Average proportion of time teachers in primary education report spending on teaching and learning in a lesson

2021 ◽  
Keyword(s):  
Primary Education ◽  
Teaching And Learning ◽  
Average Proportion ◽  
Education Report

scholarly journals Is Organizing Knowledge Effective in Primary Education?

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Marisol Cueli ◽  
Ana Isabel Álvarez ◽  
Stephen Loew ◽  
Paloma González-Castro ◽  
Celestino Rodríguez
Keyword(s):  
Primary Education ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Lexical Processing ◽  
Control Group ◽  
Traditional Teaching ◽  
Key Factors ◽  
Early School ◽  
Before And After ◽  
Key Aspects

The acquisition of reading comprehension abilities and written expression is one of the key factors among learning processes in which students show many difficulties. For this reason, it is necessary to implement effective intervention strategies from early school years. The program EPI.com is aimed at improving lexical, semantic, and syntactic processes related to the reading process. This work aims to analyze the efficiency of EPI.com in years 1&2 of Primary Education. Participants in the research were 62 students (ages 6–8), who were assigned to an Experimental Group (EG; 38 students receiving the EPI.com intervention) and a Control Group (CG; 24 following traditional teaching and learning methods). The Illinois Test of Psycholinguistic Abilities and the Peabody test were applied before and after the intervention was carried out. Results showed that the strategy was effective in EG in improving the psycholinguistic aspects measured by the ITPA, with better results in the variables related to syntactic and lexical processing. Taking the results into account, it was concluded that EPI.com allows students to improve the abilities relating to reading skills. Also, the results highlight the need to incorporate interventions aimed at favoring maturation in some key aspects at early ages.

scholarly journals Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education

2021 ◽  
Author(s):  
Patience Sowa ◽  
Rachel Jordan ◽  
Wendi Ralaingita ◽  
Benjamin Piper
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Teaching And Learning ◽  
Gender Based Violence ◽  
Middle Income ◽  
Whole School ◽  
Practical Guidelines ◽  
Teacher Professional ◽  
Gender Based ◽  
Ongoing Support

To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

scholarly journals Penerapan Model Pembelajaran Cooperative Learning STADAT dengan Media Kartu Quetion Ask (Qa) Untuk Meningkatkan Hasil Belajar dan Perilaku Berkarakter Siswa

2020 ◽  
Vol 5 (3) ◽  
pp. 356-366
Author(s):  
Sugeng Darwito
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Class Action ◽  
Learning Activities ◽  
Learning Tools ◽  
Cultural Behavior ◽  
Student Teams ◽  
Average Proportion ◽  
Class Viii ◽  
The Government

The application of the Student Teams Achievement Division and Tournament (STADAT) learning method is a Class Action research conducted on class VIII-I students of SMP Negeri 1 Banjar. This research was conducted in 2 cycles. The first cycle discusses the Government System in Indonesia, consisting of (1) planning, namely making learning tools (RPP-1, test questions, measuring teacher teaching and learning), (2) actions (teaching and learning teachers in class), (3) observing collaborators during teaching and learning activities. ) and (4) Reflection (discussing the strengths and weaknesses of teaching and learning activities between teachers and collaborators). Data obtained from formative tests, interview results and qualifications. The second cycle is carried out like the first cycle with material, namely Presentation of Indonesian State Sovereignty. From the research data, it is obtained that the application of STADAT cooperative learning with the Quetion Ask Card (QA) media can improve the cultural behavior and national character of grade VIII-I students. The average proportion level of increased action increased from 71.88% (satisfactory behavior) in cycle I to 85.00% (very good behavior) in cycle II. The average completeness of student learning was 59% in cycle I, increasing to 88% in cycle II.

scholarly journals Use of GeoGebra in primary math education: a theoretical approach

2014 ◽  
Vol 55 ◽  
Author(s):  
Inga Žilinskienė
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Math Education ◽  
Learning Objects ◽  
School Teachers ◽  
Teaching Process ◽  
Primary School Teachers ◽  
Educational Plan

GeoGebra as cost-free, multi-platform mathematics software, dynamically connecting concepts in geometry, algebra and calculus is applied in different school’s levels, and primary school is no exception. The aim of the paper is to present a theoretical approach of application of GeoGebra in Lithuanian’s primary math education. It analyzes features of GeoGebra, its possible integration into primary school education according to Educational Plan and Programme. Also some examples how this software can be effectively incorporated into teaching and learning are presented. With a view to evaluate GeoGebra’s suitability to primary education primary school teachers were interviewed and results of that exploratorystudy are presented. Also the study seeks to identify the conditions to successfully support teachers in using GeoGebra and learning objects prepared by it in their teaching process including organisational and technical support required.

PROPOSING METHODS TO TEACH AND LEARN SINO-VIETNAMESE ELEMENTS, USING SINO-VIETNAMESE IDIOMS AS MATERIALS

2020 ◽  
Vol 10 (Special) ◽  
pp. 150-157
Author(s):  
Hoai Thuong Hoang
Keyword(s):  
Primary Education ◽  
Teaching And Learning

Sino-Vietnamese vocabulary is an essential part of Vietnamese vocabulary, which originated from Sino-Vietnamese elements. The implementation of teaching and learning Sino-Vietnamese elements and/or vocabulary takes place in primary education. Methods of teaching and learning Sino-Vietnamese elements and/or vocabulary in schools vary relatively greatly. This article is an attempt to suggest manipulations of teaching and learning Sino-Vietnamese elements and/or vocabulary through Sino-Vietnamese idioms. Apart from elucidating why using Sino-Vietnamese elements as the materials in teaching and learning Sino-Vietnamese elements and vocabulary, the main purpose of the article is to introduce 6 manipulations in the process of teaching and learning Sino-Vietnamese elements and vocabulary using Sino-Vietnamese idioms: collecting examples of Sino-Vietnamese idioms; searching for shifting Sino-Vietnamese idioms (temporarily referred as Vietnamese idioms) corresponding to the original Sino-Vietnamese idioms; interpreting Sino-Vietnamese elements in Sino-Vietnamese idioms; encoding sentences with Sino-Vietnamese elements; expanding Sino-Vietnamese vocabulary through Sino-Vietnamese idioms; deep practicing Sino-Vietnamese idioms (including several types of practice).

Sign in / Sign up

Export Citation Format

Share Document