<p><em>Student discipline is a crucial part in character development and academic achievement in primary education. At Elementary School 1 Kemiri Boyolali, the discipline policy, executed via the School Literacy Movement (SLM) program and the 5S culture, seeks to enhance student participation in learning. The execution of this policy encounters obstacles including insufficient resources, inadequate parental engagement, and discrepancies in teachers' methods of implementing punishment. This study seeks to examine the responsibilities of the principal, teachers, and parents in facilitating the execution of discipline rules, as well as to identify the obstacles and solutions employed inside the school. The employed methodology is qualitative, utilising a case study at Elementary School 1 Kemiri Boyolali, incorporating observational techniques and semi-structured interviews with the principal, educators, and parents. Data analysis employed a thematic approach, involving systematic coding of interview transcripts and observation notes to identify patterns related to stakeholder roles, obstacles, and solutions. The study's findings suggest that collaboration among the principal, teachers, and parents is crucial for effective punishment implementation, despite existing challenges in coordination and time limitations. This study underscores the significance of collaboration among stakeholders in fostering an effective culture of discipline in educational institutions. This study offers practical insights for primary schools to enhance the execution of discipline policies.</em></p>

The empirical evidence-base for effects of formative assessment on pupil academic achievement is inconclusive, despite its potential claim to improve teaching and learning. Contemporary views conceptualize formative assessment as a unified practice of integrated strategies. However, studies that investigated the effects of formative assessment on pupil academic achievement in primary education focused on separate components with different methods. This study investigates whether a co-designed program of unified formative assessment strategies affects pupil academic achievement. Participants were 976 Dutch elementary school pupils (10–11 years). A quasi-experimental pretest/posttest research design was used with a pre-established intervention and control group. The intervention group consisted of all pupils who were taught by elementary school teachers that participated in a teacher co-designed formative assessment program. Teachers belonging to the control group did not partake in the co-design. Standardized mathematics test scores were used to investigate whether the co-designed formative assessment practices program had an effect on pupil learning achievement using multilevel modelling. After controlling for pre-intervention gain, and school-specific pupil population complexity, the pupils of teachers that participated in the formative assessment co-design did not significantly outperform the pupils in the control group. The multilevel analysis also revealed non-significant effects of the interaction between the formative assessment intervention and performance levels on mathematical gain. This study provides valuable insights in the challenges that lie in both implementing (effective) formative assessment practices and investigating the effectiveness of a teacher community co-designed formative assessment practices program on pupil academic results. • This study contributes to empirical evidence on effects of formative assessment. • Pupils in the formative assessment group did not outperform the control group. • No significant differential effects were shown across pupil performance levels.

As digital learning becomes integral to primary education, understanding how adaptive platforms influence academic outcomes and self-regulated learning (SRL) is critical. This study investigates the relationship among digital learning platforms, SRL, and mathematics achievement in primary education, using a large-scale quasi-experimental design involving 4,442 sixth-grade students in Taiwan. Employing the Taiwan Adaptive Learning Platform (TALP), this study examined the direct effects of TALP on maths achievement and SRL, as well as the mediating role of SRL. Results demonstrated significant enhancements in both SRL and mathematics achievement among TALP users. Mediation analysis confirmed that SRL partially mediates the relationship between TALP use and maths performance, highlighting dual pathways to enhance math performance. Notably, TALP reshaped SRL, particularly benefiting students with lower initial SRL. The findings of this study underscore the importance of integrating adaptive digital platforms, with embedded SRL support, into mathematics curricula to enhance academic performance and critical learning competencies.

This study investigated 1) the development of early numeracy (EN) across kindergarten and Grade 1, 2) parental socioeconomic factors contributing to EN development, and 3) the predictive value of EN development for mathematics achievement mid-primary school. The sample included 1252 children. EN was measured bi-annually between mid-kindergarten Year 1 and end Grade 1. Latent growth curve modeling revealed non-linear development of EN, with stronger growth throughout kindergarten and a flattening curve in Grade 1, without reaching ceiling. Lower maternal education level and migration background were associated with lower EN at baseline but also greater improvement over time. Higher baseline EN and growth positively predicted mathematics achievement in mid-primary school. Findings confirm significant EN development throughout early grades, but learning gains are not optimal in the current informal setting. Implications for early screening and intervention to address insufficient foundational skills, and promote later mathematics achievement, are addressed. • Growth trajectories for early numeracy development were examined longitudinally from mid-Kindergarten until end of Grade 1. • The predictive value of early numeracy for mathematics achievement mid-primary school is demonstrated. • Latent growth curve modeling reveals accelerated growth in Kindergarten followed by decelerated growth in Grade 1. • Children from lower maternal education levels and migration backgrounds show significant improvement over time. • The absence of a ceiling effect suggests suboptimal development, highlighting the need for early screening or intervention.

