Development Of Primary Education Research Articles

Practical Promotion of Basic Education to Reduce Burden and Improve Quality of Thinking and Suggestions

How to effectively implement the work of reducing the burden of basic education has been concerned by people. By using the knowledge of game theory, this paper analyzes the behavioral goals of the relevant subjects in reducing the burden of basic education, and puts forward some suggestions. We should change the "focus" to "characteristics" and guide the diversified development of primary and secondary education. By adjusting the matching degree of various levels of education, the pressure of entering school can be reduced. Through social reform, the interests of different classes were adjusted and the residual negative influence of imperial examination culture was eliminated, so as to successfully remove the stumbling block of "excessive academic burden" in the educational reform of the new era and create conditions for cultivating a large number of outstanding talents needed for national development and national rejuvenation.

Http://habibiaislamicus.com/index.php/hirj/article/view/169

Golden Era of Muslim Spain was tremendously progressive in every filed of life, especially in the field of education. Muslim caliphs took keen interest in the development of education. Scholars from around the world were invited and adequate. The magnificent support of education by Muslim Caliphs raised the standard of learning and literacy to a high level in Spain. During Golden Era of Muslim Spain, focused was specifically on primary education. State worked for the grooming and development of new generation. The study raised specific questions; Did Masjid played an important in the development of primary education? Did Primary education was easily accessible to every child? These questions were evaluated with the help of credible and authentic reference books. Through investigation it was found that Islam and Prophet (P.B.U.H) strongly emphasized on value and acquisition of knowledge. To acquired knowledge Masjid played central role from the early days of Islam. Every Masjid had one Madrasah along with complete teachings of Islam and worldly education. During Golden Era of Muslim Spain state followed the tradition of making Madrasah with Masjid. Elementary schools were established in every town during Golden Era of Muslim Spain, State made primary education free for all citizens. Administration provided financial and managerial support and spends a lot of money for primary education during Golden Era of Muslim Spain. Primary education played vital role in the development of new generation and became of progressive society. Education became the sign of prestige and luxury for people to its best during Golden Era of Muslim Spain.

Coverage of the primary education development in 1941–1943 by local press of the Military Command Zone

The aim of the study is to reveal the coverage of forming and developing of primary education in the zone of military command by the local press. The methodology is based on the use of general scientific and special-historical research methods, including problem and chronological, comparative-historical, typological, etc. Scientific novelty. For the first time in modern Ukrainian historiography, the local press of the military command zone of the Nazi occupation period became the object of study with the focus on primary education. The classification of local press publications on establishing and developing primary education in the military command zone was proposed. Conclusions. Materials of the local press are an important source for researching the restoration and development of primary education in the zone of military command. Functioning the local newspapers was due to the support of the occupying power, the press was seen as one of the elements of propaganda. This affected the content of periodicals and the way of presenting information. Due to a number of reasons, including low circulation and delivery problems, propaganda through local periodicals had certain effect only in some regions. A number of newspaper publications revealed the peculiarities of everyday life in the occupied territories, including the re-establishment and development of primary education. Such materials can be divided into several groups: coverage of organizing and features of the educational process; statistic al data, didactic materials; characteristic s of pedagogical staff and their professional development. They were the least exposed to propaganda, their authors were mostly members of local authorities. Publications on primary education concerned the administrative units where newspapers were published, and they did not contain general materials. Some of the publications dealt with specific tasks related to restoring and developing educational institutions, the educational process and the results of their implementation. There is a significant segment of material of the critical nature, mainly in relation to teachers: their appearance, behavior, teaching methods. Such notes were mostly impersonal, while praising information was always personal. Articles on the educational process were more influenced by propaganda and were placed on the front pages.

Development of primary education in Ukraine: inclusive learning

Development of primary education in Ukraine: inclusive learning

Influence of ICT on Educational and Socioemotional Development in Primary Education: A Literature Review

Influence of ICT on Educational and Socioemotional Development in Primary Education: A Literature Review

The Theoretical Significance and Teaching Strategy of Balanced Development of Education

Education is the cornerstone of a nation’s development and the equity of compulsory education is regarded as the “greatest tool” to achieve social equity. After the 18th National Congress of the Communist Party of China, the balanced development of compulsory education was formally put on the agenda in the form of documents. In the process of the development of urban and rural education, there are still many practical problems in the implementation and practice of the balanced development of primary and secondary education in all regions of China. These problems include the improvement of the construction of teaching staff, policy guidance, homogenized education development, etc. Besides, the effective teaching strategies can promote the reform of primary and secondary education in China.

