Primary Education Research Articles

Didaktiska perspektiv på flerspråkighet i grundlärarutbildningen

This study examines how didactic perspectives on multilingualism and related concepts emerge in primary teacher education at three universities in Sweden. A content analysis of the syllabi for the mandatory courses in Swedish, English, and mathematics in the primary teacher education program focusing on grades 4–6 shows that didactic perspectives on multilingualism were most prominent in the Swedish courses. The extent to which these perspectives are present and made explicit also varies between the three universities, with one adopting a significantly stronger positioning. These differences in how didactic perspectives on multilingualism appear in the syllabi highlight a lack of a common policy regarding the role multilingualism should play in Swedish teacher education.

Computational Thinking Assessment in Primary and Secondary Education: A Meta-synthesis of tools, Methods and Pedagogical Approaches

Despite the widespread adoption of computational thinking (CT) across educational levels, challenges persist in its assessment due to diverse definitions, frameworks, and its practical application in classroom settings. This meta-synthesis investigates the assessment of computational thinking (CT) in primary and secondary education, synthesizing evidence from 12 reviews across five international databases, focusing on tools, methods, and pedagogical practices employed in assessing CT, with the aim to outline practical approaches for evaluating CT components. The review delves into the primary focuses of these syntheses, the CT skills and components assessed, and the methods and tools utilized, identifying gaps in current practices. The findings highlight a prevalent focus on programming skills, with less emphasis on cognitive processes and collaborative aspects of CT. The synthesis also points to the need for developing assessment tools and methods that encompass the broader spectrum of CT skills, suggesting avenues for future research and practical application in educational settings.

Turning the spotlight on the politics, power and problems in primary education

No abstract available.

Disrupting gender marginalisation in undergraduate mathematics: a case of assigning competence

ABSTRACT Promoting equitable classrooms is a goal of postsecondary mathematics education, but there is still limited research on how faculty learn to teach more equitably. Despite the variety of techniques developed in primary and secondary education, there has been less use in higher education. This manuscript focuses on the ‘assigning competence’ technique from Complex Instruction, and how it can disrupt gender inequities in postsecondary mathematics. This manuscript draws on video data, coded classroom observations, recorded debrief sessions, and faculty interviews to illustrate faculty learning and the impact on student participation.

Social Portrait of the Participants in the Holocaust

The events of the Holocaust in Lithuania have already been explored quite extensively and in some detail. It is clear that thousands of Lithuanians contributed to this tragedy. In addition to other very important questions, the question arises as to social characteristics of these people: these issues have not yet been explored. In this respect, the Lithuanian Special Archives (LSA) can provide a lot of information which is available in the criminal case fund of the USSR repressive institutions (LSA, f. K-1, ap. 58) held at the LSA. Using both historical and sociological methods, the files of 205 people sentenced for participation in the 1941 June Uprising in the counties of Biržai, Kėdainiai, Panevėžys, Rokiškis, and Utena (and who later contributed to the Holocaust) were examined in the documents of the said fund. It has been identified that the social status of those sentenced in 1941 essentially complies with the social structure typical of Lithuanian society and recorded in the Statistical Yearbook of Lithuania in 1938: the majority (up to 78% in Utena County and less elsewhere) of the convicts were farmers (the majority of these were small- and medium-sized farmers); craftsmen and blue-collar workers accounted for a far smaller number, and even fewer were white collar workers and members of the intelligentsia. The majority of people convicted in 1941 were men aged 20–40 years with little education (primary four-year education or less). A large proportion of them were married (they mostly got married at the age of 30–35 years). In the times of independent Lithuania, only a few of them (0–11% depending on the county) were involved in any political party or public organisation, 14–41% of them were members of the paramilitary Riflemen’s Union at some point.