Abstract To date, little is known about refugee children’s academic achievement in primary education in Germany. This study addressed this gap and examined achievement differences for refugee children compared to their peers with and without an immigrant background, as well as associated conditions at individual, family, and teacher levels. We analysed data from the “IQB Trends in Student Achievement 2021”. Multilevel analyses indicated that refugee children face significant disadvantages in reading comprehension and mathematics, mitigated by student and family characteristics. Teaching-related characteristics (i.e., individual student support) showed little association with achievement gaps and exerted no differential effects for refugee children. The results highlight that more intensive efforts are needed to compensate for the less favourable starting conditions and resulting performance disadvantages of refugees, and call for further longitudinal research on effective teaching practices for this student group.

This study investigates the effectiveness of the Problem-Based Learning (PBL) model in improving learning outcomes in Civics Education (PKn) for Grade II students at SDS Islam An-Nuriyah. Conducted as Classroom Action Research (CAR) using the Kemmis & McTaggart model, the study was carried out in three stages: pre-cycle, Cycle I, and Cycle II. The data were collected through observation, field notes, tests, and documentation and analyzed descriptively using percentages to measure student progress. The pre-cycle results revealed that only 68.8% of students met the Minimum Completion Criteria (KKM), indicating a need for intervention. After implementing PBL in Cycle I, student learning outcomes improved, with 78.13% of students meeting the KKM. Adjustments were made for Cycle II, including refining teaching techniques and incorporating additional learning media. By the end of Cycle II, 96.88% of students met the KKM, reflecting significant progress in understanding the concepts of deliberation, collaboration, and critical thinking. This study demonstrates that the PBL model fosters active participation, collaborative learning, and critical problem-solving among primary school students, leading to improved academic performance. The findings suggest that PBL can serve as an innovative approach to enhance engagement and achievement in primary education. Future studies are recommended to explore its long-term impact on civic competence and its application across diverse educational settings.

The purpose of this study was to determine the factors associated with academic achievement in primary education during emergency remote teaching. For this purpose, a quantitative approach was used, with a non-experimental and cross-sectional design. The participants were 103 tutors of elementary school students in the south of the State of Sonora, Mexico. The type of sampling used was non-probabilistic. An instrument was used to measure the family-school relationship during confinement, as well as other variables such as sex, type of financing of the educational center and the final average of the previous cycle. The main findings allow establishing moderate positive correlations between the communication and participation dimensions and academic performance, as well as a high positive correlation between the technological scenario and academic performance. Likewise, significant differences were found between the academic performance of private school students and those enrolled in public schools.

This study analyzed access to primary education of transmigration community in remote areas. It was related to the availability of primary education facilities and infrastructure, besides the efforts of parents in encouraging their children to pursue an education. It was also related to the perception of the young generation towards the importance of education and the primary education level achievements for the transmigration community, as well as the existing primary education problems and its solutions. Researchers collected data through observation, interviews, focused group discussions, and literature studies. The results showed that the education facilities in the transmigration community were sufficient. Parents made several attempts to encourage their children to go to school. Parents gave advice, showed examples of success, provided all the children's school needs, freed children for working in the garden, followed the child's school information, and gave gifts. The researchers found that the perception of the young generation of the importance of education was quite positive. The achievement of primary education in the transmigration community was quite adequate. Nevertheless, its implementation in the transmigration community still faced several problems, namely the limited availability of teachers, inadequate road transportation access, limited library access, and insufficient lighting. The problem solving that exists the involvement of various stakeholders, both local governments, schools, and the community.

