Exploring Teachers’ Experience with the Implementation of the National Standards Curriculum in an Inner-City Primary School in Kingston, Jamaica

2020 ◽  
Vol 19 (1) ◽  
pp. 101-119
Author(s):  
Stacy-Ann C. Collins
Keyword(s):  
Inner City ◽  
Primary School ◽  
Real Life ◽  
National Standards ◽  
Stem Integration ◽  
Learning Skills ◽  
Teachers Experiences

This research sought to explore teachers’ experiences with the implementation of the National Standards Curriculum (NSC) in an inner-city primary school in Kingston, Jamaica. The findings revealed that the teachers viewed the NSC as an excellent curriculum that allows students to think critically, connect to real life situations, and develop learning skills for STEM integration.

Teachers' experiences with the use of Differentiated Instruction in a Jamaican Inner-City Primary School

2020 ◽  
Vol 19 (1) ◽  
pp. 120-143
Author(s):  
Tian Bennett
Keyword(s):  
Qualitative Study ◽  
Inner City ◽  
Primary School ◽  
Differentiated Instruction ◽  
Effective Strategy ◽  
Knowledge And Skills ◽  
Adequate Knowledge ◽  
Teachers Experiences ◽  
Generic Qualitative Study ◽  
Generic Qualitative

This generic qualitative study presents the experiences of four teachers using differentiated instruction in an inner-city Jamaican primary school. The purpose was to ascertain the teachers’ understanding, perception, and the challenges they experienced with the use of differentiated instruction. The data from the four teachers revealed that they had mostly positive perceptions, possessed adequate knowledge and skills in the use of differentiated instruction, and considered it an effective strategy for pedagogy in the 21st century.

Primary school teachers’ experiences of teaching strategies that promote pupils’ critical thinking

2021 ◽  
pp. 1-19
Author(s):  
Loredana Lombardi ◽  
Valérie Thomas ◽  
Julie Rodeyns ◽  
Frederick Jan Mednick ◽  
Free De Backer ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Teaching Strategies ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Experiences

scholarly journals Peculiarities of formation and assessment of schoolchildren’s mathematical literacy

2021 ◽  
Vol 11 (4) ◽  
pp. 113-135
Author(s):  
Larisa Olegovna Denischeva ◽  
◽  
Natalya Viktorovna Savintseva ◽  
Ildar Sufiyanovich Safuanov ◽  
Andrei Vladimirovich Ushakov ◽  
...  
Keyword(s):  
Mathematical Modeling ◽  
International Student ◽  
Student Assessment ◽  
Real Life ◽  
Mathematical Literacy ◽  
Main Research ◽  
International Student Assessment ◽  
Teachers Experiences ◽  
Characteristic Features ◽  
Conceptual Foundations

Introduction. The study investigates the problem of developing mathematical literacy. The purpose of the article is to reveal the specifics of developing and assessing schoolchildren’s mathematical literacy. Materials and Methods. The research is based on the concept and model of mathematical literacy defined for the OECD Programme for International Student Assessment (PISA). The main research methods include an analysis of mathematics teachers’ experiences and an analysis of the structure of mathematical literacy tasks. Results. The article presents an analysis of the conceptual foundations of developing schoolchildren’s mathematical literacy. The authors identified and structured the characteristic features of the tasks aimed at forming mathematical literacy, described the main approaches to their development, based on the use of model schemes and mathematical modeling. The links between the contexts of real-life situations and the content areas of the school mathematics course were traced. The complete process of working with mathematical models is illustrated by tasks arising in life situations. The authors revealed the main approaches to the development of tasks, designed to form mathematical literacy, based on the model schemes and the process of mathematical modeling. Conclusions. In conclusion, the authors summarize stages of designing mathematical literacy tasks and the requirements to the approaches of their development. The conclusion is made about the possibility of using model schemes as a reference for mathematical literacy tasks.

scholarly journals Learning Communities in the City: Social Constructivism, Spaces and Connections in the New Urban Primary School

2021 ◽  
Author(s):  
◽  
James Silverwood
Keyword(s):  
Inner City ◽  
Primary School ◽  
Social Constructivism ◽  
Educational Theory ◽  
Easy Access ◽  
School Design ◽  
Living Room ◽  
School Building ◽  
Demographic Shift ◽  
The City