Boundary-making between mainstream and special education. A posthuman ethnographic investigation of materialities of schooling and Danish teachers’ imaginaries and practices around ‘middle forms’

ABSTRACT This article explores production of divisions and belonging between mainstream and special education needs students in Danish primary education. The article analyses the boundary-making practices produced by teachers and materialities of schooling between mainstream education students and those with mild to moderate special needs whose schooling is divided between the mainstream classroom and special provisions within the walls of the mainstream school. The article is based on ethnographical fieldwork in two Danish public schools with teachers from 4th to 6th grade in mainstream education. Using artefacts such as empty chairs, missing names, and lavatories for specific groups of students, the analysis shows how nonhuman mundane materialities of the school and classroom do performative work in enacting divisions and belonging in mainstream education. Besides the focus on materialities, teachers’ statements on students with special needs offers insights into teachers’ imaginaries and perspectives on their responsibilities (or lack thereof) concerning students with special needs. Despite intentions to enhance opportunities for students with special needs to participate in mainstream classroom activities, this study’s main findings suggest a strong segregation between the two groups and that teachers and materialities are reinforcing and reproducing this segregation through artefacts, (dis)placements, counterproductive imaginaries, and discursive statements.

Machine learning algorithms for prediction of measles one vaccination dropout among 12–23 months children in Ethiopia

IntroductionDespite the availability of a safe and effective measles vaccine in Ethiopia, the country has experienced recurrent and significant measles outbreaks, with a nearly fivefold increase in confirmed cases from...

The development of an online-based rural community of practice framework for addressing health issues among rural citizens: a grounded theory approach.

Health literacy facilitates an individual's ability to interpret and utilize medical information, thereby influencing their quality of life. Despite the benefits, the current oversaturation of information necessitates the support of healthcare professionals. Help-seeking behavior (HSB) is a term that describes the actions taken to assuage health concerns, and timely medical consultations are critical, especially for older individuals in rural areas who often face barriers to accessing care. These challenges are exacerbated by the perceived psychological distance from medical services in rural settings due to past negative experiences; however, the emergence of social media has helped form a bridge, allowing for direct communication with physicians. While consultations with artificial intelligence (AI) do occur, interaction with human physicians remains the gold standard. Thus, this study sought to understand social media's role in facilitating health consultations in rural areas and the implications for primary care education among physicians. This qualitative study, conducted from September 2022 to June 2023, employed a grounded theory approach to analyze information about a social network-based consulting system that utilized the LINE application. Residents posted anonymous health-related concerns, and comments were extracted. Two researchers coded and assessed the data; another specialist reviewed the findings. A total of 621 citizens participated, generating 10,432 posts. The grounded theory approach identified five major themes regarding health-related social networking in rural settings: (1) mutual exploration for information sharing highlighted distrust toward primary care physicians; (2) temporary collaboration resulted in superficial health discussions and relationship-building through empathy; (3) conflicts arising from differing health perspectives and misinformation sharing led to intense debates; (4) anxiety was resolved through shared illness experiences and increased empathy, enhancing psychological safety; and (5) a mutual assistance community was created, characterized by improved health dialogues and HSB among participants. The high engagement with the social network-based consulting system in rural Unnan City highlights technology's pivotal role in facilitating health dialogue and community engagement, despite challenges related to misinformation and health literacy complexities. As a reflection of the community's health perceptions and dynamics, future adaptations should incorporate strategies to combat these challenges while preserving collaboration and support.

‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

The Prickly Pear, a shrub of real contribution to the livelihoods of farmers in in eastern dray land of Algeria

The study aims to assess the economic benefits and poverty impact of prickly pear fruit sales, focusing on commercial practices and the socio-economic status of participants. Data was gathered from 60 individuals across 32 locations through face-to-face surveys conducted from June to September 2023. The analysis, covering 20% of the regional actors, revealed that most participants were relatively young, with higher primary education levels and low university education (8.33%). Women involved were mostly divorced, and the majority of sellers were private farm owners, with others being forwarders and traders. Unemployment drove their engagement in this activity. The average income from prickly pear sales is 89.103 DZD, with net earnings of 60,000.00 DZD per trader, which increases with hours worked. Approximately 60 traders generate a total seasonal income of around 42,000.00 DZD, significantly benefiting local economies. Prickly pear trading offers crucial support to households, particularly during tough economic times, showcases its importance despite modest returns. The prickly pear trade in the region plays a vital role in supporting local households economically, especially during periods of financial instability. The trade offers both a source of income and an opportunity for independence, despite challenges associated with harvesting and market dynamics. The study concludes that prickly pear sales provide a sustainable income source with potential for growth, suggesting broader use of these crops for food, fodder, and energy in Algeria.

