Groups Of Pupils Research Articles

Delving the Level of Instructional Support among Basic Education Unit Teachers

It is essential to develop new instructional models that are in keeping with the subject matter being considered and centered on the learning goals outlined in the curriculum. The purpose of this study was to investigate junior high school student’s performance in geometry as well as the degree of instructional support provided by their teachers at secondary schools located within the Pampanga Division. For this piece of research, the researcher chose to apply the quantitative research design. A descriptive- correlational methodology was utilized for the purpose of this investigation. According to the findings, instructors have a strong connection and a positive rapport with the groups of pupils that they are responsible for teaching. In addition, it was discovered that school administrators give teachers in public elementary schools training and innovative tools so that the instructors can improve their delivery of the national curriculum while also fostering dynamic and fruitful classroom debates and activities. The results of the study showed that most of the students who participated in the survey did not meet the criteria established for their performance in geometry. The conclusion that may be drawn from this is that kids have a bad performance in geometry, as would be attested by their assessment. In conclusion, the results suggested that there is no significant association between the level of instructional support offered by the teacher- respondents and the level of achievement attained by the student-respondents on the topic of Geometry. It provides the idea that there is no connection between the level of instructional support offered by the teacher-respondents and the performance of the student-respondents in geometry and vice versa. It was recommended that Action plans and enhancement programs/ projects may need to be addressed to educate and be contributed to the school’s achievements, no matter what kinds of success aspirations the school is pursuing.

Non-linear maker pedagogy in Finnish craft education

This research explores the use of a non-linear maker pedagogy for implementing a major change in the Finnish national core curriculum. The latest curriculum change (2014) introduced so-called transversal competences, but also a major change for the subject of crafts: ‘multi-material’ crafts that involve former separately taught textile and technical crafts both now introduced to all pupils. These changes set the stage for in-service teacher training, as well as for pedagogical solutions, such as a non-linear maker pedagogy and closer collaboration between technical and textile craft teachers. A non-linear maker pedagogy refers to an approach combining several features: a shift from individual learning and solo teaching to collaborative knowledge-creating learning, opportunities for collective invention and improvisation, pupil-centred situated inquiry and the creation of artefacts that combine material and digital realms. In this collective case study, we interviewed six teachers who co-taught non-linear maker projects in six different schools. Through a qualitative content analysis, we identified successes and challenges regarding the use of a non-linear maker pedagogy, pupil collaboration and teaching digital skills through robotics and e-textiles. In the interviews, teachers reflected on their work mainly by describing their pupils’ accomplishments, reactions and learning. These reflections indicated similar challenges and successes, suggesting that the variation between pupils and pupil groups was larger than that between schools. Furthermore, we discuss whether the selected pedagogical approach was unduly ambitious. Despite all the challenges, most of the teachers expressed their commitment to developing their teaching practices along the lines of a non-linear maker pedagogy.Keywords: Co-teaching, Curriculum change, Digital skills, Non-linear maker pedagogy, Pupil-directed situated inquiry

FENOMÉN DIFERENCIACE UČEBNÍHO ÚKOLU JAKO CESTA K PODPOŘE VŠECH ŽÁKŮ V PRIMÁRNÍM VZDĚLÁVÁNÍ

The research focuses on the current trend of increasing the quality of education, which brings increased demands on teacher competencies when introducing differentiated instruction for primary school students from the very beginning of their schooling. When teaching mathematics, teachers encounter a variety of pupils' attitudes toward solving tasks and ways of acquiring new knowledge and skills. However, many teachers are not adequately prepared to do this, and there are very few relevant literature and research investigations to help them in practice. The purpose of this research study is to analyze the pedagogical means of differentiating learning tasks and to analyze aspects of the scope, content and timing of tasks in the subject of mathematics for primary school pupils. The aim of the study is to present the means of differentiation of learning tasks in the real process of education. Based on several case studies of teachers from the Pardubice, Hradec Králové and Central Bohemia regions, we present good practice examples of what aspects of differentiation of learning tasks teachers use in heterogeneous groups of pupils.

