Primary Education Project Research Articles

School-Based Improvement in VET: “The 1,000 Schools in Vocational Education and Training Project”

Vocational education and training (VET) faces a significant transformation after the 2000s, due to the widespread use of automation and artificial intelligence-based production technologies. VET also have other struggles including higher student flow to academic track and higher rate of socioeconomically disadvantaged students in VET institutions. In this context, it is of great importance to improve the school climate of VET institutions. The “1,000 Schools in Vocational Education and Training Project” was initiated by the Ministry of National Education (MoNE) in order to extending the paradigm shift in recent years in VET. This study aims to evaluate how school-based improvements are made across Turkey in the project. The project, which is the largest-scale programme for the improvement of Turkish VET system, covered approximately 25% of VET high schools in Turkey. Within the scope of the project, 1,000 disadvantaged schools based on education indicators were selected. As a part of multi-stage support; more than one hundred thousand students attended academic support programs, and more than four hundred thousand students attended psychosocial support and coping with addiction trainings. The number of participants in pedagogical and leadership skill programme for teachers and school administrators has exceeded three hundred thousand. Parents’ participation in open secondary schools, open high schools and vocational courses was encouraged, and more than 11 thousand parents were ensured to attend these trainings. Within the improving of schools’ physical infrastructure, new laboratories and libraries were established and workshops in schools. The project proofs that the school climate can be improved via multi-stage support and it has become a practical model the "10,000 Schools in Primary Education Project".

Primary Care Severe Asthma Registry and Education Project (PCSAR-EDU): Phase 1 – an e-Delphi for registry definitions and indices of clinician behaviour

IntroductionAlthough most asthma is mild to moderate, severe asthma accounts for disproportionate personal and societal costs. Poor co-ordination of care between primary care and specialist settings is recognised as a...

Secondary data analysis of British population cohort studies: A practical guide for education researchers.

Britain is rich in longitudinal population cohort studies that posit valuable data resources for social science. However, education researchers currently underutilize these resources. The current paper (1) outlines the power and benefits of secondary data analyses for educational science and (2) provides a practical guide for education researchers on the characteristics, data, and accessibility of British population cohort studies. We identified eight British population cohort studies from the past 40years that collected scholastic performance data during primary and secondary schooling, including (1) Avon Longitudinal Study of Parents And Children (ALSPAC), (2) Twins Early Development Study (TEDS), (3) Effective Pre-School, Primary and Secondary Education Project (EPPSE), (4) Millennium Cohort Study (MCS), (5) Born in Bradford (BiB), (6) Next Steps (LYSPE1), (7) Understanding Society (US), and (8) Our Future (LYSPE2). Participants across these studies were born between 1989 and 2010, and followed up at least once and up to 68 times, over periods of 7 to 29years. For each study, we summarize here the context and aims, review the assessed variables, and describe the process for accessing the data. We hope this article will encourage and support education researchers to widely utilize existing population cohort studies to further advance education science in Britain and elsewhere.

Improving teaching quality through training: Evidence from the Caucasus

Teacher training constitutes a promising policy area for improving education quality in developing countries. While there is mixed empirical evidence on whether teacher training improves student achievement, some interventions that follow a comprehensive approach on teacher training show positive impacts. In this study we analyze the effect of the Georgian Primary Education Project, an initiative that provided teacher training and other teacher support activities in 122 schools in the Republic of Georgia between 2013 and 2015. We use a quasi-experimental design, specifically a Value-Added model, to estimate the effect of the program on math and Georgian test scores of students that were in grades 1–4 in 2013. We find that the program increased math test scores by 0.27 standard deviations; these gains were observed mostly in students that were in grades 1–3 in 2013, while no effects are observed for students that were in grade 4 in 2013. For Georgian we analyze the results for students that speak Georgian as their native language and for students in minority schools that speak Georgian as a second language. For native speakers we find an average effect of 0.15 standard deviations, in this case, the observed gains are also concentrated in students that were in grades 1–3 in 2013, and no impact is observed on students that were in grade 4 in 2013. We do not find any significant effects on reading Georgian as a second language. This study contributes to the growing literature on comprehensive teacher training as a strategy to improve students’ achievement in developing countries.