Quality primary education has become a first and foremost matter of concern of our country in the twenty-first century. In Bangladesh, achievement in primary education is tremendous, though there is a question in quality education. In this case, there are numerous problems that resist the process of quality education at the primary level and lack of effective academic supervision is one of them. The study is descriptive in nature and it collects relevant data and information from secondary sources through content analysis. The study highlights on the general role and functionalities of the Assistant Upazila (sub-district) Education Officer (AUEO) as a supervisor in improving the teaching-learning process and to improve quality primary education. It tries to make a conceptual analysis on different aspects of academic supervisor, quality education in school, supervision and inspection, quality assurance as well as teaching-learning. The study reveals that low support and morale, inspection rather than academic supervision, lack of dedication and professionalism, etc are the main issues of academic supervision which hamper quality primary education in Bangladesh. The study recommends that AUEO’s role as a supervisor should assist the execution of the numerous roles and functionalities which will progress the teaching-learning situation in the input process to improve quality primary education in Bangladesh.

ABSTRACT This paper provides evidence on the differences among Spanish regions, regardless of other factors, in student achievement – in Language, Mathematics, Science and Citizenship – of fourth graders. This is the first paper in Spain that analyses these differences for Primary Education in all Spanish autonomous communities. The data in the Spanish General Diagnostic Assessment of 2009, by means of descriptive analyses and estimation of multilevel regressions, led us to show that, beyond differences between and within schools, variation in student achievement in Spain is even larger between regions than schools. Furthermore, regions with a co-official language produce worse results than others, especially in Science.

Introducción. La profundización en constructos como creatividad, inteligencia y aptitudes escolares, y comprender cómo se relacionan entre ellos, puede favorecer un mejor entendimiento de las variables implicadas en el rendimiento académico. Por tanto, el objetivo del presente estudio ha sido examinar el valor predictivo de la creatividad y las inteligencias múltiples (auto-percibidas, percibidas por familias y por profesorado) sobre las aptitudes escolares relacionadas con el rendimiento académico en Educación Primaria.Método. Para ello, 98 estudiantes de 3er y 6º curso de varios centros educativos del norte de España cumplimentaron diferentes pruebas: una prueba objetiva de evaluación de inteligencia creativa (CREA), un Test de Aptitudes Escolares (TEA1) y un cuestionario de autoinforme sobre sus inteligencias múltiples percibidas. Así mismo, padres y profesores también cumplimentaron el cuestionario sobre las inteligencias múltiples del alumnado participante.Resultados. Los resultados de la regresión lineal mostraron que la inteligencia creativa de los estudiantes predice, en parte, las aptitudes escolares no verbales de los alumnos y que la inteligencia naturalista y las inteligencias lingüística y lógico-matemática muestran cierta capacidad predictiva sobre las aptitudes escolares de los alumnos, en general, y sobre los componentes verbal y no verbal, en particular.Discusión y conclusiones. Se observa cierta capacidad predictiva de la creatividad y de algunas inteligencias multiples sobre las aptitudes escolares, pero no de la misma forma y sin acuerdo generalizado entre informantes, entendiendo que el profesorado es el colectivo que muestra mayor precisión para valorar el nivel de las inteligencias múltiples que han resultado predictoras en este estudio.

Competency-Based Assessment in Primary Education in Bangladesh - A Review

Kenyan government launched Free Primary Education (FPE) in 2003 to make schooling affordable to all parents, butless attention has been paid to the quality assurance and equity of the education system. Studies have indicated thatthe FPE policy sacrificed the quality of education and this led to parents avoiding FPE offered in primary schoolsand take their children to private schools which are considered costly. This study adopted descriptive survey designto as the research design. Rational comprehensive model theory was used which aims at discussing personal factorsinfluencing parental choice for primary education schools in Rachuonyo Sub-County, Homabay County, Kenya. Thetarget population for this study was 5269 parents and 198 head teachers out of which 240 respondents were sampledthrough stratified random sampling. Questionnaires and interview schedules were used as the main data collectiontools. Validity and reliability was ascertained by the internal consistency and piloting. The quantitative data wasanalyzed using data analysis matrix while the qualitative data was analyzed through thematic analysis. The findingsshowed that the parents had great interest on healthy environments; school safety, social atmosphere andconvenience are greatly considered by parents when making decision on schools for children. The findings of thestudy are that learning environment, school safety, social atmosphere and convenience all influence parental choicefor primary schools in Rachuonyo South Sub County. Learning environment scores a mean of 3.1397; school safety,3.4525; social atmosphere, 3.0782; and convenience 3.1285.