PENGUATAN KAPASITAS ASESOR BAN-PDM MELALUI PELATIHAN LURING DALAM IMPELEMENTASI INSTRUMEN AKREDITASI TERBARU

The 2024 BAN-PDM Assessor Training was held to strengthen the capacity of assessors in implementing the latest Accreditation Instrument for Primary and Secondary Education Units. This training focused on enhancing assessors' understanding and skills in the accreditation process, including data collection techniques and the use of the accreditation information system, SISPENA. The training method involved a combination of theoretical and practical approaches, including lectures, accreditation process simulations, and hands-on practice with SISPENA. The activities began with theoretical introduction, followed by data collection simulations, document analysis, and SISPENA usage practice. The training was conducted in person over three days, divided into several sessions focusing on direct interaction, group discussions, and practical exercises. The results showed a significant improvement in assessors' understanding and skills in using the accreditation instrument and SISPENA. Participants successfully applied data collection techniques and operated the system effectively, gaining practical skills to conduct field accreditation. The training successfully prepared assessors to face accreditation challenges in Maluku Province more efficiently and effectively.

Analysis of Factors Influencing Agricultural Commercialisation Among Youth Group in Agricultural Output Market: Empirical Evidence from Mwanza City and Ukerewe Districts, Tanzania

Although agriculture has great potential for Sub-Saharan Africa particularly in the creation of decent jobs for youth, the youth are less attracted and reluctant to pursue agriculture as both a career and activity for livelihood due to several aspects. For this reason, the study examined the Agricultural Commercialisation among youth groups in the agricultural Output Market in the Mwanza region, Tanzania. The cross-sectional study used a quantitative and qualitative approach and included ninety-three (93) youth groups from two selected Districts (Mwanza City and Ukerewe District) Data were analyzed with the Commercialisation Index and Tobit Regression Model with the aid of statistical tools for analysis which were R-Software (Ri3863.6.1) and SPSS version 20. The results showed that the commercialisation index for this study is about 79.4 %, then empowered youth groups were highly participating in the agricultural output market for both Mwanza City and Ukerewe District. This justifies the assumption of the Commercialisation Index (CI) when CI is greater than 50% of farmers are considered they be commercial oriented which in other words they participate in agricultural output markets. Moreover, the degree of participation in agricultural output among empowered youth groups was also influenced by market experience, market arrangement and market infrastructure. The participation of empowered youth groups from both agricultural output markets seemed also to be determined by the education level of group leaders. Youth groups in which their leaders had attained diploma education level had less participation in the agricultural output market as compared to groups with leaders who attained primary school education level

Flipped classroom and creative learning resources for teaching history

The study aims to analyse the perceptions and pedagogical skills of university students in the implementation of the flipped classroom in the degree of primary education. The sample consists of 209 students following the bilingual English programme at the University of Córdoba, Spain. The study is described as a non-experimental quantitative research, which means that it focuses on the collection and analysis of data without intervention or manipulation of variables. A fifteen-item Likert-type questionnaire was used to collect the data. The questionnaire appears to be on a scale of 1 to 5, where participants rate their answers according to the options given. The findings suggest that new electronic learning strategies need to be incorporated into teaching methodology. There is an emphasis on the importance of providing practical approaches to digital teaching and didactic resources. Students have shown a positive attitude towards their training needs, particularly in consolidating historical thinking and integrating active learning methods with good teaching practice.

