scholarly journals Selection and Application of graphical and numerical statistical tools by prospective primary school teachers

2019 ◽  
Vol 21 (6) ◽  
pp. 82-97
Author(s):  
José António Fernandes ◽  
Adelaide Freitas
Keyword(s):  
Primary School ◽  
Basic Education ◽  
Early Years ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Third ◽  
Statistical Measures ◽  
Statistics Course ◽  
Probability And Statistics

Teaching statistics in the early years requires that teachers at this school level develop skills to analyze small collections of data. Given a collection of quantitative data (12 observations), in this paper we looked at how students and prospective primary school teachers select and make appropriate graphs and identify and determine statistical measures suitable for summarizing the data, including the interpretation of the third quartile. The study involved 50 students who were attending the 2nd year of the Basic Education Bachelor’s program at a university in northern Portugal. The collected data correspond to the answers given by the students in a formal examination in a Probability and Statistics course. An analysis of the answers showed that the students had difficulties in both the selection and application of statistical methods, which were more pronounced when they had to identify the appropriate graphs to represent the data and to determine the quartiles and to interpret the third quartile, and less pronounced in the case of determining other statistical measures.

The New Japanese Electoral Law

1926 ◽  
Vol 20 (2) ◽  
pp. 392-395
Author(s):  
Harold S. Quigley
Keyword(s):  
Primary School ◽  
House Of Representatives ◽  
General Election ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Third ◽  
Government Contractors ◽  
The Law ◽  
Electoral Law

A new statute for the election of members of the House of Representatives was promulgated in Japan on May 5, 1925, and will be applicable in the next general election. It is Japan's fourth electoral law, the previous ones having been promulgated in 1889, 1900, and 1919, respectively. All three of the earlier laws based the suffrage upon a tax-paying qualification, the first requiring voters to pay fifteen yen in direct national taxes, the second reducing the required tax to a minimum of ten yen, the third decreasing it still further to three yen. The present law abolishes the tax-paying qualification and provides that all males twenty-five years of age and over, who are not otherwise disqualified, and who do not receive “public or private relief or help for a living, on account of poverty,” shall be entitled to exercise the suffrage. In addition to paupers and vagabonds, there continue to be excluded from the franchise active members of the army and navy, certain classes of civilian officials, women, and the heads of noble houses. Priests, religious teachers, primary school teachers, government contractors, and certain classes of students hitherto unenfranchised now gain the suffrage and may become candidates for election. Under the law of 1889 the franchise was exercisable by 450,000 men, and under that of 1900 by 983,000; the act of 1919 increased the electorate to 2,860,000; while the present law raises it to an estimated total of 12,000,000.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

scholarly journals Solving Mathematics Olympiad Problems Training for Primary School Teachers in Bulukumba District

2020 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Said Fachry Assagaf ◽  
Suradi Tahmir ◽  
Muhammad Dinar
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Primary Teachers ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Class ◽  
Independent Tasks

This is elementary school teacher training to solve mathematics olympiad problems in Bulukumba district. The purpose of this training is to (1) provide information about mathematics olympiad in Indonesia (2) training teacher to solve mathematics olympiad problems, and (3) motivate  primary teachers to conduct olympiad class in their school.  The method is divided into two, namely the presentation and the independent tasks. The presentation focuses on the types of math competitions and the types of Olympic problems. Independent task aims to create and solve mathematics Olympiad problems for elementary school level. In addition, motivation was also being concerned in this training. The teachers were expected to use the problems in their mathematics class and also to identify students who potentially have ability join in mathematics competition. Abstrak Pengabdian ini berupa pelatihan olimpiade matematika tingkat Sekolah Dasar yang diperuntukkan bagi Guru Sekolah Dasar di Kabupaten Bulukumba. Tujuan pengabdian ini adalah untuk (1) memberikan pengetahuan terkait pelaksanaan olimpiade matematika di Indonesia (2) memberikan pemahaman terkait soal-soal olimpiade matematika, dan (3) memberikan motivasi kepada guru untuk melakukan pembimbingan olimpiade. Metode pelaksanaan terbagi atas dua yakni metode ceramah dan metode kerja mandiri. Metode ceramah berfokus kepada materi tentang jenis jenis kompetisi matematika dan jenis jenis soal olimpiade. Kerja mandiri bertujuan untuk membuat dan menyelesaikan soal olimpiade matematika tingkat SD. Selain itu, motivasi juga diberikan agar guru dapat mengadopsi soal tersbeut dalam kegiatan pembelajaran serta mencari bibit unggul yang dapat diikutkan untuk berkompetisi.