A formação do professor para a dança: reflexões sobre um curso de formação continuada

O objetivo desse artigo é refletir sobre a formação continuada de professores para a dança. Nessa perspectiva, desenvolvemos o projeto Poéticas da Dança na Educação Básica, no qual oferecemos um curso de formação continuada para professores das áreas de Educação Física, Pedagogia e Dança, em que além dos conhecimentos em arte e dança, propusemos a elaboração de projetos que foram aplicados no contexto escolar. Aqui lançamos um olhar específico para o subprojeto que se voltou para o trabalho de dança com crianças pequenas, denominado O Corpo Inventa História. Discutimos as premissas teórico-práticas que envolvem a concepção e execução do subprojeto, entre os quais, o professor reflexivo que constrói seu saber na relação com a ação, reflexão e volta à ação (Schön, 1992) os saberes da experiência (Larrosa, 2002), atualizados para saberes em dança por Godoy (2013). Para então tecer considerações sobre práticas realizadas.

All about…: early years assessment

Nursery WorldVol. 2017, No. 1 EYFS Best PracticeAll about…: early years assessmentJulian GrenierJulian GrenierSearch for more papers by this authorJulian GrenierPublished Online:14 Jan 2017https://doi.org/10.12968/nuwa.2017.1.21AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractArguing that much of current assessment misses the point of the early years, Dr Julian Grenier sets out the key aims of the Celebrating Children's Learning project and how it can improve practiceREFERENCESSusan Isaacs (1937) Social Development in Young Children: A study of beginnings. Routledge Google ScholarMary Jane Drummond et al. (2004) Learning Without Limits. Open University Press Google ScholarAlison Peacock et al. (2016) Assessment for Learning Without Limits. Open University Press Google ScholarThe Effective Pre-school, Primary and Secondary Education (EPPSE) project, www.ucl.ac.uk/impact/case-study-repository/eppse Google Scholar FiguresReferencesRelatedDetails 9 January 2017Volume 2017Issue 1ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 14 January 2017 Published in print 9 January 2017 Information© MA Education LimitedPDF download

Formative Assessment in Teaching the Macedonian Language (Primary Education in R. Macedonia)

In the Republic of Macedonia, the formative assessment represents a new assessment paradigm that focuses on students as active participants during the teaching process. This paradigm was established in 2007 as part of the Primary Education Project (PEP) by USAID (United States Agency for International Development). This research is focused on the analysis of Macedonian language teaching curriculum from first to ninth grade of primary education in the Republic of Macedonia, on the analysis of the suitability of the tasks for formative assessment in one Macedonian language textbook, as well as on the examination of students’ and teachers’ viewpoints, concerning various aspects of formative assessment in Bitola, a region in the Republic of Macedonia. From the analysis it could be seen that there is strong support of formative assessment by the authorized structures, and that there are many positive and negative aspects of the use of formative assessment in the Macedonian language teaching process. The research has qualitative and quantitative paradigm. The methods for collecting and processing the data, and for gaining scientific conclusion are analysis, synthesis and comparison. The instrument consists of two questionnaires, one for students and one for teachers.

Aspirations, education and inequality in England: insights from the Effective Provision of Pre-school, Primary and Secondary Education Project

Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspirations of students from the Effective Provision of Pre-School, Primary and Secondary Education Project in England. We analyse factors that help predict students holding high aspirations. Our findings reveal generally high aspirations across all students but also differences by income group and other background factors. We evaluate the significance of these findings for the existing literature and public policy discussions about the importance of raising educational aspirations. In particular, we question the way in which low aspirations are framed by policy-makers as a major problem in debates around educational inequality.

Book Review: Early childhood matters: Evidence from the effective pre-school and primary education project

Book Review: Early childhood matters: Evidence from the effective pre-school and primary education project

Projects and programmes: a development practitioner's critique of the transition to a sector-wide approach to educational development in Nepal

This article utilises the main principles of the Paris Declaration on Aid Effectiveness as one conceptual and methodological strategy for making sense of Nepal's recent experiences of educational reform, primarily an increasing loss in ownership in the transition from a project to programme (SWAp) aid delivery paradigm. Whilst drawing on theoretical ideas and concepts from a range of fields, my orientation to the object of Nepal is particular: from 1994 to 2000 I served as Danida's Chief Technical Adviser to the Basic and Primary Education Project (BPEP), allowing me to witness first-hand the shift from the ‘project’ BPEP I (1993–1997) to the ‘programme’ BPEP II (1999–2004). The article argues that despite repeated international declarations and new ‘solutions’ for recipient ownership of aid processes, the reality is a continued loss of ownership in places like Nepal, suggesting a further politics of domination and marginalisation likely to accentuate that country's mixed record of educational development and progress.