Academic emphasis, collective efficacy, and faculty trust in students and parents (3 school characteristics positively associated with student achievement) are assumed to form a higher order latent construct, “academic optimism” (Hoy, Tarter, & Woolfolk Hoy, 2006a, 2006b). The aim of the present study is to corroborate the latent factor structure of academic optimism and to investigate its association with student achievement in Flanders while taking the hierarchical structure of the data into account. Data from 1,375 staff members and 3,538 fifth-grade students within 117 schools were analysed using multilevel confirmatory factor analysis and multilevel structural equation modelling. The results indicated that all three school characteristics make up one latent school construct, “academic optimism”. Academic optimism was found to be positively associated with student achievement in mathematics and reading comprehension. School mean socioeconomic status and school mean prior achievement are mainly indirectly associated with student achievement through academic optimism.

It is well established that cultural and economic resources imparted to children vary significantly by social class. Literature on concerted cultivation has highlighted the extent to which out-of-school activities can reproduce social inequalities in the classroom. Within this literature however, little attention has been given to the role of gender in concerted cultivation. In this paper, we use data from the first wave of the Growing Up in Ireland longitudinal study to consider how both social class and gender influence the level and type of out-of-school activities in which children engage. Moreover, we examine how out-of-school activities, class and gender impact on children?s school engagement and academic achievement. We find that while childrearing logics tend to operate within social class categories, there is an additional cultural aspect of gender in the uptake of different types of out-of-school activities. Our findings suggest the need to move beyond explanations of concerted cultivation to explain gender differences in maths and reading attainment.

The evaluation of bilingual education in the Basque Country has gone through different stages during the last 25 years. From 1983 onwards, language models of schooling A, B and D were developed, according to parental choice. Model A is not considered a bilingual education model, since L2 is taught as a subject only, while models B and D are immersion programmes. The first doubt that arose in those years was whether the learning of L2 would affect the competence level of pupils in L1, and how the different language models of schooling would function. This was the main reason for the EIFE 1, 2 and 3 studies and the HINE study. These evaluations compared models A, B and D on scores obtained in the two official languages. Around 1995 a new phase started in Spain when the first evaluations of academic achievement in Primary Education were set up. Many people were convinced then that bilingualism had a price, and that the academic achievement of bilingual pupils would be lower than the academic achievement of monolingual pupils. This preconception vanished when the results of the 1995 evaluation mentioned above were known: the Basque Country and Navarre obtained the best scores in all Spain. Later in 2000, the PISA International Evaluation of the OECD raised the issue of the language used to administer the test: in which language do pupils score better? Finally, in 2004, the Basque education system was evaluated using the Common European Framework of Reference so as to find out the level of competence pupils reach at the end of compulsory education.

Low teacher motivation and its detrimental effect on student achievement are central problems of many education systems in Africa. Using standardized data for student achievement in Burkina Faso, Cameroon, Côte d'Ivoire, Madagascar and Senegal, this paper analyzes the empirical links between various policy measures, teacher job satisfaction and primary education outcomes. It appears that there is only very limited evidence for the effectiveness of intensively debated and costly measures such as reducing class size, increasing academic qualification requirements, and increasing teachers salaries. Other, simpler measures such as an increased provision of textbooks are both more effective and less costly. It also appears that teacher job satisfaction and education quality are not necessarily complementary objectives. Especially those measures ensuring control and incentive related working conditions for teachers, significantly increase student achievement while reducing teacher job satisfaction. In addition, teachers' academic qualification beyond the "baccalauréat", while beneficial for students' learning, tends to lead to a mismatch between teachers' expectations and professional realities, and thereby reduces teachers' job satisfaction.

School composition and achievement in primary education: A large-scale multilevel approach

Educational leadership can be defined as the ability of a principal to initiate school improvement, to create a learning-oriented educational climate, and to stimulate and supervise teachers in such a way that the latter may execute their tasks as effectively as possible. In 1989, 1993, and 1998, teacher perceptions of educational leadership of principals in Dutch elementary education were evaluated by means of a Rasch-scale. It turned out that the educational leadership of Dutch principals has grown considerably. In both 1989 and 1993 the effect of educational leadership on pupil achievement was investigated. While in 1989 no significant relationship was found, the results of 1993 show a significant relationship between educational leadership and average pupil achievement over 3 successive years corrected for school environment.

Socio-economic status and female literacy in India