scholarly journals LEARNING AND TEACHING IN THE CONTEXT OF THE VALUE-BASED APPROACH AT THE YOUNGER SCHOOL LEVEL

2013 ◽  
Vol 57 (1) ◽  
pp. 142-152
Author(s):  
Leida Talts ◽  
Airi Kukk
Keyword(s):  
Primary School ◽  
Five Factor Model ◽  
Teaching Style ◽  
Social Constructivist ◽  
School Level ◽  
Constructivist Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Approach To Learning ◽  
Learning And Teaching

This study aims to ascertain primary school teachers’ views on learning and teaching in the context of the value-based approach and to explore the values teachers rely on in their daily work. The theoretical framework of the study draws on the principles of social constructivist approach to learning, which also constitutes the basis of the new National Curriculum for Basic Schools of the Republic of Estonia. The study is based on the survey of 359 primary school teachers. The analysis produced a five-factor model, showing satisfactory factor loadings for each. The study revealed that teachers’ beliefs about traditional and constructivist teaching styles are somewhat contradictory, expressing on the one hand support to the constructivist approach to learning, but admitting at the same time that for both themselves and their students the traditional teaching style is more convenient. However, the majority of teachers believe that adherence to social constructivist learning principles yields better knowledge and practical skills. In primary school teachers’ approach to learning and teaching the most important key point is the acquisition of knowledge and useful skills, implemented through cooperation and favourable learning environment. Key words: social constructivist and traditional approach to learning, value-centeredness, views on learning and teaching.

scholarly journals EFL in Primary Classrooms of Choco: A Challenge for In-service Teachers and Educational Authorities

2019 ◽  
Vol 11 (2) ◽  
pp. 58-70
Author(s):  
Alexander Córdoba Mosquera
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Research Work ◽  
Point Of View ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Academic Factors ◽  
Quantitative And Qualitative Research ◽  
Data Collection Instrument

The following study explored choices and methods to improve professional training and development among primary school teachers from Chocó in order to enhance English teaching at the basic school level. The research work was an analyticaldescriptive study undertaken with in-service primary school teachers from ChocóColombia. The investigation analyzed the situation faced by primary school teachers from Chocó when teaching EFL (English as a Foreign Language) in the primary school classroom. Furthermore, the study, to some extent, describes the existence of social, cultural, political and academic factors which may intervene in the EFL context of Chocó’s primary education as well. Both quantitative and qualitative research methods were applied in the development of the investigation. A questionnaire was implemented as the quantitative data collection instrument and the interview as the qualitative one. Additionally, classroom observation was also used as an instrument to gather data. The study has revealed that in-service primary teachers from Chocó lack the knowledge they need to teach English to young children as they are trained neither from a linguistic nor from a methodological point of view.

scholarly journals The General Competences in the Common National Curriculum Base and It’s Relation With Mathematics: Conceptions Of Primary School Pedagogical Supervisors

2019 ◽  
Vol 21 (5) ◽  
pp. 211-230
Author(s):  
Karine Pertile ◽  
Jutta Cornelia Reuwsaat Justo
Keyword(s):  
Primary School ◽  
Basic Education ◽  
National Curriculum ◽  
Rio Grande ◽  
Discussion Group ◽  
Rio Grande Do Sul ◽  
School Teachers ◽  
Continuous Education ◽  
Primary School Teachers ◽  
The Common

