Search

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University 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.)

Background: Pharmacy professionals, given their health expertise, can play a role in enhancing health education within their communities and among patients. The potential of the pharmacy workforce to enhance health education among primary school children is underexplored. Aim: This study aimed to investigate the perspectives of pharmacy staff on the provision of education regarding self-care and treatment of minor ailments to primary school-aged children and to identify roles that pharmacists could play in this regard. Method: Qualitative semi-structured interviews were conducted online with frontline pharmacy staff in the UK who had patient facing roles with primary school-aged children and parents. Interviews were audio-recorded and transcribed verbatim. Thematic data analysis was applied to the transcripts. Results: A total of 17 participants were recruited. Participants included 12 pharmacists, two pharmacy technicians and three pharmacy dispensers. All participants worked within community, hospital or primary care facilities. Five themes emerged from the data analysis: sources of health knowledge accessed by children and parents; a perceived lack of knowledge regarding self-care and treatments for minor ailments among children and parents; a perceived positive impact of education on self-care; barriers to health education; and the potential role of pharmacy staff in self-care education in schools. Conclusion: Pharmacy staff recognise the value of integrating health education into primary school curricula. A collaborative approach with educational institutions could bridge the gap in knowledge regarding self-care and treatment of minor ailments, and could empower children and reduce unnecessary use of healthcare resources. [ABSTRACT FROM AUTHOR]

Religious and Moral Education (RME) in primary schools has been an under-researched aspect of state-funded schooling in Scotland. It has received little scholarly comment, and even less empirical research has been conducted on the extent and nature of provision since the implementation of Scotland’s Curriculum for Excellence from 2010 onwards. Using the findings from a document analysis of ninety school handbooks from one local education authority, this article contributes to the limited scholarship on this topic. Through a discussion of the themes of compliance, content, and community, the article highlights ongoing challenges concerning implementing CfE RME in the primary sector. It concludes by considering the marginalisation of RME and suggesting that focusing on professional learning and further empirical research are vital next steps. [ABSTRACT FROM AUTHOR]

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University 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.)

Equipping young people with the skills they need to navigate the challenges they face when transitioning from primary to secondary school is a widely recognised problem, especially in the post-Covid period. This paper reports an evaluation of a programme (Toolkit Programme) to support children in this transitioning, which is novel in being taught in school by youth workers from a youth centre local to two London primary schools. The programme aimed to increase abilities to overcome challenges and improve wellbeing, self-esteem and relationships with peers and with the wider community and sense of safety. This brief in-depth evaluation focussed on the context, processes and outcomes of this programme using mixed methods: fifty-six pupil questionnaire (measures and written comments), twenty-four pupil focus group interview, four class teachers, a head and deputy head teachers and three youth worker interviews. The findings of this external evaluation extended the positive results from the previous internal formative programme evaluations. It raised issues about the timing of the Toolkit programme and the links between youth workers/youth centres and teachers/schools. This paper discusses significant issues and implications about: the contribution of youth centre/club – school partnerships, the place and importance of personal and social education in the primary school curriculum and disseminating the good practice shown in this evaluation. [ABSTRACT FROM AUTHOR]

This study investigates the impact of using Quizizz Paper Mode as a learning medium on the mathematics learning outcomes of fifth-grade students at SDN Setu 02 Jakarta. Employing a quantitative research method with a Posttest-Only Control Design, the study involved two groups: an experimental group utilizing Quizizz Paper Mode and a control group relying on conventional teaching methods. The results demonstrate a significant improvement in the experimental group's post-test scores compared to the control group, indicating the effectiveness of Quizizz Paper Mode in enhancing students' mathematical understanding and engagement. The study's findings suggest that integrating technology like Quizizz Paper Mode in education can positively influence learning outcomes, though limitations such as sample size and focus on a single subject should be considered. The research underscores the need for further exploration and implementation of educational technologies in primary school curricula. [ABSTRACT FROM AUTHOR]

Objective: The present investigation was undertaken with the objective of assessing the efficacy of the sexual education curriculum on the sexual identity of children in primary education. Methods: This research was characterized as experimental, employing a pre-test-post-test framework alongside a control group. The statistical population for this inquiry encompassed all primary school females in Shiraz during the academic year of 2021. The methodology of sampling utilized in this study was random selection from girls' primary educational institutions in Shiraz. The sample comprised 30 female pupils who were enrolled at the elementary level during the academic year of 2021. In this study, the gender identity index was evaluated utilizing the questionnaire developed by Schertzer et al. (2008). Results: The findings from the multivariate analysis of covariance indicated that the F statistic pertaining to the gender identity variable was significant at the 0.001 level. From this evidence, one may infer that the application of the sexual education curriculum for primary school children has exerted a positive and significant influence on gender identity. Conclusions: Educators and guardians may derive advantages from this curriculum to improve both the attitudes and understanding of sexual identity among primary school children. [ABSTRACT FROM AUTHOR]

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

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences 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.)