Digital technologies in music education − The prospects of interactive course development in primary school music education

Within the framework of the 'Education Innovation - Modernisation of the training structure, methods and content in higher education, enhancement of its labour market relevance', we conducted a course material development project for the length of two terms at the Institute of Education and Social Sciences, Apáczai Csere János Faculty of Humanities, Széchenyi István University. We devised course material to be applied in e-learning and in a place-based studying environment (VR course material). The aim of the project was to create support material that assists teacher candidates in processing and acquiring the material of primary school music education. Its necessity and timeliness are justified by the insufficient level of music skills of newly admitted teacher candidates. The present paper is intended to display a summary and short-term evaluation of the project.

From the History of the Development of Public Education in the Russian Empire in the Late 19th - Early 20th Centuries (Illustrated by the Example of Altai)

The article is dedicated to the history of the development of public education in Altai in the late 19th and early 20th centuries. The authors focus on the process of establishing primary and secondary schools and vocational education institutions in the region. Economic processes (the decline of mining production in Altai, the intensification of resettlement processes in the region) and sociocultural changes in the country and the region - the growth of the number of educated people in Siberia and democratization of the education system in the Russian Empire as a whole - are considered as objective conditions for the development of education. The authors show the role of the public in the formation of primary schools in Altai. Speaking about the development of primary education in the region, such as the resettlement process, the authors of the article referred to the analysis of the activities of schools in the context of changing ethnic and religious composition of students and to the characterization of the educational policy of the State with regard to migrants of non-Russian origin. Studying the process of formation of gymnasium education in Altai, the authors focused on the opening of a men's gymnasium in Barnaul, considering that this event became a landmark for the development of the city. According to the authors’ opinion, studying the process of opening this gymnasium makes it possible to understand the dialectic of relations of the state and the society, the center and the regions. The article gives special attention to studying the impact of the military situation on the activities of educational institutions, for solving new tasks operating in wartime. In the end of the article, it was concluded that power institutions pursue utilitarian goals in the implementation of educational policy in remote regions.

Custom Practices of English Education at the Rural Primary Schools in Bangladesh

This comprehensive study dealt with the existing traditional practices of English education at rural primary schools in Bangladesh. The researchers collected data from twenty-five assistant teachers of thirteen primary schools located in the rural areas of four different districts of Dhaka and Mymensingh divisions. These English teaching participants also represent the key informants for related queries. The study used a semi-structured questionnaire with ten comprehensive and open-ended questions related to the existing teaching patterns with face-to-face interviews on the collected responses of the participants. All the data were interpreted in a qualitative approach. The study revealed the educational constrictions of the current ‘English as a Foreign Language (EFL)’ situation emphasizing the implementation of practical activities as a solution for the kids and suggested some development aspects from teachers’ perspectives. The research explored the flaws of current teaching strategies and materials used in primary EFL education and recommended some practical tactics to include in the curriculum for the development of primary EFL education in Bangladesh.

МЕТОДОЛОГІЧНИЙ СЕМІНАР НАЦІОНАЛЬНОЇ АКАДЕМІЇ ПЕДАГОГІЧНИХ НАУК УКРАЇНИ «ДОШКІЛЬНА ОСВІТА В КОНТЕКСТІ ІДЕЙ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ»

Стаття висвітлює результати роботи методологічного семінару Національної академії педагогічних наук України «Дошкільна освіта в контексті ідей Нової української школи», який відбувся 30 жовтня 2020 р.Метою семінару було обговорення стратегічних питань розвитку дошкільної освіти і науки. Основні напрями роботи: наступність у розвитку дошкільної і початкової освіти; дидактичні та виховні аспекти сучасної дошкільної освіти в контексті Нової української школи; зарубіжний досвід організації дошкільної освіти; професійна підготовка фахівців дошкільної галузі в контексті ідей Нової української школи; психолого-педагогічний супровід розвитку дитини дошкільного віку.Організаторами семінару виступили: підкомітет з питань раннього розвитку та дошкільної освіти Комітету Верховної Ради України з питань освіти, науки та інновацій, Національна академія педагогічних наук України, Міністерство освіти і науки України, Всеукраїнська асоціація працівників дошкільної освіти. Серед учасників заходу були провідні вчені, викладачі закладів вищої освіти, представники дошкільної освіти.