Development of metaphorical production in learner language

This article details a longitudinal corpus-based exploration into the development of metaphorical production of L2 learners of English. The study tracks the progress of five secondary school pupils aged 13-17 in Norway, with the data consisting of texts written for end-of-semester exams: two texts per pupil over four consecutive academic years.
 The overall goal is to shed light on how metaphorical production changes as pupils progress through different semesters and grades in their school careers. To do so, three subordinate aims are addressed. First, the study investigates how metaphor density varies over time, both for the group of pupils and for the individuals. In this regard, patterns for open-class versus closed-class metaphors across grade levels are also compared, to identify whether there is any particular level at which the use of the former overtakes the latter, as has been uncovered in previous research. A second aim is to examine the distribution of metaphor clusters over time, since clusters have been found to serve important discoursal functions and might therefore be expected to increase with improved proficiency over time. The third aim is to focus more closely on the identified metaphor clusters to explore the functions they serve in the written discourse of these language learners.

Individual behavior support in positive behavior support schools in Finland

One objective in Finnish basic education is for pupils with disabilities or behavioral problems to be able to participate in mainstream education and ordinary classrooms. Positive behavior support (PBS) is an approach that offers multi-tiered behavior support for pupils. In addition to providing support at a universal level, educators need to have the necessary skills to provide more intensive individual support for pupils who need it. Check-in/Check-out (CICO) is a research-based individual support system that is widely used in PBS schools. The Finnish application of CICO includes an individual behavior assessment process for pupils with persistent challenging behaviors. In this article, we examined which pupils in Finnish PBS schools are provided CICO support, and in particular, how many have identified needs for specific pedagogical support or behavior-related disabilities, and whether educators find CICO to be an acceptable way of supporting behavior in an inclusive school setting. CICO support was found to be used the most in the first four grade levels, and support was offered mainly for boys. The number of pupils receiving CICO support in participating schools was much lower than expected, and CICO seemed to be secondary to other pedagogical supports. The social validity of CICO was equally high for all grade levels and pupil groups. The experienced effectiveness was somewhat lower among pupils with a need for pedagogical support in basic academic skills. The results suggest that Finnish schools may have a high threshold for starting structured behavior support despite its high acceptability. Implications for teacher education and the development of the Finnish version of CICO are discussed.

NOVEL STRATEGIES IN TEACHING ENGLISH AS A SECOND LANGUAGE

Teaching strategies are techniques or approaches that educators employ to support learning and assist students in meeting their learning goals. Employing innovative strategies to teach English help students learn language effectively. It further makes the teaching-leaning process more efficient and interesting. The methods used to accomplish these goals might differ greatly and be adjusted to meet the requirements and learning preferences of certain individuals or groups of pupils. Innovative teaching strategies can support students' learning objectives and help them learn effectively. Learning may be facilitated and students can benefit from a variety of instructional strategies. The present paper presents learning strategies that are often implemented in teaching English such as cooperative learning, problem-based learning and project-based learning.

Motivation for Online Education of Members of Gen Z Based on their Gender

Generation Z includes the largest group of pupils and students affected by the crisis of educational interactions caused by the measures against the Covid-19 spread. In addition, researchers consider the cohort to be the most affected globally by events such as the economic, climate and security crisis, the reorganization of traditions or the digitization. Thanks to these factors, these individuals move to the virtual world, where they focus primarily on their own interests. However, these factors also support flexibility and responsibility. Thus, the conditions for online education should be ideal for this generation, thanks to which the motivation for education could be increased. The research is based on 336 questionnaire surveys conducted in 2020 and 2021, the participants of which were primary school pupils, secondary school students and university students from Prague and the Central Bohemian, South Bohemian and Ústí nad Labem Regions who belong to the Z generation according to their date of birth. The aim of the article is to evaluate the motivation and incentives for the education of Generation Z representatives with an emphasis on their gender using the following criteria: a crisis situation, parents, teachers, importance of education, further education and online education preferences. In the case of both groups, the year-on-year approach to these criteria has undergone significant changes towards the differences widening. Moreover, the high correlation of all the factors examined in relation to gender confirmed its important role in the motivation for education.

Students and Graduates of Gdynia Primary Schools in the fi rst Post-war Decade (1945–1956)

The aim of this article is to answer the following research question: what did the process of education of school youth look like in the fi rst post-war decade, and what was the infl uence of wartime experiences on school youth? The text presents a group of pupils from Gdynia primary schools in the years 1945-1956, which is a representative group for the research on the process of education of schoolchildren in urban schools in the period of the People’s Republic of Poland. However, the article also emphasizes the infl uence of the region on the formation of the group ofchildren from Gdynia’s schools. Moreover, the article presented problems and challenges related to the reconstruction of education in the post-war period, which both students and teachers had to face.