These days' students are more comfortable with technology. Therefore, we need to start using technology in creative ways to make it less boring. The use of ICT in teaching has the potential to transform higher education. It's a dynamic approach to education. When compared to the conventional chalk and talk learning method, it offers additional advantages. For students, the entire educational process can occasionally seem tiresome. ICT use in the classroom is crucial in this digital age to provide students with the opportunity to acquire and apply the necessary 21st-century skills. Therefore, understanding the problems and difficulties associated with ICT use in education will help instructors get past these difficulties and become proficient users of technology. Since the introduction of information and communications technologies (ICT) into the classroom, educators have developed their perspectives about ICT's usefulness as a teaching tool, its impact on students' learning outcomes, and its influence on their self-assurance and competency. There are obstacles to ICT integration in education. Lack of time, resources, access, and technological help are some of the external obstacles that teachers must overcome. [ABSTRACT FROM AUTHOR]

An experimental science curriculum for primary school was introduced in Croatia for the 1st time in the 2023/24 school year. This is taking place against the backdrop of a shortage of teachers from various science subjects, especially physics. They are increasingly being replaced by non-professional teachers, often those with a Master of Primary Education, which gives access to the profession of primary junior grade teacher. In this study, the subject matter knowledge (SMK) in science of 44 pre-service teachers aiming for the above-mentioned degree is examined using the SMK test. The test contains 40 trends in international mathematics and science study (TIMSS) items from the 4th-grade science content domain Physical Science and allowed us to compare the achievement of our respondents with the achievement of pupils who participated in the TIMSS assessments. The results show that the percentage correctness of the pre-service teachers on the SMK test was statistically significantly higher than that of the 4th-grade pupils. However, the correlation coefficients showed that the pre-service teachers had greater difficulties with the items with which the pupils had greater difficulties, and vice versa. This applies in particular to the items on forces and motion and to the items from the cognitive domain of reasoning. The reason for the unsatisfactory science SMK of our respondents could be the incompatibility of the university science curriculum with the demands placed on pupils in the relevant school subjects and international science assessments such as TIMSS. The results of this study confirm and extend the contribution of existing research and should serve as a basis for subsequent research as well as for the design of a further course of science education reform in Croatia and in the countries of the region. [ABSTRACT FROM AUTHOR]

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing 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.)

Given the increasing interest of students of all ages towards digital texts, but also the prevalence of the visual over other forms of language, the use of images in the teaching of any type of content should be a priority of the didactic act -- or at least a common didactic practice. Most frequently, however, teaching staff limit this priority to the use in well-defined contexts of certain visual teaching tools, be they digital/ technological or in the form of graphic and figurative materials. Without questioning their effectiveness, we promote their combination with last generation didactic techniques, which could profit from the children' s interest in the visual or hybrid spectacular (Ilie 2020: 159), in ways that stimulate, and even prioritize, the development of their aesthetic and cultural sensibility. In this article, we propose to describe one of these techniques, the art-language technique, and then to exemplify various modalities of using it, especially in the primary education. By assuming the reasoned association of a theme or a message of a literary/non-literary text with an artwork chosen from a series made available by the teachers (Ilie, 2020: 160), the art-language technique can be used in a variety of curricular, but also extra-curricular contexts, that could facilitate children's access to a wide range of contents from the school curricula specific to primary education. The applications presented in this work will take into account the areas of Language and Communication, Man and Society, Arts and Technologies, as well as Personal Development. Of course, the formative valences adjacent to the use of this technique derive from the inter- and pluri-disciplinary character it implies, giving students the opportunity to creatively express emotions and thoughts in a variety of situations. With the help of the teaching staff, the visual art works could be transformed, on one hand, into anchors that can facilitate the adequate assimilation of aesthetic and cultural contents; on the other hand, they could become excellent vehicles of supplementary meanings, resulted from the subjective experience of the student, placed in the posture of a sensible, but also critical observer, who sees beyond color and form. [ABSTRACT FROM AUTHOR]

