Search

In recent years, many countries have introduced Computational Thinking (CT) concepts into compulsory education as part of general curriculum reform efforts. A systematic review of academic and grey literature has been conducted to analyse the state of the art in implementing CT in primary and secondary education. In total, 1977 publications were identified, out of which 98 met the inclusion criteria for the review. The results show that, despite a lack of consensus on a common definition, a core set of key CT skills is addressed in primary and lower secondary education. Implementation approaches that emerged from the analysis are discussed and presented according to the European Commission's Joint Research Centre (2016) classification: (i) embedding CT across the curriculum as a transversal theme/skill set; (ii) integrating CT as a separate subject; and (iii) incorporating CT skills within other subjects such as Mathematics and Technology. New approaches to formative assessment of CT are emerging, reflecting different conceptualisations and differences in contextual and motivational aspects of CT curriculum integration. However, further investigation is needed to understand better how gender/equity/inclusion issues impact the quality of computing education integration.

Attention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6-11) and attention skills (CAS) in a sample of 143 typically developing children of age range from 7.6 years to 9.4 years. The results showed that in 2nd grade, selective visuo-spatial attention emerged as an important predictor in the written calculation task, while the ability to inhibit distracting information seemed to better predict accuracy in oral calculation. In 3rd grade, visuo-spatial components of attention emerged as no longer predictive, whereas planning and active visuo-spatial attention abilities emerged as predictive of accuracy in the oral calculation task. These results confirm previous findings about the contribution that attentional skills may have in calculation skills development, supporting evidence for progressive automation attentional components over time.

Many European countries have revised their curricula in recent years, introducing basic computer science concepts. This has paved the way for developing students' computational thinking (CT) skills. Despite increasing uptake, several issues and challenges are emerging for the effective integration of CT skills in compulsory education. The purpose of this paper is to examine the rationale for integrating CT skills in the European primary and lower secondary education curricula and the enablers and barriers to teaching and assessing these skills. A wide range of evidence was collected through three multiple-case studies involving 40 semi-structured interviews with experts, policymakers, school leaders and teachers, and 10 focus groups with students. Thematic analysis was conducted on 3,424 excerpts through NVivo to identify recurring codes and themes regarding implementation of CT skills within the curriculum in nine European countries and to explore commonalities and patterns across the cases. A common enabler is adopting appropriate measures for creating guidelines, learning materials and a large-scale professional development program. On the barrier side, the lack of qualified teachers, lack of quality materials and the challenges related to large-scale upskilling are shared. [ABSTRACT FROM AUTHOR]

The article presents the discussion on theory and practice issues in relation to literacy and literacy difficulties. Topics include BPS DECP group being in the process of developing updated guidance for the educational psychology (EP) profession; and developments in EP assessment and intervention work for supporting children and young people with literacy difficulties.

The article focuses on reports outlining disparities in outcome of Covid-19 and aftermath of murder of George Floyd that highlights racism as driver of racial inequities in Great Britain. Topics discussed include contemporary self-assessment checklist used to rate policy and induction, attention to prevailing discourse concerning language within schools and occlusion of infancy of educational psychology as profession by heritage of oppressive ideas.