Early Childhood Matters: Evidence from the Effective Pre-School and Primary Education Project

Early Childhood Matters: Evidence from the Effective Pre-School and Primary Education Project

Changing models of research to inform educational policy

This contribution explores changes in the way that educational researchers engage with policy‐makers in England. The traditional relationship between research and policy was linear, with funders supporting the efforts of researchers, who carried out research and then disseminated it to those responsible for shaping and implementing policy. This model of ‘knowledge transfer’ is fast being supplemented and sometimes replaced by one of ‘knowledge exchange’ as policy‐makers participate in new forms of research. ‘Knowledge exchange’ consists of collaborative problem‐solving between researchers and decision‐makers that happens through linkage and exchange. This contribution uses one large‐scale English study to illustrate the new relationship between research and policy. The Effective Pre‐school and Primary Education (EPPE) project is a longitudinal study of the effects of pre‐ and primary school on the academic and social development of more than 3,000 children in England. The study's findings have been used as part of the ‘evidence base’ for UK policy on universal pre‐school provision as well as targeted services in disadvantaged communities, for example, Sure Start and Children's Centres. From the earliest days of the study researchers worked in partnership with policy‐makers. Although the overall design was agreed at contract‐stage, major modifications to sampling, assessments, and analyses were made as the study progressed. The researcher/policy‐maker engagement continued throughout the study and consisted of sustained interaction, shared decision‐making and mutual respect. Supportive organisational structures allowed two‐way exchange and decision‐making. Although the researchers were responsible for scientific integrity in all phases, there was shared ownership of the findings with regular and collaborative review and amendment to suit emerging policy needs. The EPPE project was one of the first in the UK to work interactively with Government partners in the shaping of both ‘research’ and ‘policy’ outputs. This partnership enabled the research to have a significant impact on UK policy. The contribution concludes with discussion of how the Furlong and Oancea ‘quality assessment framework’ can be applied to research based on policy partnerships.

Culture and Classroom Reform: The case of the District Primary Education Project, India

Reform in teaching and learning forms one of the basic dimensions of educational reform. This study explores the impact of the reform process on teacher thinking and classroom practice in the multi-donor supported District Primary Education Project in Karnataka, India. Using both qualitative and quantitative methodologies, a variety of aspects dealing with teaching and learning are examined in order to understand the extent to which changes are taking place in the classroom. The study analyses the impact of four cultural constructs, which frame teaching and learning in India: holism as a shared worldview that encourages openness to regulation; the hierarchical structure as a regulative social framework; knowledge as discovered and attested collectively; and the 'sense of duty' that defines the role of the teacher (and student). The conclusion of the study is that while there are observable changes in the classroom in the use of instructional aids and activities during instruction, the essential characteristics of traditional practice, namely rote and repetition has not changed. Both teachers' openness and resistance to reform are portrayed as embedded in the cultural construction of teaching and learning.

Primary aims and educational change: The aims of primary education project in historical perspective

(2002). Primary aims and educational change: The aims of primary education project in historical perspective. Education 3-13: Vol. 30, No. 1, pp. 12-16.

The InstitutionS of Education: Compare, Compare, Compare!

L'auteur se livre ici a une reflexion personnelle sur les institutions de l'education et sur ce que peut et devrait etre le champ qui mene a l'etude de l'education contemporaine, mais revient aussi sur son experience et ses rencontres personnelles avant de se lancer dans un historique comparatif.

Writing for Change: Developing Class One textbooks and readers in Andhra Pradesh, Southern India

Ongoing work in Andhra Pradesh Primary Education Project (APPEP) (Southern India) has resulted in the production of a new Class 1 textbook, teacher textbook and eight supplementary readers. These important and innovative new classroom materials have been produced as a result of training and workshops involving resource persons from the Telugu Academy, Telugu University, State Centre for Educational Research and Training and lecturers in District Institutes of Education and Training. Additionally, for the first time, primary school teachers were co‐opted on an equal basis to work on the materials. The textbook, which constitutes the only learning material in Class One, is designed to teach children to read and write in Telugu. Previous research showed that children at the end of Class 2 were mostly unable to identify letters or words out of the context and order in which they appeared in the textbook. The current state textbook was basically a writing primer, teaching writing in alphabetic order with reading rarely going beyond single words or sentences. The new textbook incorporates the necessary ‘reading context’ using rhymes, short stories and dialogue to encourage shared reading with the teacher before individual letters are learned. The order of introduction of the letters for writing has been based on research showing generalisable shapes in letters; alphabetic order is learned as a separate item. The pictures in the book were designed to promote discussion and develop prediction and an understanding of story structure. The content was matched to the child's developmental and psychological needs. The teacher textbook incorporates ideas for extending learning into activities and exercises and consists of the children's textbook interleaved with teacher guidance. The evaluation shows that this teacher guidance has been used and valued by the teachers. The eight supplementary readers are at four levels. Level One is for shared reading with the teacher and includes folk stories, songs and a story about a family. Level Two are picture books with simple captions and sentences using only the letters and words already learned by the child. Level Three progresses to more extensive stories including some information based stories. Level Four revisits Level One for independent reading of the same books. The books have been trialled in 50 sample schools matched on a number of variables to 50 control schools. A pre‐reading test was administered to all children and a post‐reading test measured learning gains. Case studies of the books in use in classrooms were also undertaken. The evaluation to date shows significant learning gains amongst the children in the sample schools, a high degree of teacher satisfaction and interest and approval from parents and children. A resource team including teachers has been trained for further renewal of textbooks throughout the primary years. This work has been funded by the Overseas Development Administration and they will fund the provision of eight supplementary readers in all Class One in schools throughout the state in 1996. After revision the textbook will be implemented by the Government of Andhra Pradesh.

