Your search found 18074 results.

Descriptors:
Access to Education; Stakeholders; Primary Education; Student Teachers; Multigraded Classes; Content Analysis; Qualitative Research; Interviews; Educational Strategies; Public Officials; Teacher Attitudes; Student Teacher Attitudes; Rural Areas; Educational Benefits; Educational Resources; Student Adjustment; Articulation (Education); Curriculum; Capacity Building

Abstract:
This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Beginning Reading; Phonics; Spelling Instruction; Vocabulary Development; Intervention; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Instructional Effectiveness; Educational Research

Abstract:
"Words Their Way"[TM] is an approach to phonics, vocabulary, and spelling instruction for students in kindergarten through high school. The program can be implemented as a core or supplemental curriculum and aims to provide a practical way to study words with students. The purpose of word study (which involves examining, manipulating, comparing, and categorizing words) is to reveal logic and consistencies within written language and to help students achieve mastery in recognizing, spelling, and defining specific words. The What Works Clearinghouse (WWC) identified 29 studies of "Words Their Way"[TM] for beginning readers that were published or released between 1983 and 2012. One study is within the scope of the Beginning Reading review protocol but does not meet WWC evidence standards. The study uses a quasi-experimental design but does not establish that the comparison group was comparable to the intervention group prior to the start of the intervention. Fifteen studies are out of the scope of the Beginning Reading review protocol because they have an ineligible study design. Eleven studies are literature reviews or meta-analyses. Four studies do not use a comparison group design, a regression discontinuity design, or a single-case design. Thirteen studies are out of the scope of the Beginning Reading review protocol for reasons other than study design. Eleven studies do not use a sample aligned with the protocol--the sample does not fall within the Beginning Reading grade range of K-3. Two studies include fewer than 50% general education students. A glossary of terms is included. (Contains 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (85K)

Descriptors:
Federal Programs; Early Childhood Education; Preschool Children; Low Income; School Readiness; Early Intervention; Holistic Approach; Educational History; Grade 1; Civil Rights; Social Change; Activism; Politics of Education; Access to Education; Social Environment; Primary Education; Government School Relationship; Role of Education; Culturally Relevant Education

Abstract:
This article examines the history of Head Start, a federally funded program, whose conceptualization emerged in earlier phases of the Civil Rights Movement in order to provide education, nourishing meals, medical services, and a positive social environment for children about to enter the first grade. While Head Start was implemented in states other than Mississippi, a focus on the development of Head Start in Mississippi is particularly significant because it illuminates the ways in which local people placed equitable educational access and opportunity at the center of the broader Civil Rights Movement and broadens one's understanding of how local people used, and in several cases essentially created, federal programs to address deeply contextual issues. Furthermore, by illuminating the significance of Head Start and thus federal programs within the Civil Rights Movement, this article demonstrates how the rise of the New Right in the mid and late 1960s was a reaction to a racialized "Welfare State" and the programs like Head Start associated with it. (Contains 98 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Factor Analysis; Teacher Effectiveness; Educational Strategies; Self Efficacy; Numbers; Foreign Countries; Nursery Schools; Classroom Techniques; Teacher Attitudes; Teacher Student Relationship; Beliefs; Primary Education; Learner Engagement; Teaching Methods

Abstract:
Background: Previous work has yielded knowledge of teachers' attributions for children's behaviour. Other studies have helped to develop understanding of teachers' efficacy beliefs. Little work has been undertaken to examine teachers' efficacy beliefs with regard to classroom behaviour. Aims: This study aimed to investigate the relationship between teachers' individual and collective beliefs about their efficacy with children's behaviour and whether these beliefs were associated with the use of exclusion as a sanction. Sample: A total of 197 teachers from 31 primary and nursery schools in the North East of England participated. Methods: Participants responded to questionnaires to assess their individual and collective efficacy beliefs. Demographic and school level data were also collected. Results: Factor analysis indicated that teachers' individual efficacy beliefs were best represented by three factors: "Classroom Management", "Children's Engagement", "Instructional Strategies" that corresponded well to previous findings. Analysis of collective efficacy beliefs showed a similar structure that differed from previous findings. Individual efficacy was not associated with numbers of children excluded. One factor "Addressing External Influences" in the collective beliefs was negatively correlated with numbers of children excluded and appeared to mitigate the deleterious effects associated with socio-economic deprivation. Conclusions: This study adds weight to the importance of understanding and supporting teachers' beliefs in their collective efficacy. In particular, this study underlines the need for strategies that will endorse and develop teachers' beliefs in their ability to manage children's behaviour successfully. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Primary Education; Algebra; Computer Software; Mathematics Education; Mathematics Instruction; Problem Solving; Teaching Methods; Mathematics Activities; Feedback (Response)

Abstract:
This study looks at a mixed ability group of 21 Year 5 primary students (aged 9-10 years old) who had previously never had formal instruction using letters to stand for unknowns or variables in a mathematics context; nor had they been introduced to formal algebraic notation. Three lessons were taught using the computer software "Grid Algebra" where they began working with formal notation and were solving linear equations with some degree of success by the end of the lessons. The teaching was such that nothing was explained or justified by the teacher explicitly. The students appeared either not to meet, or to overcome quickly, some of the difficulties identified within previous research studies. They demonstrated remarkable confidence working with complicated linear algebraic expressions written in formal notation. A key feature of the software activities was that formal notation continually needed to be used and interpreted, and the software provided neutral feedback which enabled the students to educate their interpretation of the notation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Achievement; Classes (Groups of Students); Intelligence Tests; Ability Grouping; Grade 3; Nonverbal Ability; Science Curriculum; Science Instruction; Elementary School Science; Primary Education; Control Groups; Teaching Methods