The paper presents the second part of a more extensive study on the vision of digital competences of primary school students and teachers in Bulgaria according to the educational documentation. It explores the place and the approaches for developing digital competence in the curricula of all primary school subjects where this competence is integrated as transversal. The necessary competencies for primary school teachers to develop the digital competencies of students are also indicated. The research methods employed in the study are curriculum mapping and comparative analysis of educational documentation. Additionally, more than 70 students’ textbooks and their corresponding methodological guides for primary school teachers are reviewed for further clarification. The results of the study demonstrated a deficient consistency and balance among the curricula regarding the development of digital competence. There seems to be a lack of a shared vision for the digital competencies that students should acquire in primary school, and their development as a separate subject is not aligned with their development in other subjects. Moreover, the results implied a need for conceptualization of the integration of digital competences as transversal in the curricula, referencing appropriately the Digital Competence Framework for Citizens. There is also an emerging necessity to develop specific instructions for teachers on how to integrate the various key competences into the teaching of respective subjects. [ABSTRACT FROM AUTHOR]

Although primary schools in the UK were required to provide access to remote learning for pupils during Covid‐19 mandated school closures, there was less clarity for teachers and school leaders about expectations and priorities relating to the provision of social and emotional well‐being support for children at home during this period. Using an existing whole‐school approaches (WSA) framework we aimed to understand the extent to which well‐being support was a priority for primary schools during closures, what structures were in place to support well‐being, what factors facilitated or inhibited provision of remote pastoral care, and how schools supported pupil reintegration following school reopening. Twenty semi‐structured qualitative interviews were conducted with teachers and school leaders in primary schools in three counties of southern England during February and March 2020. A hybrid inductive‐deductive thematic analysis approach was used with a critical realist approach. Findings indicate that school closures were associated with radically disrupted home–school partnerships. Lack of national and local policy guidance limited the extent to which schools adapted remote well‐being provision and maintained contact with families. This disruption contributed to a decline in children's emotional well‐being, particularly for those children from disadvantaged backgrounds. Covid recovery recommendations center on a renewed emphasis on universal, ethos‐focused interventions and a strength‐based focus on curriculum change. Practitioner Points: Teachers and school leaders felt that policy guidance during Covid‐19‐related school closures had often been inadequate.Conflict between disease mitigation and child well‐being priorities were challenging for school staff and contributed to delayed support for pupils at home.Post‐Covid recovery represents an important opportunity for schools and policymakers to review primary school curricula to enhance learning and social play opportunities for all pupils. [ABSTRACT FROM AUTHOR]

Self-regulated learning has been widely praised as a key competence for initiating and maintaining lifelong learning. However, despite its recognised value, the literature shows that it is still insufficiently rooted in schools and that students do not develop it automatically. The aim of this study was to validate an instrument for measuring self-regulation of learning in primary school students and to analyse differences in students' self-regulation of learning processes by sex and grade. The method was developed from a positivist paradigm and a quantitative approach. The sample consisted of 514 students from third to eighth grade of primary school in Chile. The results showed that the instrument has an acceptable structure [χ2/df = 3.55, p <0.001; CFI = 0.974; TLI = 0.972; AGFI = 0.973; SRMR = 0.079; RMSEA = 0.071]. It consists of 56 items and 7 related factors, with Cronbach's alpha values over .7 and AVE index over .5 in all cases, which is acceptable. Significant differences were detected in the self-regulation of study and learning and self-efficacy for disposition to study variables, where women displayed higher levels than men. Also, in the strategies for disposition to study and self-efficacy for disposition to study variables, at the seventh and fourth grade levels, with the latter having higher levels. The discussion presents the potential practical implications, possibilities for research directed at timely intervention, and the impact on the quality of school education. It is concluded that girls have better self-regulation than boys, that self-regulation levels are suboptimal, and that self-regulation does not increase during the primary school years without intentional training. [ABSTRACT FROM AUTHOR]

