NO MORE ROMAN NUMBERS IN THE MATHEMATICS PRIMARY EDUCATION CURRICULUM IN SPAIN. IS IT RIGHT OR WRONG?

2022 ◽  
Author(s):  
Francisco Alegre ◽  
Lidon Moliner ◽  
Gil Lorenzo-Valentin
Keyword(s):  
Primary Education ◽  
Education Curriculum

Discrete Primary Education Curriculum in Bangladesh

2022 ◽  
pp. 716-730
Author(s):  
Md Jahangir Alam ◽  
Sheikh Rashid Bin Islam ◽  
Keiichi Ogawa
Keyword(s):  
Primary Education ◽  
School Facilities ◽  
Education Curriculum ◽  
Primary Schooling ◽  
Educational Curriculum ◽  
Study Materials ◽  
The Government ◽  
Materials Used ◽  
Type Of School

The curriculum is an essential and integral part of the education system for lifelong learning and better children's outcomes. The sum of experience throughout their schooling journey can be defined as an educational curriculum expressed in a much broader sense. The school's type of school, study materials used, teaching methods, available school facilities, and the qualifications of schoolteachers provided at the end of primary schooling often diverge with different educational curricula due to the government policy dilemma. There is no unified primary education curriculum in Bangladesh's case. More than three mainstream educational curricula can be founded, each with its own unique set of traits, benefits, and shortcomings. This chapter explores what factors affect a school's choice, which is linked with the educational curriculum being offered, and how it affects the student's quality of education. This chapter also explores gamification theory's implementation to ensure quality primary education in Bangladesh.

scholarly journals Evaluación del desempeño profesional de los docentes normalistas: calidad, dedicación y permanencia

2019 ◽  
Vol 1 (3) ◽  
pp. 24-29
Author(s):  
Blas Alberto Gómez Heredia ◽  
Juan Manuel Vázquez Molina ◽  
Javier Estado Sáenz Gutiérrez
Keyword(s):  
Primary Education ◽  
Three Dimensions ◽  
Research Quality ◽  
Institutions Of Higher Education ◽  
Education Curriculum ◽  
Normal School ◽  
Normal Schools ◽  
Professional Performance ◽  
Initial Teacher Training ◽  
Research And Teaching

Este trabajo analiza la realidad que se presenta en la evaluación del desempeño profesional de los maestros del Estado de Chihuahua durante el ciclo escolar 2017-2018, a través de un estudio en las Escuelas Normales, Centros de Actualización del magisterio y Centros de Investigación y Docencia como instituciones de Educación Superior, Formadoras y Actualizadoras de la Entidad Federativa. Se distinguen tres dimensiones de análisis en la investigación: Calidad en el desempeño de la docencia, Dedicación a la Docencia, y Permanencia en las Actividades de la Docencia de sus catedráticos. Además, se analizan las teorías y modelos contemporáneos acerca de la formación inicial docente para identificar los fundamentos curriculares del Plan de Estudios de Licenciatura en Educación Primaria, 2012. Se fundamentan los resultados de la evaluación de los docentes de una escuela normal y se proponen acciones para elevar los niveles de calidad, dedicación y permanencia en la Docencia para las Licenciaturas de Educación Primaria y Preescolar de la Escuela Normal “Miguel Hidalgo” de Hgo. Del Parral, Chih. Abstract This paper analyses the reality that is presented in the evaluation of the professional performance of the teachers of the State of Chihuahua during the school cycle 2017-2018, through a study in the Normal Schools, Centers of Updating of the Magisterium and Centers of Research and Teaching as institutions of Higher Education, Training and Updating of the Federal Entity. Three dimensions of Analysis Are distinguished in the research: Quality in the performance of the teaching, Dedication to the T eaching, and Permanence in the Activities of the Teaching of his professors. In Addition, contemporary theories and models about initial teacher training are analyzed to identify the curricular foundations of the Master'S Degree in Primary Education curriculum, 2012. The results of the evaluation of the teachers of a normal school Are based and they propose actions to raise the levels of quality, dedication and permanence in the Teaching for the undergraduates of Primary Education and preschool of the Normal School "Miguel Hidalgo " De Hgo. Del Parral, Chih.

scholarly journals Understanding Primary Curriculum from Philosophical Perspectives

2021 ◽  
Vol 5 (1-2) ◽  
pp. 47-56
Author(s):  
Kiran Ram Ranjitkar
Keyword(s):  
Primary Education ◽  
Evaluation Process ◽  
Education Curriculum ◽  
Conceptual Content ◽  
Primary Level ◽  
Primary Curriculum ◽  
Written Curriculum ◽  
Critical Components ◽  
Teaching Learning ◽  
Development Center

This paper is an attempt to understand philosophy / ideology hidden behind the present primary education curriculum of Nepal. The study was based on analysis of written curriculum published by Government of Nepal, Curriculum Development Center, Sanothimi. I applied the conceptual content analysis approach for the purpose of this study. My literature review consisted of general philosophies namely idealism, naturalism, realism, pragmatism and existentialism   and also educational philosophies such as perennialism, essentialism, progressivism and reconstructionism. Although the study focused on four elements, namely objectives, contents, teaching learning activities and evaluation process of curriculum, I made a brief analysis of aim, and contents of primary level as a whole. The current primary education curriculum is the mix of more than on philosophies emphasizing traditional ones, perennialism, and essentialism. I found negligible importance is given to critical components of learning therefore this component should be given more importance.

Effect of a cyberbullying prevention program integrated in the primary education curriculum

2020 ◽  
Vol 25 (1) ◽  
pp. 23-29
Author(s):  
Raquel Flores Buils ◽  
Antonio Caballer Miedes ◽  
Mercedes Romero Oliver
Keyword(s):  
Primary Education ◽  
Prevention Program ◽  
Education Curriculum

Conceptions and Instructional Strategies of Pre-Service Teachers Towards Digital Game Based Learning Integration in the Primary Education Curriculum

2018 ◽  
pp. 356-368
Author(s):  
Margarida Romero ◽  
Jean-Nicolas Proulx
Keyword(s):  
Primary Education ◽  
Digital Literacy ◽  
Digital Games ◽  
Learning Activity ◽  
Digital Game ◽  
Education Curriculum ◽  
Game Based Learning ◽  
Curricular Integration ◽  
The Creation ◽  
Integration Strategies

Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.

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