The Effect of School Bullying on Pupils’ Perceived Stress and Wellbeing During the Covid-19 Pandemic: A Longitudinal Study

Purpose: Establishing how the Covid-19 pandemic and related lockdowns have affected adolescent mental health is a key societal priority. Though numerous studies have examined this topic, few have focused on the wellbeing of pupils who experience school bullying. This is particularly important as pupils who experience bullying represent a vulnerable group at increased risk of mental illness. Therefore, we sought to investigate the relationship between experience of bullying and adolescent wellbeing during lockdown and subsequent re-opening of schools. Methods: We used the TeenCovidLife dataset to examine the relationship between experience of bullying and pupils’ perceived stress and wellbeing across three timepoints. Pupils aged 12–17 (n = 255) completed surveys during the first Covid-19 lockdown (May-July 2020), when they returned to school after the first lockdown (August-October 2020), and during the summer term of 2021 (May-June 2021). Results: Perceived stress was higher in the group of pupils that experienced bullying than in the group that did not, though this difference between groups was smaller during lockdown than when pupils were attending school in person. Pupils who were bullied showed lower wellbeing across all timepoints. For the full sample of pupils, wellbeing was lowest (and perceived stress highest) at Time 3, one year after the first Covid-19 lockdown. Conclusion:The findings challenge previous assumptions that Covid-19 lockdowns were associated with a generalised decline in adolescent mental health. Instead, the picture is more nuanced, with perceived stress, though not wellbeing, varying according pupils’ experiences of school bullying.

”Som om det aldri har skjedd”

“As if it never happened”: Fictional Work with Forgiveness as a Value amongst 5th–7th Graders
 This article examines how middle school pupils respond to an aesthetic approach to forgiveness as a value. We observed a group of pupils aged 10–12 while they were investigating and discussing Stian Hole’s picturebook Garmanns gate (Garmann’s Street, 2008) together with their teacher. We claim that Garmanns gate can be read as a story about forgiveness, and that it is also a picturebook that invites the reader to take a performative, aesthetic position; the reader is encouraged to pay attention to how the story is told as well as to the story itself (Ørjasæter, “Terskelposisjonen”). The focus of the article is to what extent investigating Garmanns gate will shed light on forgiveness, a value which is central in the Norwegian school’s purpose clause. We analysed their comments in the light of a definition that identifies different aspects of the concept of forgiveness. Our theoretical framework is Martha Nussbaum’s theory on the importance of narrative imagination in taking other peoples’ perspectives, and Louise Rosenblatt’s theory on aesthetic and efferent reading. We also refer to Maria Nikolajeva’s views on how the picturebook can promote emotional literacy. To deal with the concept of forgiveness, we use Paul Leer-Salvesen’s definition, which enables us to look at different aspects of the concept. These aspects together with “the emancipating consequences of forgiveness” are the categories we use in analysing our findings (Leer-Salvesen, Min skyld 96). We find that an aesthetic approach to Garmanns gate may provide an opportunity for a broader understanding of forgiveness, and we find that the teacher’s role is essential in guiding the pupils in the common aesthetic approach to the book, and in bringing forth reflections in the conversations.

Impact of Smart Classroom: A Study

The classroom is an important location where learning activities are carried out. It is the most important component in education system since it promotes knowledge transfer from a teacher to a group of pupils. In this digital era, Smart classroom is a digital effort that is fast transforming the teacher’s way of teaching and students learn via the use of technology. During covid time smart classrooms played a key role in online teaching. The study intents are: to determine the effect of smart classrooms, to explain the benefits and drawbacks of smart classroom, to investigate the impact of introducing smart classrooms and what factors are deficient for the better implementation of smart classrooms. The study area was Rajanagaram Mandal, East Godavari district of Andhra Pradesh. In this study survey on impact of smart classrooms was conducted. The respondents selected for the study are both students and teachers from various high schools in the study area. This paper examined both the data qualitative and quantitative through primary and secondary sources. A total of 130 (100 Students and 30 teachers) were selected by using simple and random sampling methods. The Primary data is original and unique which is directly collected by the researcher by using data collection methods like observations, survey, schedule and semi structured interviews according to the requirement of the study. The sources of secondary data are government publications, websites, books, articles in journals and internal records. The result of the study reveals pros and cons of the smart class learning environment and traditional classroom.