Research Findings: Fluent and legible handwriting is associated with longer texts and higher text quality and is therefore an important goal in the primary school curriculum. While girls' handwriting tends to be more proficient than boys', potential differences in the correlates of girls' and boys' early handwriting are poorly understood. In this exploratory study, we investigated early handwriting (legibility, fluency, and time) and potential motor (fine motor skills, visuomotor integration) and cognitive (executive functions: inhibition, shifting, working memory) correlates in a sample of 118 first-grade children (46% girls, Mage: 7 years, 5 months). We tested gender differences and explored correlates of early handwriting skills of girls and boys. Extending previous findings, fine motor skills and visuomotor integration were related to early handwriting legibility, fluency, and time. Furthermore, shifting and working memory, but not inhibition, were related to specific handwriting skills. Moreover, girls outperformed boys regarding fine motor skills, visuomotor integration, and handwriting legibility. Interestingly, while the correlates of handwriting were diverse and strong for girls, only a few weak correlates were identified for boys. Practice or Policy: These results lay the ground for tailoring adequate interventions to support girls and boys (differently) in acquiring fluent and legible handwriting. [ABSTRACT FROM AUTHOR]

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

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

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

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology 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.)

Sustaining changes in teachers' practices is a challenge that determines the success of curricular reforms, from which Digital Education (DE) is not exempt. As the literature on sustainability is considered "scarce" and "scattered", long-term studies modelling the factors impacting teachers' sustained uptake of DE pedagogical content are lacking. Thus, we investigate whether and how 287 in-service teachers sustained a primary school DE curricular reform over a year after they completed their two-year DE professional development program. We model the sustainability of the reform through Structural Equation Modelling, and identify critical sustainability-factors. The validated Sustainable Adoption of Digital Education (SADE) model confirms that sustainability in the fourth year of the reform depends on perceived usefulness of teaching the new content, ease of implementation, and access to sufficient support in schools. Such factors should thus be evaluated, accounted for in the implementation phase of the reform, and sustained over time. The findings confirm that the DE curricular reform model contributes to positive self-efficacy to teach DE, provides sufficient in-school support, and promotes increasing adoption over time. However, as teachers' practices have not yet stabilised, and teachers may still adopt more to cover the breadth of DE-concepts, it is important to remain attentive to remaining sustainability barriers: lack of time, effort required to teach DE with teachers preferring to delegate, and lack of student-learning evidence, the latter being a significant challenge to address in the literature. These barriers must therefore be jointly addressed by researchers and practitioners in the field in order to promote the sustainability of the reform. [ABSTRACT FROM AUTHOR]

Over recent decades, the integration of technological resources in education increased growingly. However, studies about the assessment of information and communications technology integration in primary school mathematics activities remained few. This research intended to comparatively examine the aspects of classroom practices observed during the implementation of the Interactive Mathematics (IM) Software in primary schools in Rwanda. Designed as quasi-experimental, it involved the experimental groups from Primary-2, Primary-3, Primary-4, and Primary-5 and analyzed aspects of school statuses, the school years, and the educational cycles. Data collected using Likert-scale measurements from 63 classroom observations were analyzed using Microsoft Excel and a two-sample t-test analysis was conducted to determine if the significance of mean differences. The findings revealed no significant difference between lower and upper primary based on a p-value of 0.829368908 (p-value>.05) and between the 2019 and 2020 teaching periods (considering the same teacher) based on the p-value=0.324542 (p-value>.05). However, the findings revealed that private and public schools’ mean differences were significant based on the calculated p-value equal to 0.007144 (p-value<.01). The study made various recommendations towards using IM software to promote quality mathematics education in primary schools in Rwanda and pre-service teacher training to boost the initiation process of their technology-enhanced pedagogy knowledge to teach mathematics. [ABSTRACT FROM AUTHOR]

Textbooks have a central role in chemistry education and represent the intended chemistry curriculum at the national level. This paper focuses on analysing the intended chemistry curriculum as represented by the visual representations and the activities for students in the textbook sets in relation to the topics of the Slovenian National Chemistry Curriculum both at the primary and secondary school levels. The analysis involved all textbook sets approved by the national representatives for the 2021/2022 school year. The results revealed that in most of the curriculum topics in the analysed Slovenian chemistry textbook sets, the curriculum orientation structure of the discipline prevails and the everyday life orientation is present for both primary and secondary schools. To improve the relevance of the textbook sets for students, the currently rare presence of history of chemistry, environmental orientation, and technology and industry orientation and the lack of the use of socio-scientific orientation should be overcome. It would be valuable if further studies in textbook sets would also address the intended chemistry curriculum from a more holistic perspective. [ABSTRACT FROM AUTHOR]