ChatGPT-Supported Education in Primary Schools: The Potential of ChatGPT for Sustainable Practices

This study aims to evaluate the potential of using ChatGPT at the primary school level from the teachers’ perspective within a sustainability framework. The research was conducted as a qualitative case study involving 40 primary school teachers in Turkey during the 2023–2024 academic year, all of whom had no prior experience with ChatGPT. Data collection tools included semi-structured interview forms and researcher diaries developed by the researchers. The data obtained were analysed using content analysis. The findings indicate that most primary school teachers believe ChatGPT is suitable for primary education and can contribute to Sustainable Development Goal (SDG) 4. Additionally, teachers noted that ChatGPT enriches the teaching process and is user-friendly. These findings suggest potential contributions to SDG 4.1 and SDG 4.2. However, concerns were raised regarding ChatGPT’s potential to provide false information, which may negatively impact SDG 4.7. The study also identified that ChatGPT is particularly suitable for mathematics, Turkish, and English courses. This study’s main contribution is that it shows how ChatGPT can help sustainable practices in primary education by getting teachers more involved and meeting specific curriculum needs. This gives us useful information for incorporating AI tools into education that is in line with SDG 4. It is recommended that training programs about ChatGPT and similar AI-supported tools be organised for teachers and parents.

Unlocking Insights: Harnessing Primary School Children's Experiences and Reflections on Emergency Remote Learning to Shape K-12 e-Learning in the Post-Pandemic Era

The study aimed to investigate the impact of the COVID-19 pandemic on primary education in Cyprus and to discern the implications for the post-pandemic era, specifically focusing on the Emergency Remote Learning (ERL) experiences and reflections of upper primary students (ages 9-12). Grounded in socio-constructivist learning theory, which emphasizes the importance of active student engagement and social interaction in the learning process, the research explored the challenges students faced during the rapid shift to remote education. A mixed-methods design was employed, using an in-depth online survey that incorporated both quantitative and qualitative questions. Data were collected from a sample of 204 students selected through non-probability, convenience sampling. The analysis revealed that students experienced several challenges, including technology constraints, lack of interaction, and difficulty maintaining concentration, which are consistent with global findings on K-12 ERL. Among demographic factors, the type of school attended (public vs. private) had a significant influence on most aspects of students' ERL experience. Private school students reported more favourable conditions than their public school counterparts, which facilitated a smoother shift to both asynchronous and synchronous ERL, resulting in a more positive overall ERL experience. Regardless of the type of school attended, students overwhelmingly expressed a strong preference for face-to-face learning. Comparisons with other studies conducted in Cyprus during the same period involving older student age cohorts suggest significant age-related differences. The young students in our study encountered greater challenges during the transition to ERL, which can be attributed to their heightened need for scaffolding and external regulation to learn in the virtual space, as well as the higher importance they attached to the social aspects of school life taken away by ERL. Despite their largely negative experiences with ERL, a high proportion of the children advocated integrating the e-learning tools and technologies they got acquainted with during ERL into the normal context of schooling. These findings underscore the importance of further research into effective instructional strategies tailored to young learners in both online and blended learning settings. They also highlight the potential benefits of incorporating e-learning tools into conventional classrooms to enhance the teaching and learning process.

Abstract 4135745: Prematurity Predicts Neurodevelopmental Outcomes in Congenital Heart Disease