From record keeping to a new knowledge regime: the special school pupil as a new pedagogical object in Prussia around 1900

ABSTRACT The history of the Hilfsschule (special school) is contested and multifaceted. For the German context, most research to date has focused on institutions or professional pioneers in special education. This paper, through a “New Historicism” perspective, asks how a group of pupils, described as “retarded”, could become a new pedagogical object within a discourse among teachers, psychiatrists, school doctors and local administrations at the end of the nineteenth century. Linking national and local discourses, this paper analyses the emergence of the special school pupil (Hilfsschulkind) in Germany within a broader discourse of educability as well as through knowledge practices, namely record-keeping systems.

In search of a middle ground. A case study of special educational support in between ordinary school and segregated settings in Denmark

ABSTRACT This case study examines emerging forms of schooling organised as mixtures of ordinary classrooms and special classes/special schools. In these arrangements, pupils considered to have special educational needs (SEN) can participate in ordinary classrooms together with pupils not considered to have special needs, while at the same time receiving support tailored to meet their needs. The study investigates the administrative rationales and arguments that school and municipal leaders have for creating special educational support between ordinary classes and segregated settings. Furthermore, the study investigates educational potentials, as well as challenges, that school leaders, municipal leaders, teachers, and pupils identify in relation to such intermediary support forms. Data come from Denmark, where such forms of innovative support currently seem to be increasing. This organisation of support offers educational opportunities and potentials and seems to be a way of enhancing the capacity of the ordinary school system to include a more diverse group of pupils. However, intermediary forms face a number of dilemmas and challenges as well. Based on qualitative data, this case study analyses and discusses the educational and organisational aspects of the new ways of organising teaching for pupils with SEN.

Who is absent from school when? An optimal matching analysis of within-year variation in the timing of school absences

Although school absenteeism trajectories can be studied through various parameters and dimensions, such as the amount of school absenteeism, sequence, and timing, most studies have only focused on changes in the amount of school absenteeism. However, when investigating the nature of school absenteeism, an analysis cannot be restricted to just changes in the amount of school absenteeism. In this article, I show how applying optimal matching on time-stamped half days of missed school (n = 6260) enables researchers, policy makers, and school professionals to uncover socio-temporal regularities in trajectories of non-attendance (i.e., the degree to which groups of pupils are absent at the same time and in the same rhythm within a given school year). Results indicated that students fall into five types of trajectories, and that these are highly predictive of student's examination results at the end of the school year. In the Discussion, I elaborate on the implications of these findings.

Engaging writing in the Arab EFL classroom

Abstract The PhotoVoice tool invites participants to create photographs that reflect aspects of their surroundings that they find problematic and to elaborate on them in writing. Participants then share their photographs and written accounts with an influential audience with the hope of resolving the highlighted concerns. Aiming to connect the classroom to the students’ community, the author, a teacher-educator, and her college students implemented PhotoVoice at Palestinian-Israeli schools, guiding small groups of elementary-level EFL pupils throughout the writing process. Children’s powerful presentations to the invited audience proved how creative and proficient EFL learners can be when provided with sufficient support to write and discuss social issues pertinent to their lives. Inspired by critical literacy pedagogy, this approach for improving literacy skills while promoting change challenges the teaching of EFL as a set of linguistic skills detached from reality. This tool can foster an engaging approach to language education that connects literacy teaching with social action.

2.82 Functional Activity, Cognition, Emotion and Thinking Scale (FACETS): Initial Examination of Reliability and Utility

Individualized educational strategies may challenge classroom teachers with heterogeneous groups of pupils who are often assumed to have “average” social, emotional, behavioral, and learning capacities. Since “average” covers a broad range of function/skills, we hypothesized that the newly developed, 62-item Functional Activity, Cognition, Emotion and Thinking Scale (FACETS) reliably differentiates student functions across 10 domains: communication, social function, behavior, emotion, personality, cognition, learning, health, somatic function, and daily routines, with 3 to 11 items in each domain.

Study protocol of "From Science 2 School"-prevalence of sports and physical exercise linked to omnivorous, vegetarian and vegan, diets among Austrian secondary schools.