Background: Cultivated plant species have been classified scientifically and named using binomial nomenclature. However, the current level of understanding by primary school teachers on classification and binomial nomenclature of cultivated plants as well as the extents of inclusion of the plants in the school's curriculum have not yet been explored. Objective: The objective of this study was to assess how well primary school teachers understand the classification and binomial nomenclature of cultivated plants, as well as how many of these kinds of plants are available in Nekemte marketing segments and included in the curriculum of primary schools. Materials and Methods: To gather data concerning teachers' knowledge on classification, binomial nomenclature, and species lists, an exploratory sequential descriptive type design was implemented. A total of 44 teachers from 11 primary schools who were selected at random using the lottery method were participants in the study. Three market segments, few gardens, volumes of Flora books and primary school textbooks were also purposely referred to as data sources. The design followed was exploratory sequential descriptive type in which qualitative data were collected first followed by gathering quantitative data. Results: The total species reviewed from Flora, market survey, previous and pilot student textbooks were 112, 99, 50 and 43 respectively. The 99 surveyed plant species were identified under 79 genera, 36 families, 26 orders and two classes. Comparison of mean differences obtained from analysis of variance were found significance at F 0.05 (2, 15) and P = 0.029 as well as at F 0.05 (3, 172) and P = 6.4 x 10-24 for the measured variables. Conclusion: The study indicated that the sampled participants' knowledge gaps were wide. Only one out of four of them had the necessary knowledge on the topic. Statistical tests proved this finding to be significant at α = 0.05. The results imply that actions need to be taken right away by curriculum developers, policy makers, teacher educators and other concerned bodies to reduce the indicated wide knowledge gap. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogische Studien is the property of Vereniging Onderwijsresearch 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.)

Integrating higher-order thinking skills (HOTS) into the mathematics curriculum has been a longstanding goal of the Malaysian education system. By recognizing its growing importance in enhancing students' thinking abilities, this study explores the factors influencing the teaching of HOTS in primary schools across Malaysia. A quantitative research approach is used to analyze 269 randomly selected mathematics teachers from primary schools in Temerloh, Malaysia, to investigate the impact of four influencing factors: teachers' knowledge of HOTS, pedagogical skills, attitude, and barriers to teaching HOTS. The findings from this study revealed that all four influencing factors significantly predict the teaching of HOTS among Malaysian mathematics teachers. These results hold significant promise in enriching teaching practices and fostering HOTS integration within the school context. By providing valuable insights into the dynamics of teaching HOTS, this study aims to equip teachers, schools, and administrators with essential resources to enhance students' academic achievements. The implications of this research are far-reaching and hold the potential to revolutionize the learning and teaching landscape in Malaysia, not only in mathematics but also in other disciplines, thereby elevating the overall learning experience. [ABSTRACT FROM AUTHOR]

The social studies course can be described as an ongoing process that attempts to prepare individuals for life through the transfer of culture and ensures their socialization. It is thought that students' beliefs and attitudes toward this course are essential for achieving the course objectives. The objective of this research is to determine the attitudes and belief levels of fourth- grade students toward the social studies course with respect to various variables and to review the relationship between attitudes and belief levels toward the social studies course. During the research, descriptive survey and relational survey models, both quantitative research methods, were used in combination. The study population consists of primary school students throughout Turkey in their fourth grade during the 2022-2023 academic year. 1326 primary school students in the fourth grade constituted the sample group of the study. The research data were collected using the "Social Studies Course Attitude Scale" and the "Social Studies Course Belief Scale". Because of the study, it was determined that there was a positive and moderate relationship between the students' attitudes and beliefs toward the social studies course, and it was noted that students' attitudes and beliefs toward social studies course were significantly high. Teachers and educators, while conducting efforts to enhance students' attitudes toward the social studies course, can also contribute to students' success by focusing on their positive beliefs about this course. [ABSTRACT FROM AUTHOR]

In primary school, where the knowledge of the learner of French as a foreign language (FFL) is minimal, the fundamental role of the textbook cannot be overlooked. In Morocco, textbook designers reproduce the guidelines of the Common European Framework of Reference for Languages in order to decide what content to include and claim that it is from an action perspective. This study aims to highlight the practical forms of implementing of the actional perspective in the new primary school curriculum where the communicative approach is an underlying element in the textbooks. We are particularly interested in the implementation of three key notions—the task, the project-based pedagogy, and the didactic entry, which underlies the new orientations—in order to teach the student as a social actor. Based on a qualitative didactic approach of the textbook L’école des mots français, it was shown that the envisaged change remains superficial and that the implementation of this inter-methodological process is little articulated. [ABSTRACT FROM AUTHOR]

