathematics Experimental Program, two planning booklets and two training proposals. Two movements resulted from the analysis, and they were named as regimes and games of truth. The first one is related to regimes of truth constituted in the production of the development of reasoning and behavior, from the alliance between psychology and pedagogy in the late nineteenth century and early twentieth century by investing in practices directed to reasoning development, production of intelligent subjects, concept learning, use of concrete material, and logical reasoning. In the second movement, the games of truth and a politics of truth emphasize mathematics teaching practices directed to discourses of pedagogy centered on the child, in the critical pedagogy, in which the emphasis has been put on teaching from the child’s interest, the generating topic, the globalization and the student’s reality. Such games of truth have produced effects on teacher education by producing other kind of mathematics, one that assumes the function of political struggle, of enlightenment of consciences of students and teachers. With these practices, other ways of regarding and talking about mathematics, teachers and students have been produced. The analysis has led to the argument that the mathematics teaching practices of early grades both constitute and are constituted by games of truth, involving the conceptions of scientific knowledge, mathematics knowledge, teaching knowledge and subject in different times, and such conceptions are articulated by the reason of a governmentalized State.
Published: 2012

50. How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience

Author: Abadzi, Helen
Subjects: EDUCATIONAL PSYCHOLOGY, LEARNING OUTCOMES, LITERATE PEOPLE, ADULT LEARNERS, EDUCATION SECTOR, SPEAKING, BILINGUALISM, EXAMS, REDUNDANCY, GRAMMAR, CLASSROOM, EDUCATIONAL RESEARCH, INSTRUCTIONAL METHODS, ADOLESCENTS, ACADEMIC PERFORMANCE, TEST SCORES, SCHOOL PRINCIPALS, TEXTBOOK DESIGN, ADULT ILLITERACY, READING ACHIEVEMENT, LANGUAGE ARTS, SCHOOL BOOKS, CURRICULA, DISSERTATION, EDUCATORS, CURRICULUM, DRAWING, GIRLS, LEARNING DISABILITIES, INTERVENTIONS, READING, EFFECTIVE TEACHERS, DISSERTATIONS, PRIMARY EDUCATION, ILLITERATE ADULTS, SPECIAL EDUCATION, INSTRUCTION METHODS, SCHOOLS, DIAGNOSTIC TEST, TEXTBOOK, HOMEWORK, CALL, TEACHER, TEACHER TRAINING, LANGUAGES, LEARNING CURVES, LANGUAGE INSTRUCTION, SCIENTIFIC RESEARCH, READING COMPREHENSION, LITERACY, DROP-OUTS, PHONOLOGY, PRIMARY EDUCATION PROJECT, EDUCATIONAL DEVELOPMENT, MORPHOLOGY, SCHOOL YEAR, LITERATURE, MEANING, BASIC READING, PEDAGOGY, LISTENING, OLDER CHILDREN, TEACHING METHODS, REPETITION, PSYCHOLINGUISTICS, WRITING SYSTEMS, SCHOOL EFFECTIVENESS, SCHOOL REHABILITATION, POOR READERS, ACHIEVEMENT OF GIRLS, LITERACY SKILLS, TRAINEES, VOCABULARY, TEACHING OF READING, NUTRITION, RESEARCHERS, EDUCATIONAL QUALITY, EARLY READING, HIGHER GRADES, HUMAN RESOURCES, INSTRUCTION, EDUCATION REFORM, TEACHING, STUDENT TEACHERS, BASIC LITERACY, LECTURES, LEARNING, ACHIEVEMENT, INSTRUCTIONAL TIME, EARLY LITERACY, LESSON PLANS, LOW-INCOME STUDENTS, UNIVERSITIES, COMPREHENSION, EFFECTIVE TEACHING, ENROLLMENT, BILINGUAL EDUCATION, SCHOOL DIRECTORS, COMPLEXITY, CURRICULUM DEVELOPMENT, ADULTS, EDUCATION FOR ALL, READING ACTIVITIES, READING INSTRUCTION, DIALECTS, EARLY GRADES, EDUCATIONAL ENROLLMENT, CLASSROOM TEACHING, ILLITERACY, WHOLE LANGUAGE APPROACH, EDUCATIONAL ACHIEVEMENT
Abstract: Students in low-income countries often have trouble learning to read; 80-90 percent of second and third graders in some countries cannot even read a single word and may know few if any letters (RTI 2009, 2010, 2011a, 2011b). The reasons are linked to limited instructional time, textbooks or parental help, potentially poor nutrition, or complex teaching methods that originated in high-income countries. Despite relative affluence, the academic performance in the Arab world has been a problem, with countries scoring on international tests much lower than expected based on per capita income level. Similarly Early Grade Reading Assessments (EGRA) in various countries has shown lower reading speeds than one would expect. In Pakistan and Afghanistan, which use the Arabic script, the issues are similar. The interaction of the perceptual and linguistic complexities turns Arabic reading into a complex multistage exercise. A reader of the Arabic script must: (a) decipher the text, (b) predict the vowels and keep multiple alternative words in working memory to test and decide on meaning, and (c) make linguistic sense in the case of Arabic. This process means that readers need to identify words faster than in other scripts in order to make sense of the text, but in fact they identify them more slowly. Not surprisingly, some studies suggest that the Arabic script may be read more slowly than visually simpler scripts or linear scripts. Education for All implies that nearly all students must somehow learn fluent reading very quickly when they start school in order to then progress to higher level topics. This must be achievable in all the languages and scripts used in low-income countries. By focusing on these lower-level variables this is doable.
Published: 2012

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