<p>The main intention of the research is to develop a model for an inner city primary school building which is responsive to the urban context and reflects the educational theory of Social Constructivism. The underlying demand for an inner city primary school was identified as a result of a recent demographic shift which involves more families living in the centres of New Zealand’s cities. Schools are an important part of a city’s infrastructure, where quality schools can help to develop quality cities. There should be a close fit between current educational theory and contemporary school design. Social Constructivism views learning as the construction of knowledge through social interaction with peers, adults and the environment. The design case study proposes a vertical school that is capable of supporting strong links with the community through developing a ‘public living room’ alongside retail outlets. While the vertical nature of the school limits some contact it is possible to develop a ‘learning street’ and other meeting places within the school. The plan also provides flexible classroom spaces and workrooms to meet curriculum objectives. A variety of indoor and outdoor spaces can be provided but it is proposed that the children also access the city’s public open spaces and amenities. The city can be viewed as an extended classroom, as suggested in Strickland’s ‘City of Learning’ model. The site for the proposed school was selected to ensure easy access to amenities and resources. Overall the research suggests an inner-city primary school building is possible and even desirable for those living and working in the city.</p>

scholarly journals READING AND LITERARY EDUCATION IN IST-IIIRD CLASSES OF PRIMARY SCHOOL AS A SOURCE OF MULTI-ACTIVITY OF STUDENTS

2016 ◽  
pp. 58-69
Author(s):  
Teresa Yanitska-Panek
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Life Experiences ◽  
Real Life ◽  
Literary Texts ◽  
Literary Education ◽  
The World ◽  
The Individual ◽  
Narrative Description ◽  
Attitudes Towards Reading

Literary education is very important in the process of forming the personality of the individual. It is necessary to implement a number of conditions in order to student’s contact with literature was a great experience. Reading can be seen as a way of man’s existence in the world of symbols and information. Reading can also be a medium through which cultural content reaches to the recipient and enrich and improve his language and engage him emotionally. Reading is an act of great importance, austerity and effort, and at the same time it is an act of preparing the reader and the recipient to the reflection.Many authors emphasize the value of reading, inspired many motives. The authors draw attention to the different attitudes towards reading of the text which have been described by Lech Witkowski, philosopher and pedagogue in 2007. Eight status of the text in the course of reading are specific hints for teachers and non-pedagogical readers how to treat the text. The philosopher’s look on the function of reading puts this ability in a variety of contexts and makes that people interested in reading can become seekers and creative.The reading is determined the following learning outcomes: student reads fluently, correctly, fluently and expressively aloud texts consisting of words discussed during classes. These texts relate to real-life experiences of children and cognitive expectations. A student also understands short texts read silently; student correctly reads aloud texts written own in a notebook and texts stored on a PC. The student working with text by searching for the most beautiful piece. He is also able to distinguish in literary texts the forms such as narrative, description and dialogue.

Problem-Based Learning (PBL)

2021 ◽  
pp. 38-56
Author(s):  
Mahmoud Hawamdeh ◽  
Idris Adamu
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Real Life ◽  
Problem Based Learning ◽  
Higher Order ◽  
Educational Institutions ◽  
Learning Skills ◽  
Knowledge And Skills ◽  
Life Problems ◽  
Approach To Teaching

This chapter discuss how Problem-Based learning (PBL) helps to achieve this century's approach to teaching and learning for students in higher educational institutions. If adopted, this method of teaching will enable student to attain learning skills (skills, abilities, problem solving, and learning dispositions that have been identified) to acquire a lifelong habit of approaching problems with initiative and diligence and a drive to acquire the knowledge and skills needed for an effective resolution. And they will develop a systematic approach to solving real-life problems using higher-order skills.

scholarly journals Closing the HIV and AIDS “Information Gap” Between Children and Parents: An Exploration of Makerspaces in a Ugandan Primary School

2020 ◽  
Vol 10 (8) ◽  
pp. 193
Author(s):  
Maureen Kendrick ◽  
Elizabeth Namazzi ◽  
Ava Becker-Zayas ◽  
Esther Nancy Tibwamulala
Keyword(s):  
Primary School ◽  
Real Life ◽  
Hiv And Aids ◽  
Class Discussion ◽  
Parents And Children ◽  
Information Gap ◽  
Children And Parents ◽  
Starting Point ◽  
Aids Information ◽  
Public Exhibition

In this study, we address the research question: “How might child-created billboards about HIV and AIDS help facilitate more open discussions between parents and children?" The premise of our study is that there may be considerable potential for using multimodal forms of representation in makerspaces with young children to create more open dialogue with parents about culturally sensitive information. Drawing on multimodal literacies and visual methodologies, we designed a makerspace in a grade 5 classroom (with students aged 9–10) in a Ugandan residential primary school. Our makerspace included soliciting students’ knowledge about HIV and AIDS as part of a class discussion focused on billboards in the local community and providing art materials for students to explore their understandings of HIV and AIDS through the creation of billboards as public service announcements. Parents were engaged in the work as audience members during a public exhibition at the school. Data sources include the billboards as artifacts, observations within the makerspace, and interviews with parents and children following the public exhibition. The findings show that, for parents and children, the billboards enhanced communication; new understandings about HIV and AIDS were gained; and real-life concerns about HIV and AIDS were made more visible. Although these more open conversations may depend to some degree on family relationships more broadly, we see great potential for makerspaces to serve as a starting point for closing the HIV and AIDS information gap between children and parents.

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