This study adopted correlational survey design where it determined guidance services as correlate of primary four pupils' self-efficacy in mathematics. This study answered two research questions and tested two null hypotheses. A sample of 600 primary four pupils' was selected from public primary schools using the simple random sampling technique. An instrument titled "Guidance services and selfefficacy in Mathematics Questionnaire (GSSEMQ) was used for data collection. The reliability of the questionnaire established using Cronbach Alpha with a coefficient of .85 and .88 The hypotheses were tested using Pearson Product Moment correlation Coefficient at .05 level of significance. Findings of the study reveal that appraisal and information guidance services significantly relate with pupils' selfefficacy in Mathematics. Based on the findings of this study. It is therefore recommended amongst others that appraisal and information guidance programmes should be embedded in the primary school curriculum in order to increase pupils' self-efficacy in Mathematics. [ABSTRACT FROM AUTHOR]

The objective of this research was to develop a multiple-choice achievement test for the 4th-grade English lesson unit called "My Day." The test's administration took place in the autumn term of the 2022-2023 academic year and involved 621 fifth-grade students from the central district of Niğde province. Out of these students, 209 participated in the pilot phase, while the remaining 412 students were involved in the actual application of the test. The test items were meticulously analyzed using the Test Analysis Program (TAP). Based on the results of the item discrimination analysis, two items were deemed less effective and, therefore, excluded from the final version of the test. Ultimately, the test consisted of 25 carefully selected items to evaluate the student's understanding of the "My Day" unit. To assess the internal reliability of the test, the researchers calculated the KR-20 value which turned out to be 0.888. This value demonstrated that the test exhibited a satisfactory level of consistency and reliability in measuring the intended learning outcomes. Overall, the rigorous development process and statistical analysis provide confidence in the validity and accuracy of the achievement test. Several recommendations are made in order to increase the test's usefulness and efficacy. The researcher could conduct a follow-up study to evaluate the long-term impact of the achievement test on students' language learning progress. Additionally, they may explore adapting the test for use in various regions and cultures to assess its cross-cultural validity, aiming to further improve its effectiveness and applicability. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Curriculum & Instructional Studies (IJOCIS) / Uluslararasi Eğitim Programlari & Ögretim çalışmaları Dergisi is the property of Curriculum & Instruction Association 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.)

To produce ideas, products, and industries for the 21st-century scientists, technologists, engineers, and mathematicians are needed. It is necessary to increase the number of people who provide technical support to the problems of individuals, set a standard for the lives of the people of the world, and manage global or national life with a sustainable decision-making mechanism. Raising these individuals can only be possible through education. Countries trying to make themselves technologically aware are looking for modern methods of teaching, one of which is science, technology, engineering, and mathematics (STEM) education. This research aimed to determine the attitude of primary school teachers toward the STEM approach and to find out their views on the STEM approach in the primary school curriculum. Students encounter the STEM approach while they are in primary school. However, all primary school teachers do not teach only science and math; they also teach other courses such as social sciences, language, ethics, music, and art. Therefore, teacher orientation toward the STEM approach in science and math courses is crucial. This research was concurrent mixed-method research that collected quantitative and qualitative data simultaneously. The STEM attitude scale was used as a quantitative data collection tool and qualitative data were collected using semi-structured interviews and focus group interviews. The qualitative data were analyzed using descriptive and content analyses. The study’s most important results showed no significant difference between STEM attitude scores regarding technology familiarity. Another significant result was that teachers who participated in quantitative and qualitative studies scored above average on the STEM attitude scale. The research results imply that pre-service primary school teachers should be given the STEM approach.

In the new Curriculum for Wales (Cwricwlwm i Gymru) which is phasing in from September 2022, the concept of 'cynefin' ('the place where we feel we belong') is core to developing children's understandings of place and identity. While cynefin has long been considered in a wider cultural and heritage context in Wales, it is not yet clearly understood in education, and is rarely explored from the pupil perspective. Drawing on data gathered from four primary schools in Wales (n = 67 children, aged 7–10), using the method of photo elicitation to scaffold talk, this article explores children's understandings of what cynefin means to them. Themes of people, place, activity, and emotions/feelings emerged, which interconnected in multiple, non-linear, and unique ways, indicating the importance of nuance in primary-level curricula design. [ABSTRACT FROM AUTHOR]