Abstract:
The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes (N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized "deep learning" though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers' classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Conceptual Tempo; Hyperactivity; Factor Structure; Factor Analysis; Foreign Countries; Grade 2; Attention Deficit Hyperactivity Disorder; Grade 3; Grade 4; Primary Education

Abstract:
Objective: To examine whether a bifactor model with a general ADHD factor and domain specific factors of inattention, hyperactivity and impulsivity was supported in a large general population sample of children. We also explored the utility of forming subscales based on the domain-specific factors. Methods: Child mental health questionnaires were completed by both teachers and parents of all children in grades 2-4 in Bergen, Norway. Confirmatory factor analysis was performed on the ADHD items of a modified version of the Swanson, Nolan and Pelham Questionnaire-IV (SNAP-IV) for 6,237 children. Results: The bifactor model showed very good model fit with a strong general ADHD factor and specific factors for impulsivity and inattention. The subfactors, especially hyperactivity, generated from the SNAP-IV ADHD items conveyed little unique variance in the model. Conclusions: The findings in this general population sample with a strong general ADHD factor in the bifactor model supports the view on ADHD as a unitary concept with specific domain factors for inattention and impulsivity, but not for hyperactivity. The bifactor model questions the utility of constructing ADHD subscales by the use of a simple sum score when using the SNAP-IV. (Contains 4 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Spelling; Handwriting; Written Language; Oral Language; Language Impairments; Language Skills; Children; Comparative Analysis; Writing Processes; Reader Text Relationship; Transcripts (Written Records); Foreign Countries; Primary Education

Abstract:
Writers typically produce their writing in bursts. In this article, the authors examine written language bursts in a sample of 33 children aged 11 years with specific language impairment. Comparisons of the children with specific language impairment with an age-matched group of typically developing children (n = 33) and a group of younger, language skill-matched children (n = 33) revealed the role of writing bursts as a key factor in differentiating writing competence. All the children produced the same number of writing bursts in a timed writing task. Children with specific language impairment produced a shorter number of words in each burst than did the age-matched group but the same as the language skill-matched group. For all groups, spelling accuracy and handwriting speed were significant predictors of burst length and text quality. The frequency of pauses at misspellings was related to shorter bursts. These results offer support to Hayes's model of text generation; namely, burst length is constrained by language and transcription skills. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Check Lists; Emotional Problems; Mental Health; Child Behavior; Longitudinal Studies; Behavior Problems; Kindergarten; Primary Education; Mental Disorders; Symptoms (Individual Disorders); Preschool Children; Gender Differences; Child Development

Abstract:
In a four-year longitudinal study, changes in and continuity of behavioral and emotional problems were examined in 814 subjects from kindergarten to primary school. Mental health problems were assessed by means of the Child Behavior Checklist (CBCL). The distribution of the CBCL broadband groups revealed a high level of continuity of internalizing symptoms over the four-year period and a shift from externalizing symptoms at baseline towards a combination of internalizing and externalizing symptoms at follow-up. The presence of mental health problems at follow-up was correlated with gender (higher amongst boys), pre-existing mental health problems at baseline, and separation or divorce of the parents, but not with single-family status or the age and educational level of the mother. The increasing number of children with a combination of internalizing and externalizing symptoms demonstrates the increasing complexity of child mental health problems in the developmental span from preschool age to school age. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Research; Foreign Countries; Mathematics Education; Mathematical Concepts; Children; Teachers; Preservice Teacher Education; Primary Education; Mathematics Instruction; Elementary School Mathematics; Teaching Methods; Task Analysis

Abstract:
The article discusses the understanding of infinity in children, teachers and primary teacher students. It focuses on a number of difficulties that people cope with when dealing with problems related to infinity such as its abstract nature, understanding of infinity as an ongoing process which never ends, understanding of infinity as a set of an infinite number of elements and understanding of well-known paradoxes. In the empirical section of the article, a study is described that was conducted at the Faculty of Education, University of Ljubljana, Slovenia. It encompassed 93 third-year students of the Primary Teacher Education study programme with the aim of researching their understanding of the concept of infinity. The focus was on finding out how primary teacher students who received no in-depth instruction on abstract mathematical content understand different types of infinity: infinitely large, infinitely many and infinitely close, what argumentation they provide for their answers to problems on infinity and what their basic misunderstandings about infinity are. The results show that the respondents' understanding of infinity depends on the type of the task and on the context of the task. The respondents' justifications for the solutions are based both on actual and on potential infinity. When solving tasks of the types "infinitely large" and "infinitely many", they provide justifications based on actual infinity. When solving tasks of the type "infinitely close", they use arguments based on potential infinity. We conclude that when they feel unsure of themselves, they resort to their primary method of dealing with infinity, that is, to potential infinity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website