Background: Neurodevelopmental (ND) impairment is common in both prematurity and congenital heart disease (CHD). Preterm infants with CHD may have a “double hit,” with worse ND impairments than seen in prematurity or CHD alone. We analyzed whether gestational age (GA) at delivery predicted ND outcomes in children with CHD. Methods: We performed a single-institution retrospective study of children who underwent infant heart surgery from 2007-2020 and returned for ND evaluation after discharge. Exclusion criteria were 1) trisomy 21 and 2) PDA ligation alone. The Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) assessed ND between ages 6-40 months. Patients were stratified into 4 GA groups: very/moderately preterm (≤33 weeks), late-preterm (34-36 weeks), early-term (37-38 weeks) or term/post-term (≥39 weeks). Hierarchical linear regression evaluated potential predictors of Bayley-III composite scores including GA category, demographic, medical, and surgical variables. Results: Among 1350 infants, 513 (38%) had a Bayley-III at median age 28 months [IQR 19, 34]. Of these, 448 (87%) were full-term and 65 (13%) preterm. In univariate analyses, children born preterm vs. full term had lower Bayley-III cognitive, language, and motor scores, explaining from 2.4% (language) to 6.2% (motor) of the variance in Bayley composite scores. In the final models, GA remained a strong independent predictor of motor and cognitive scores. Children with GA ≤33 weeks had the worst outcomes, with age-adjusted cognitive and motor composite scores 11 and 15 points lower, respectively, than those of term infants (Figure). Other significant risk factors included lower primary caregiver education, Black race, longer hospital length of stay, and genetic diagnosis. These models ultimately explained 17-26% of the variance in Bayley scores, with the highest explained variance in the motor domain. Conclusions: Adjusting for other patient and medical factors, preterm infants with CHD have worse cognitive and motor outcomes; risk is highest in those born at ≤33 weeks. Further work is needed to identify potentially modifiable factors to tailor prenatal, postnatal and perioperative care of infants with CHD born prematurely.

Teacher Guidance and On‐the‐Fly Scaffolding in Primary School Students' Inquiry Learning

ABSTRACTIn primary science education, inquiry‐based science instruction stands out as an optimal learning environment for fostering domain‐specific content and procedural knowledge. Recognizing the effectiveness of different forms of teacher guidance, there is an ongoing debate about the planning of high (structured inquiry) and low (guided inquiry) guidance and their optimal sequencing. This debate revolves around balancing the level of autonomy and the amount of conceptual information given to students. Furthermore, the complete understanding of the impact of responsive teaching, which encompasses a broad range of practices, including on‐the‐fly scaffolding such as Promoting Participation, Focusing, and Problematizing, remains elusive. To address this gap, this study examines the relationship between planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding in the inquiry‐based science classroom. A pre‐posttest design was employed, involving 164 primary school students (M = 9.9 years, SD = 0.66, 57% female) and one female experimenter. Domain‐specific content knowledge contained science concepts of thermal insulation, whereas procedural knowledge comprised the application of the control‐of‐variables strategy. The sequential order of planned teacher guidance, structured inquiry, and guided inquiry, was systematically varied, and the experimenter was allowed to provide spontaneous on‐the‐fly scaffolding. The study assesses the influence of planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding on students' conceptual and procedural knowledge. Results indicate no differential learning effects based on the order of planned guidance. However, when planned guided inquiry was provided second, the teacher gave less on‐the‐fly scaffolding. Additionally, Problematizing had a positive effect, while Focusing had a negative effect on students' procedural knowledge learning.

Teaching infectious diseases during and in the aftermath of the COVID-19 pandemic – middle school teachers’ choice of content and instructional approaches

ABSTRACT The COVID-19 pandemic impacted immensely in schools worldwide, emphasising the pivotal importance of infectious diseases. This study aims to delineate the teaching of diseases in middle schools, investigating how content and instruction was influenced in the aftermath of the pandemic. Semi-structured individual interviews were conducted with teachers. The analytical method involved thematic analysis. The first analysis concerned teaching content was based on the framework of contagion literacy. The second analysis investigated the teaching approaches through an inductive analysis. The findings suggest that the pandemic had an impact on the biology teaching in relation to infectious diseases. During the pandemic, teaching largely revolved around student-initiated, question-driven discussions about current events related to societal health initiatives within schools, rather than expanding the planned biology curriculum. The main finding is that teachers focused on hygiene and to influence students’ behaviours interactively. The pandemic was not fully exploited by the participating teachers to develop more curriculum-based teaching including functional and critical health literacy perspectives. The study recommends that biology teachers collaborate with school health teams and engage in interdisciplinary work. We also suggest to amend primary science teacher education to meet the need to teach the young people in the event of future pandemics.