This is a qualitative research study which investigates the curriculum decision-making of four primary school history subject-leaders in the North-West of England. A grounded theory approach was utilised. Semi-structured interviews were conducted with the subject-leaders and an audit of their schools' history curriculum completed. The curriculum was altered in response to the Colston statue toppling in three schools, the subject-leaders faced several challenges. Further research is needed to discover more about the role of primary history subject-leaders and the agency they can achieve as curriculum-makers. It is also argued that Black British history should be included in the History National Curriculum for England. [ABSTRACT FROM AUTHOR]

Ghana launched a new physical education curriculum for primary schools in 2019 as part of its educational reforms at the pre-tertiary level. We analyzed the new curriculum in terms of its philosophy and curriculum organization. The strengths of the new curriculum included its comprehensive nature, alignment with the national content standards, and its interdisciplinary learning approach. Two main challenges facing the new curriculum are a lack of teacher support and teacher education. Inservice classroom teachers lacked technical support, teaching-learning resources, and training to implement the curriculum. Teacher education programs at the universities lacked programs or courses that focused on early childhood or primary physical education content and methodologies. In addition to senior high school content, universities need to offer programs and/or courses that focus on early childhood and/or primary physical education. Also, colleges of education should offer specialism physical education programs for kindergarten, primary, and junior high schools to ensure efficient use of manpower and resources. [ABSTRACT FROM AUTHOR]

Before the Covid-19 pandemic, Indonesia had been implementing the 2013 curriculum for primary and secondary schools. However, in response to the pandemic's impact, Indonesia later shifted to an independent curriculum for primary and secondary schools. This study aims to elucidate the differences in learning Indonesian literature between the 2013 curriculum and the independent curriculum in Indonesian Junior High Schools. The research adopts a qualitative descriptive approach, employing data collection techniques such as document analysis and interviews with informants. Method triangulation is used to ensure data validity. Data analysis comprises data reduction, data analysis, and data presentation. The findings of the study reveal that under the 2013 curriculum, learning Indonesian literature was structured through a learning implementation plan (RPP). This plan encompassed core competencies, basic competencies, competency achievement indicators, learning objectives, approaches, models, and learning methods, as well as learning media, resources, steps, and assessment methods. On the other hand, the independent curriculum utilized a learning module, incorporating learning outcomes, learning objectives, approaches, models, and learning methods, as well as learning media, resources, student profiles of Pancasila (Indonesia's national ideology), learning steps, and assessment methods. Notably, in the context of the independent curriculum, teachers are required to conduct diagnostic assessments and employ differentiated learning strategies to cater to individual student needs. Top of Form. [ABSTRACT FROM AUTHOR]

Background: Early exposure to Computer Science (CS) and Computational Thinking (CT) for all is critical to broaden participation and promote equity in the field. But how does the introduction of CS and CT into primary school curricula impact learning, perception, and gaps between groups of students? Methodology: We investigate a CS-curricular reform and teacher Professional Development (PD) programme from an equity standpoint by applying hierarchical regression and structural equation modelling on student learning and perception data from three studies with, respectively, 1384, 2433 and 1644 grade 3–6 students (ages 7–11) and their 83, 142 and 95 teachers. Results: Regarding learning, exposure to CS instruction appears to contribute to closing the performance gap between low-achieving and high-achieving students, as well as pre-existing gender gaps. Despite a lack of direct influence of what was taught on student learning, there is no impact of teachers' demographics or motivation on student learning, with teachers' perception of the CS-PD positively influencing learning. Regarding perception, students perceive CS and its teaching tools (robotics, tablets) positively, and even more so when they perceive a role model close to them as doing CS. Nonetheless, gender differences exist all around with boys perceiving CS more positively than girls despite access to CS education. However, access to CS-education affects boys and girls differently: larger gender gaps are closing (namely those related to robotics), while smaller gaps are increasing (namely those related to CS and tablets). Conclusion: This article highlights how a CS curricular reform impacts learning, perception, and equity and supports the importance of (i) early introductions to CS for all; (ii) preparing teachers to teach CS all the while removing the influence of teacher demographics and motivation on student outcomes; and (iii) having developmentally appropriate activities that signal to all groups of students. [ABSTRACT FROM AUTHOR]