Making sense of large-scale evaluation data: The case of the Andhra Pradesh primary education project

This article discusses problems of interpreting and analysing large-scale evaluation data with respect to a particular education project in a developing country context. An account is given of how an heuristic model of project implementation, impact and evaluation was generated. Specific findings related to aspects of the model are presented which illustrate both the efficacy of the model and some of the achievements of the project to date.

インド・アンドラプラデーシュ州における初等教育計画に関する一考察

The growth of primary education in developing countries is essential for the development of society. However, the priority given to assistance for primary education is low. One of the reasons lies in difficulties inherent in primary education assistance. The purpose of this paper is to consider the effectiveness of primary education assistance through an analysis of APPEP (Andhra Pradesh Primary Education Project).Before discussing APPEP, I examine the conditions related to primary education in Andhra Pradesh, A.P. is relatively backward in primary education, and the dropout rate in primary school is quite high (55.68% in 1993-94), even though the number of schools is not very small (1 school/5.59 km2). This suggests that the reason children leave school or don't go to school is not that they don't have a school to which they can commute, but that they don't feel it is necessary to go to school. We can point out two factors responsible for this. First, the quality of education is low. Second, children are an important source of labor in society.APPEP is supported by ODA from the U.K., both technically and financially. Phase 1 was carried out in 1984-87, a bridging program was carried out in 1987-89, and Phase 2 started in 1989 and will be completed in 1996. This paper discusses mainly Phase 1 of this project.The objectives of APPEP are:(1) improving human resources by enhancing the quality of the work of teachers and supervisors, and (2) providing new primary school classrooms of improved quality. Programs based on each purpose are called the Human Resource Development Programme (HRDP) and the School Building Construction Programme (SBCP).HRDP offered training programs to teacher educators, inspecting officers, and primary school teachers. HRDP was carried out through 6 kinds of training course or meetings. There are six principles in HRDP:(1) providing learning activities, (2) promoting learning by doing, (3) developing individual, group and class work, (4) recognizing individual differences, (5) using the local environment, and (6) creating an interesting classroom.SBCP offered 155 classrooms in 68 schools. The classrooms scheduled for construction were bigger than normal in order to do group work.The result of Phase 1 shows there were substantial changes in school practice. The number of dropouts decreased in the schools which were providedclassrooms through SBCP. At the time the research was done however there seemed to be less evidence that HRDP had an effect on decreasing dropouts.The significance of APPEP is:(1) the idea and constitution of HRDP provides a model for regional based local primary education projects, (2) it shows a multiangled approach to qualitative improvement of primary schools, and (3) it is a project based on a long term view and implemented step by step.

Professional development through action research in township primary schools in South Africa

The paper examines an action research project, the Primary Education Project (PREP), located in African primary schools in Cape Town, South Africa between 1987 and 1989. The main aim of PREP was to evaluate action research as a means of improving educational processes and outcomes. Drawing on my own action research case study as the facilitator of curriculum and research development in PREP, I explore action research as a strategy for teachers' professional development. This latter concept is problematised as meaning on the one hand, narrow vocational skilling of teachers, and on the other, reflective practice. Further, I argue that the concept is value-laden and thus fundamentally political. Improvements in teachers' practice are recounted, and the teachers' first order action research and my own second order action research evaluated along a continuum from reflection to research.

Evaluating the Andhra Pradesh Primary Education Project: problems of design and analysis

AbstractThis paper outlines the main features of the Andhra Pradesh Primary Education Project (APPEP) and goes on to describe some of the main problems encountered in the design and analysis of the Project's evaluation. Issues in the conceptualisation and conduct of the evaluation are discussed, with particular attention being given to problems of gathering valid and reliable data in a Third World context.