Prevalence and factors associated with undernutrition among 15-49-year-old women in Sierra Leone: A secondary data analysis of Sierra Leone Demographic Health Survey of 2019.

Undernutrition of women of childbearing age is pertinent for maternal and offspring health. This study aimed to determine the prevalence and factors associated with undernutrition (underweight and stunting) among women of reproductive age (15-49 years) in Sierra Leone using a secondary data analysis of the 2019 Demographic Health Survey. Anthropometric measurements and maternal characteristics were obtained from the Sierra Leone Demographic Health Survey (SLDHS) of 2019. The heights and weights of women were measured, and BMI in kg/m2 was calculated. Based on the World Health Organization's recommendations, stunting was defined as heights <145cm and being underweight as BMI <18.5kg/m2. Multivariate logistic regression analyses were conducted to identify factors associated with undernutrition, with a significant level set at p<0.05. A total of 7,514 women of reproductive age, 15-49 years were analyzed in this study. The prevalence of stunting and underweight were 1.5% (113/7514) and 6.7%(502/7,514), respectively. Women with primary education had a 47% lower likelihood of being stunted (adjusted Odds Ratio [aOR] = 0.53, 95% Confidence Interval [CI]:0.30-0.94;p = 0.029) than secondary education. Women in the poorest wealth index had a 51% lower likelihood of being stunted (aOR = 0.49,95%CI:0.27-0.88;p = 0.017) than the middle wealth index. Underweight was 1.48 times more likely among women with a parity of one-to-four (aOR = 1.48,95% CI:1.08-2.03;p = 0.015) than women who never gave birth. Also, underweight was 1.41 times more likely among women who listened to radios (aOR = 1.41,95% CI:1.14-1.74;p = 0.002) than those who did not. Age groups of 15-19 years and 40-49 years had a 54% (aOR = 0.46,95%CI:0.34-0.62;p<0.001) and 34% (aOR = 0.66,95%CI:0.45-0.97;p = 0.035) lower likelihood of being underweight than 20-29-year age group, respectively. Women with primary education had a 26% lower likelihood of being underweight (aOR = 0.74,95%CI:0.56-0.99;p = 0.042) than those with secondary education. However, none of the wealth indices was significantly associated with being underweight. The prevalence of underweight and stunting among women of reproductive age (15-49 years) in Sierra Leone was lower than regional and world data. This study highlights similarities and differences in this population's prevalence and factors associated with undernutrition. Underweight and stunting were less likely in women with primary education, while parity of one to four and listening to radios were significantly associated with being underweight. Further trend studies using DHS data from 2010, 2014, and 2019 are warranted to understand the dynamics of undernutrition among women (15-49 years) in Sierra Leone.

Diachronic analysis of Spanish scientific production on teaching methodologies in Primary Education: A scientometric and conceptual perspective (2000–2023)

The evaluation of science is essential to ensuring the quality, validity, and reliability of scientific results. Science needs to undergo a review process to ensure the rigorousness of scientific output. This evaluation provides a solid basis for political and economic decisions related to the design and execution of research projects, the establishment of new lines of research, or the identification of areas of specialization. This paper analyses diachronically the Spanish scientific production related to the implementation and development of teaching methodologies in primary education and indexed in the Scopus and Web of Science databases during the period 2000–2023. This analysis is carried out on the one hand, from a scientometric perspective, based on the analysis of indicators such as diachronic production, the journals with the highest scientific productivity, and the most productive institutions, and, on the other hand, from a conceptual perspective, trying to define its relationship with other areas of education. The general results of this study reveal two clear stages: the first, up to 2010, with little scientific production; and the second, from 2011 onwards, characterised by a general growth. The relationship between this field and others such as initial teacher training, ICT, and didactics is also evident.