This study is a part of doctorate research about the contributions of the continuous education of primary school teachers of mathematics in the Common National Curriculum Base. For such purpose, was established a discussion group made of 10 pedagogical supervisors of the early basic education city's municipal education system in the countryside of the Rio Grande do Sul/Brazil who could, during ten meetings, discuss, analyze and reflect over the proposal of the Common National Curriculum Base for primary school. At first, the participants of the group discussed over the Common National Curriculum Base proposed competences in the fields of mathematics. The article, therefore, discusses the concepts of a discussion group composed of primary school pedagogical supervisors about the general competences for elementary school presented on Common National Curriculum Base and its relations with mathematics. The group’s discussions were audio-recorded with the previous authorization of the participants. Through notes in the field researcher’s diary, the participants’ behaviors, inquiries, action, and reflections were watched and analyzed during the meetings. Although the group participants made consistent considerations about how to support student´s skill development it was found that some notes do not conform to the focus of competences or the participants do not realize that they do not apply to the learning process, that is to say, are focused on the student. This emphasizes the need for continuous education about the Common National Curriculum Base for the working early basic education teachers.

scholarly journals THE WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Nina Inayati ◽  
Erlyna Abidasari ◽  
Kharisma Naidi W.S.
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Writing Process ◽  
School Level ◽  
Publication Ethics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Supervision Process ◽  
Textbook Writing

Although English Language subject is no longer compulsory for primary school level in Indonesia based on the current Curriculum 2013, some regions still consider it essential for their area development and thus making it a compulsory local content subject—Batu Municipality is one of them. Therefore, more efforts are needed to assist English teachers as resources for teaching English is limited due to the lack of support from the national policy level, thus the reasoning for the current project. This paper aims to describe the process of writing and supervising of Bright English Textbook, which is a specifically targeted English textbook for primary schools in Batu, East Java, Indonesia. Qualitative descriptive method was used in this study, involving four primary school teachers as the subjects in the collaborative textbook writing project. The finding presents the step-by-step process from the description during the training process, the actual writing process, until the illustration and lay-outing process. Besides, it also describes the supervision process as well as the problems and solutions related to it. Some highlights and implications of the study are also discussed, with suggestions offered in the form of combined online and face-to-face supervision process and sufficient writing and publication ethics training provided before the writing process begins. It is expected that this study could benefit other teachers and researchers who want to embark on a collaborative textbook writing process to improve their project effectiveness.

scholarly journals Teacher Motivation: Does It Matter to Primary School Teachers in Their Practice?

2020 ◽  
pp. 16-26
Author(s):  
Belle Louis Jinot ◽  
Horil-Khulputeea Savitree
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Teacher Motivation ◽  
Basic Education ◽  
Case Study Research ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Management Staff

Motivation is a fundamental concept of professionalism and efficacy for teachers. The present study investigated the motivational factors that affect the performance of primary school teachers in Mauritius. Governments have in the past come up with major educational reforms, but many shortcomings of the education system have influenced teacher motivation. The empirical data was analysed by using mixed methods with a semi-structured questionnaire and interviews from practising teachers to allow the researcher to draw valid conclusions. The purposive and convenient sampling was used for the case study research design. The findings indicated that the motivation of teachers was influenced by several aspects of their job. Teachers were not motivated due to excessive parental involvement, a lack of discipline of pupils inside and outside the classroom, unwilling learners and poor working conditions. However, most of them were more intrinsically than extrinsically motivated. It was also found that the Ministry of Education had a significant influence on their motivation, especially in the context of the Nine Year Continuous Basic Education reform. The researcher recommended that teaching materials and further teacher training should be provided to teachers and the management staff should be trained in using effective leadership and management of schools.

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