THE DEVELOPMENT OF IPA TEACHING BOOKS-BASED ENVIRONMENT: RELEVANCE AS A CHARACTER CARE FOR THE ENVIRONMENT

The purpose of this study was to develop an environment-based science textbook: its relevance as a reinforcement for the character of environmental care. The results of this study were expected to contribute to the development of primary education, especially the learning in the basic concepts of science course in PGSD Study Program. Thiagarajan (1974) reveals a 4-D development model. The data source was obtained from material analysis and was validated by experts . Then , a trial was conducted to PGSD students of Hasyim Asy'ari University in order that a quality environment-based science textbooks could be produced. Based on the descriptive analysis, it was found that the process of developing the textbook that had been carried out was in accordance with the stages. Based on inferential statistics using SPSS 26.0, namely the F test and t-test , it was obtained that the F score assum ing two similar variants was 3.671 with the term of the value = 0.068. A s long as the value of F> 0.05, the two variants we re not different. Then, t he t-test score assum ing the two similar variants was 4.522 with the condition that the value is 0.000. Because the given value wa s <0.05, there were differences in the learning outcomes of students who use d textbooks compared to students who use d regular textbooks. In conclusion, this study found that the developed textbook had a good level of feasibility dan significantly influenced the students’ learning outcomes.

Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development

The objective of this paper is to prove that interdisciplinary educational approaches foster knowledge and competences for sustainable development in primary education. The intervention methodology employed is an educational and pedagogical approach to teaching science through physical activities and is based on developing dynamic reflective and cooperative learning environments to strengthen teaching–learning relationships. The educational approach included analyzing students’ reflections from their focus groups, in which five categories of cooperative learning: positive interdependence, individual accountability, promotive interaction, the appropriate use of social skills, and group processing, were considered. The results show that, to a significant statistical degree, when the interdisciplinary approaches were adopted the primary school students reached higher levels of understanding, reflective and critical thinking development, and that cooperative learning provided them with a greater perception of sustainable development competences through systems and critical thinking, analysis, interpersonal relationships and collaboration, and strategic action.

IMPLEMENTATION OF INTEGRATED LEARNING IN PRIMARY EDUCATION: FOREIGN EXPERIENCE

The article presents the peculiarities of students' integrated learning implementation in foreign educational establishments. Forms, methods of its realization and interaction of all subjects of pedagogical process have been defined. The peculiarities of integration in the context of primary education development in the countries of the European Union have been revealed. It has been found out that an important aspect of the development of standards of elementary education content in EU countries is the transition from structuring the content of curricula around subjects to the integration of disciplines into modules, integrated blocks, and educational sectors. Orientation to the development of students' thinking and cognitive abilities during the curricula, programs and textbooks modernization has been identified as one of the main components of primary education content. Almost all of the topics that children encounter during their studies are additionally implemented in the after-school activities. Educational institutions in the United States have analysed the experience of applying and implementing integrated learning: Integrated Learning Strategies, Radnor Township School District. It is proven that these research-based programs offer a holistic approach to the overall success of the student's educational, emotional, and social well-being. Integrated learning programs operate on the premise that, in the real world, adults are required to perform tasks and demonstrate skills that are not defined in a single academic discipline. Teachers of the integrated programs create lessons and activities that engage students in lessons, projects, and other learning tasks that focus on the connections between the skills and content taught in the regular curriculum. The regulatory documents governing the features of integrated learning in European educational establishments define the standards for the classification of education, in particular, the International Standard Classification of Education, which provides a comprehensive framework for the organization of educational programs and qualifications by applying uniform and internationally agreed definitions to facilitate the comparison of systems education in different countries.