Numbers are fundamental mathematical concepts that underlie various other mathematical principles. This research investigates the relationship between number sense and the numeracy abilities of fifth-grade elementary school students. A cross-sectional survey method was used, with 205 respondents voluntarily participating. The results showed a reciprocal relationship between number sense and numeracy in elementary school students. Emphasising number sense can enhance flexibility in numeracy solutions. Number sense can be developed through assigning math tasks related to the students' environment or associating it with other learning processes. The study emphasises the importance of number sense in the primary school mathematics curriculum. [ABSTRACT FROM AUTHOR]

Improving education provision for children with special educational needs and disabilities in Barbados is the focus of this article. It takes into account the wider historical and educational context and uses a whole education approach to conduct the analysis and propose transformation of the education system, involving three key components. First, abandoning the system of selective secondary education based on the results of a high-stakes examination, the 11 plus, and replacing it with a more equitable system of geographical zoning. Second, revamping curricula at primary and secondary schools to emphasise the development of literacy, numeracy, interpersonal and vocational skills rather than focusing mainly on preparing students for academic examinations, especially the 11 plus examination. Third, implementing comprehensive policy and procedures for the identification and effective education of children with special educational needs and disabilities in order to maximise outcomes for all students. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research 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.)

In this research, it was aimed to evaluate the environmental learning acquisitions in the curriculum of the primary and middle school courses in Turkey in compliance with the Revised Bloom's Taxonomy. In line with this purpose, qualitative research approaches were used in the research. Furthermore, the primary school education level curricula published in 2018 were examined using the document analysis in the research. The primary education curriculum examined in the research was analyzed with the content analysis method. When the learning acquisitions were analyzed in compliance with the grade level, it was obvious that there was an imbalance between the grade levels in terms of environmental-related learning acquisitions. When the curricula were evaluated in compliance with the Revised Bloom's Taxonomy, it was determined that the environmental learning acquisitions were distributed unevenly in compliance with the dimensions in the taxonomy. [ABSTRACT FROM AUTHOR]

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

Since English was recently introduced into the grade 1 curriculum in Saudi primary schools in 2021, this questionnaire study examines the perceptions of 1766 Saudi English teachers regarding the introduction of English into this stage, the obstacles posed to its success, and suggestions as to how to ensure the new policy’s effectiveness. The data were collected three months prior to the introduction of English in the grade 1 curriculum using a large-scale questionnaire. The teachers expressed positive perceptions of the introduction of English teaching and learning at this level, and the majority reported that it will have a positive effect on the proficiency of Saudi students in the English language. The respondents reported on the potential challenges they may encounter when teaching English at grade 1, with the major obstacles including the large number of students in classes, the use of textbooks that contain too much information, and a lack of access to new learning technologies. They overwhelmingly expressed that providing teachers with modern technologies, enrolling grade 1 English teachers on specialized courses, and increasing the number of English classes per week, would all help ensure the effectiveness of the new policy [ABSTRACT FROM AUTHOR]

Purpose: The aim of the study was to identify consumption patterns among children. The article analyses the concept of sustainable consumption, focusing on children’s consumption behaviour patterns in the field of sustainable waste management. Design/methodology/approach: The paper uses a critical analysis of the literature and survey research based on a prepared questionnaire. The survey was conducted among 1326 children in age groups from 9 to 15 years old. The questionnaire consisted of two parts, i.e. the substantive part and the respondents’ particulars. The first part of the questionnaire contained a set of questions concerning e.g. children’s ability to identify products with better environmental parameters, behaviours related to nutrition, saving, shopping, spending free time, waste management and implementing pro-ecological solutions in their households. Findings: The survey conducted among young consumers primarily pointed to the shortcomings of knowledge on waste segregation. Despite the fact that the vast majority declare that waste is collected selectively in their homes, they are unable to correctly indicate what type of waste should be thrown into the appropriate bins. Therefore, it is recommended that in each school, both primary and secondary, there are containers for selective waste collection, along with a description and instructions on what kind of waste should be placed in them. Undoubtedly, this will increase the ecological awareness of children and teach pro-ecological behaviour. Practical implications: Modification of primary school curricula to a greater extent emphasizing content related to the principles of sustainable consumption in the area of rational waste management. Social implications: Shaping sustainable consumption patterns among children by building awareness of appropriate behavior in the field of post-consumer waste management. Originality/value: The article presents the current state of knowledge on consumption patterns among children in the area of waste management. This is a particularly important issue in the context of shaping sustainable consumption patterns among the surveyed group of market participants. [ABSTRACT FROM AUTHOR]