The increasing prevalence of unhealthy lifestyle choices contribute to almost all chronic conditions negatively affecting individual and public health. As the most beneficial preventative solution, a healthy lifestyle focusing on the dual approach of physical activity (PA) and a healthful diet is highly recommended. Considering the growing number of people interested in sustainable, plant-based diets, it seems crucial to analyze lifestyle behaviors with a special focus on diet type to delve deeper into the unenthusiastic health status among young populations. Therefore, this multidisciplinary study aims to survey and scale health behaviors with a special focus on the prevalence of traditional and vegetarian diets in connection with PA levels among Austrian pupils (10–19 years), teachers and principals in secondary education levels I and II. Following a cross-sectional design, sociodemographic and school-related data along with a complete profile of lifestyle behaviors, including detailed information regarding diet, PA, sports & exercise, and other health-related behaviors, were collected using online-based questionnaires. A total number of 8,845 children/adolescents (~1.2% of the eligible 771,525 Austrian secondary school pupils) and 1,350 adults (~1.5% of total eligible 89,243 Austrian teachers/principals) participated in the study. As this is the first investigation to explore the prevalence of veganism/vegetarianism amongst a large group of pupils, the present study will add an important contribution to overcome the lack of knowledge on PA, sports & exercise linked to healthy alternative diets. With a sustainable healthy lifestyle, a healthy transition from childhood to adulthood occurs, which can result in growing healthier functioning generations at all social levels. As a study protocol, the present article is intended to present comprehensive details of the study design, objectives, and the associated analytical procedures of the “From Science 2 School” study.

ESD in school: Understanding French-speaking Swiss pupils’ representations of sustainability

In the context of the Anthropocene, Education for Sustainable Development (ESD) is crucial to educate the next generation. However, it has long been neglected in curricula. In this study, we were interested in knowing pupils’ representations of sustainability. In this regards, 219 French-speaking Swiss pupils in compulsory school filled out an online survey. The preliminary results distinguished three groups of pupils characterised by their knowledge, attitudes and visions of the future in a sustainability perspective. Moreover, our results reveal that pupils from poorer backgrounds and in a vocational training school path were more passive towards sustainability. Finally, they understand and are practising eco-gestures, but do not understand what sustainability is. These findings legitimise the need to implement an ESD in classrooms with the aim of empowers learners with knowledge, “savoir-être” and “savoir-faire” to act for societal and environmental transformation.

Status of the Polish language among pupils learning in classes with Polish as the language of instruction (on the example of Ivano-Frankivsk, Ukraine)

This article presents the results of a sociolinguistic survey of 2019 conducted among the youth of Polish and non-Polish descent studying together in classes dedicated to the Polish national minority in the 3rd Upper-Secondary School in Ivano-Frankivsk (formerly: Stanyslaviv). The survey was composed of 170 questionnaires concerning the status of the Polish language among the youth aged 12–17 studying in classes with Polish as the language of instruction. Under the statute of the School, pupils of non-Polish descent may also study in such classes. For the group of pupils of Polish descent, i.e. 42 pupils (25% of the total number of respondents), Polish has the status of an inherited language, the language of ancestors, and the economic status, Polish is associated with studying and living in Poland in the future. For the group of pupils of non-Polish descent, i.e. 128 pupils (75% of the total number of respondents), Polish has the economic status and the status of Polish as a second foreign language of instruction; around 40% of the pupils intend to emigrate to Poland in the future.

LET’S GO OUT! A GROUP-BASED INTERVENTION IN OUTDOOR ADVENTURE EDUCATION AS A SPECIAL EDUCATIONAL SUPPORT

<p>This article deals with the group-based behavioral, cognitive, and skill-training intervention program <em>Maltti </em>as a special educational support action applied with outdoor adventure education at the primary school level. The need to apply the group-based intervention arose from the special education teachers’ (N=2) desire to reinforce and expand their pedagogical methods in order to improve the students' development in special education. The special education teachers had a group of pupils with special educational needs, aged from 10 to 11 (5th graders in Finland). These pupils faced challenges in social and emotional development, for example, in the areas of psychological regulation, self-regulation, and emotional regulation. This article is a case study which presents how outdoor adventure education can be implemented in special education. It also describes how special education teachers experienced the group-based intervention intersecting with outdoor adventure education. The research findings indicate that together, the intervention and the outdoor adventure education encouraged pupils’ emotional and social development, well-being, relaxation, a sense of belonging, successful experiences, positive group experiences, and strengthened executive functions. The findings promote the use of outdoor adventure education methods in the group-based intervention <em>Maltti</em> with children with special needs.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0958/a.php" alt="Hit counter" /></p>