‘THE PAST NO LONGER CASTS LIGHT UPON THE FUTURE; OUR MINDS ADVANCE IN DARKNESS’1: THE IMPACT AND LEGACY OF SIR ALEC CLEGG’S EDUCATIONAL IDEAS AND PRACTICES IN THE WEST RIDING OF YORKSHIRE (1945-1974)

ABSTRACT This paper examines and evaluates some aspects of the legacy of the West Riding of Yorkshire County Council and its long serving Chief Education Officer, Sir Alec Clegg, who held the post between 1945 and 1974. Against a subsequent political discourse of markets, choice and autonomy which portrays local authorities as the cause of poor educational outcomes and school failure, political developments have led to a diminution of the role of local authorities, destruction of local democratic accountability and greater centralisation of power and control of education. Drawing on interviews and email correspondence with former pupils, teachers, officers and others of the West Riding, its successor authorities and beyond, we explore the context, tensions, successes and lasting impact of Clegg’s ideas and practice, particularly in relation to support for community development and the arts and creativity. The paper also looks at Clegg’s influence and legacy with regard to selection for secondary education and the role of middle schools, the development of primary education and the impact on successor authorities to the West Riding and beyond.

The potential of Lesson Study in primary physical education: Messages from a longitudinal study in Japan

This paper presents the view that Lesson Study has the potential to make a significant contribution to future developments in primary physical education. To set the paper in context, we explore the concerns that have long been voiced about primary physical education, particularly the nature of the professional development experiences of generalist primary class teachers. Contemporary approaches to teachers’ professional development, one of which is Lesson Study, are presented as having some potential in addressing these concerns as they are focused on teacher collaboration, autonomy and agency. Building on this background, the paper reports on a longitudinal physical education Lesson Study investigation that took place in one primary school in Japan: a country where Lesson Study has been a key feature of teachers’ professional development for more than a century. Working with 30 teachers over a three-year period, the findings highlight how the long-term, collaborative and situated nature of the Lesson Study experience helped create a positive context for the teachers’ professional development in physical education. Specifically, the findings reveal that the shared planning, observation and reflective experiences over time helped the teachers develop a more positive and detailed view of physical education. The paper concludes by proposing that Lesson Study, as a long-term, collaborative and situated endeavour, has the potential to foster productive developments in generalist teachers’ enactment of the primary physical education curriculum.

CLIL teachers\u2019 views on cognitive development in primary education

Content and language integrated learning (CLIL) has been implemented in Spain for more than two decades, and the number of schools that have joined CLIL initiatives has progressively grown in an attempt to increase students’ proficiency in English; all of these developments are indicative of the importance of foreign language learning (FLL) in this country. The aim of this paper is to analyse the promotion of cognitive skills by teachers in the subjects of science and social science in primary education in the Spanish Region of Murcia. A mixed methodology combining techniques for collecting both quantitative and qualitative data was implemented. The results show a tendency to lapse into low-order thinking skills, which can hinder the development of demanding cognitive skills and creative learning processes in CLIL lessons. Some factors might affect these teaching practices, such as the type of teaching staff position or the experience that teachers have gained over time. The article concludes with some suggestions for further research.

Periodisation of Primary and Secondary Technical and Vocational Education Development in the Republic of Bashkortostan

Introduction. Vocational education has always been and still is one of the main factors of successful sustainable development of society as a whole and of the individual in particular. Therefore, in the state policy of different countries of the world, including Russia, special attention is being given to the institutions, which train specialists for the leading sectors of the economy and production. For developing effective policy measures and predicting its effectiveness, it is essential to identify the potential of national vocational education system, to study its phase changes and evolution vectors, to analyse and summarise existing experience in the organisation of the system and to support its functioning at the national and regional levels.The aim of the present research is to identify and characterise the main periods of development of primary and secondary technical and vocational education in one of the major regions of Russia – the Republic of Bashkortostan.Methodology and research methods. The research methodology is based on the system and civilisational approaches. The retrospective analysis was conducted through historical, typological and comparative methods, as well as two conceptual models. In the first model, the pedagogical process is presented as a complete system determined by specific historical conditions. The second model, designed by one of the authors of this article, is based on the logic and structure of this process in its contemporary understanding. These concepts provide adequate analysis and extrapolation of historical and pedagogical experience into modern educational theory and practice.Results and scientific novelty. The authors identified socio-economic, pedagogical, organisational and managerial factors of periodisation of the system of primary and secondary technical and vocational education development of Bashkortostan. For the first time, at the local republican level, the main phases of the process have been identified and described, starting with the pre-institutional stage to the present day. It is demonstrated that the trajectory of gradual formation and improvement of the investigated directions and stages of vocational training in the territory of the Republic of Bashkortostan is regulated by the general laws on the development of social structures. Despite some specificity, the trends in regional education found are quite related to all-Russian processes.Practical significance. The research results can be useful and are already being used when developing and designing vocational development programmes, in particular, they enrich the content of such disciplines as “History of Pedagogy and Education”, “History”, various special courses and curriculum units, concerning the issues on the state and prospects of technical and vocational education. In addition, the research materials can be used for developing regional educational policy.

Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish

ABSTRACTIn the face of immense pressure from Spanish, the national language, a group of educators in Michoacán are committed to prioritising P’urhepecha in two local primary schools where P’urhepecha is the dominant community language. The history of educational initiatives among the P’urhepecha people illustrates the inconsistent and primarily assimilationist educational environment faced by indigenous populations in Mexico, providing context for the schools’ efforts, which encourage literacy skills in both languages. We analyse the biliteracy development of a group of 4th grade students, qualitatively analysing written production in both P’urhepecha and Spanish, with a focus on patterns in orthographic conventions, lexicon (including borrowing and language mixing), sentence structure, and morpho-syntactic complexity. The students clearly have more developed writing skills in P’urhepecha than in Spanish, producing longer, more coherent texts in their mother tongue, and using more variation in vocabulary and tenses. Yet in both languages, the students find creative and unconventional ways to represent oral language in writing. Through this initial analysis of 24 student essays, we consider the interrelationship among literacy skills in two languages, the impact of this educational initiative in terms of biliteracy development, as well as practical implications for educational practices at the bilingual schools.

The Development of Primary Education on the Cossack Territories in 1803–1917 years (on the Example of the Kuban Region). Part 3

The Development of Primary Education on the Cossack Territories in 1803–1917 years (on the Example of the Kuban Region). Part 3

Home literacy environment and reading comprehension in Spanish primary education

BackgroundResearch has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions.MethodData have been drawn from measures of reading competence and the Learning to Read Survey undertaken for the Progress in International Reading Literacy Study (PIRLS) 2016 assessment in Spain. Our secondary analysis of the PIRLS 2016 data has enabled the production of two multiple regression models from a sample of 14,595 Spanish pupils aged 9–10 years old.ResultsThe analyses performed have allowed us to determine the limiting environment elements that relate to the reading comprehension results. Moreover, they have highlighted the importance of the literacy interface prior to schooling. Both variables of the home literacy environment appear to be linked with the reading comprehension results taken from the PIRLS 2016 and may orientate the improvement of reading skills at home.ConclusionsOur research supports the implementation of family literacy programmes in Spain, especially for low‐income families, which might enhance their literacy interaction with their children in the early stages. The promotion of family literacy programmes oriented to preschool children could improve not only emergent literacy skills but also the social value of literacy from a sociocultural perspective.HighlightsWhat is already known about this topic Reading comprehension is a crucial skill in education. Owing to its links with the common teaching and learning methods in primary education, a weak or late development of reading comprehension may impede academic outcomes. Literacy development may be influenced by the socioeconomic status of families. Although important, there are other familial factors influencing children's literacy development. For this reason, the concept ‘home literacy environment' offers a wider perspective on the nature of the links between families and literacy. The home literacy environment has been described as the mixture of two different dimensions: the literacy interface and the limiting environment. An analysis of both dimensions shows the importance of the activities promoted and carried out by families (the literacy interface). What this paper adds There is a scarcity of research about the development of reading comprehension among primary pupils and its relationship with the home literacy environment in Spain. Family context is currently one of the less well‐understood aspects of the Spanish educational system. The current research points to the Spanish families' limiting environment as one of the elements that may predetermine, from early childhood, the later development of reading comprehension. The research identifies variables within the home literacy environment which are more relevant to the development of reading comprehension. Implications for theory, policy or practice The first implication is that literacy development and reading comprehension depend not only on the socioeconomic status but also on the number, nature and diversity of activities offered within a family. Improvement and enrichment of these activities could enhance pupils' reading comprehension. Both a limiting environment and the literacy interface have a fundamental role in Spanish pupils' reading comprehension, in line with previous research in other countries. Consequently, family programmes that aim to address specific aspects of the literacy interface and limiting environment could improve the literacy development of children. At the moment, for the most part, the Spanish education system has little opportunity to influence the limiting environment of children. Therefore, there needs to be more emphasis on the implementation of programmes designed for families, supporting and assessing activities related to the literacy interface. In Spain, these programmes are rare; so, for this reason, educational institutions and relevant social agents should collaborate to design and implement such programmes.