Primary School Context Research Articles

An exploration of children’s learner identities while experiencing outdoor learning in the Irish primary school context

ABSTRACT The aim of the Irish primary school curriculum is to develop the child holistically [Department of Education and Science. 1999. The Primary School Curriculum. Dublin: The Stationery Office. Available at: www.curriculumonline.ie/Primary.] in both indoor and outdoor environments [NCCA, National Council for Curriculum and Assessment. 2023. “Draft Primary Curriculum Framework for Consultation.” National Council for Curriculum and Assessment (NCCA).]. The benefits of Outdoor Learning align with Learner Identity competencies. Learner Identity can be described as how a child views themselves as a learner [Kolb, Alice Y., and David A. Kolb. 2012. “Learning Identity.” In Encyclopedia of the Sciences of Learning, edited by Norbert M. Seel, 1889–1893. Boston, MA: Springer US.; Lawson, Alison. 2014. “Learner Identities in the Context of Undergraduates: A Case Study.” Educational Research 56 (3): 343–356.]. This research explores how Outdoor Learning can develop Learner Identity competencies in children through the voice of the child. The research was qualitative in nature. Data collection included the children’s reflections and focus group interviews. Data were analysed using reflexive thematic analysis [Braun, Virginia, and Victoria Clarke. 2022. Thematic Analysis: A Practical Guide. Los Angeles: SAGE.]. The findings presented as composite narratives, indicate that children showed development of Learner Identity competencies during Outdoor Learning. The benefits and competencies gained occurred because of the embodied, autonomous, relational, and reflective experiences that Outdoor Learning provides for learners.

The influence of authentic leadership on teacher performance in Guiyang public primary schools

This study examines the impact of authentic leadership on teacher performance within the context of Chinese primary schools, focusing specifically on the mediating roles of internalized moral perspective, balanced processing, and relational transparency. Utilizing a sample of 396 primary school teachers from 18 public primary schools in Guiyang, China, the study employs Partial Least Squares Structural Equation Modelling (PLS-SEM) to analyze the data. Results reveal that all four dimensions of authentic leadership—self-awareness, internalized moral perspective, balanced processing, and relational transparency—significantly enhance teacher performance. Additionally, internalized moral perspective, balanced processing, and relational transparency were found to mediate the relationship between self-awareness and teacher performance. These findings highlight the importance of fostering authentic leadership to improve educational outcomes. The study discusses its implications for teacher training programs, potential limitations, and directions for future research.

Outdoor and nature-based teaching in small, urban primary school contexts

The current evidence base for outdoor and nature-based education in a context of education for sustainability is limited and unrepresentative of the realities of small, urban schools, which tend to be characterised by small outdoor spaces devoid of nature. To address this research gap, we carried out two studies in Malta, as an example of a densely populated and heavily urbanised context. A survey conducted among educators in Maltese primary schools explored the occurence and frequency of outdoor teaching and factors that influence attitudes, perceptions, and practice of outdoor teaching. A complementary study mapped built, hard and soft landscapes of all primary school footprints in Malta. The two studies converge to shed light on possible systemic or physical factors leading to a low incidence of outdoor teaching and in particular, of nature-based teaching in small, urban schools. Nonetheless, our findings show strong interest in such teaching approaches amongst study participants. Our study thus establishes a research priority to identify factors that could support outdoor teaching in such contexts.

An Action Research On Peer Feedback In The Croatian Primary EFL School Context

This paper presents an action research whose aim was to implement the peer feedback activity in EFL writing in primary school contexts in Croatia. The study follows the methodology of action research conducted in five stages. The study aims to answer the following research questions: 1. Can the activity of peer feedback in writing be tailored to primary school students? 2. Can peer feedback activity be successfully implemented in primary educational contexts? The action research provided valuable insights into the complex area of teaching writing in the context of EFL, proving that its successful implementation will largely depend on the willingness of teachers to re-think their feedback-giving practice and embrace peer feedback as a part of their teaching routine.

Conceptualisations of ‘good’ writing in the English primary school context

This study investigates conceptualisations of ‘good’ writing held by local education leads, primary school teachers and their pupils following the most recent iteration of England’s National Curriculum. Despite curricular changes designed to improve writing performance, significant discrepancies in ‘good’ writing constructs and priorities are recorded across stakeholder groups: leads primarily value the interpersonal and stylistic aspects of writing, pupils conceptualise writing quality as a mastery of ‘technical accuracy’ whereas teachers frame writing as an opposition between reception matters and technical accuracy. Our analysis also indicates that the latest curriculum guidelines provide less detailed information on the non-compositional aspects of writing than earlier descriptors. This is likely to influence school practice and negatively impact the development of a shared concept of ‘good’ school writing that may be foundational for substantial improvements in children’s writing outcomes.

Teaching Socioscientific Issues: A Systematic Review

AbstractTo provide a comprehensive picture of socioscientific issues (SSI) pedagogy in primary and secondary school contexts, we present a systematic review of research on how SSI in science education practice is characterized in studies of teaching and learning from 1997 to 2021. The review addresses the identified need for guidance on SSI teaching as experienced by practicing teachers. The aim of the study is to define and describe how SSI as a pedagogical approach is characterized in studies of teaching and learning in science education research. From a sample of 5183 peer-reviewed articles, 157 were selected for the data extraction and systematic review process. The result is structured around teaching objectives, teaching topics, and teaching methods. Our findings show that much of the research revolves around the development of students’ higher-order thinking skills and science content knowledge. The topics identified fall mainly within two themes: the environment and sustainable development, and health and technology. Group discussions stand out as the primary teaching method. The findings are discussed in the light of previous reviews, and recommendations for future research are suggested.

An Exploration of EFL Teachers’ Perceptions of Using Game-Based Learning Tools in Virtual Classes in a Saudi Primary School Context

The recent trend towards digitization in education sectors, driven by the growing demand for more personalized learning, the health pandemic crisis, and the need to improve accessibility to diverse pedagogies, has transformed approaches to teaching. Specifically, the creation of digital game-based learning (DGBL) in recent years has led to an increased appreciation of the potential offered by digitization and the new trends toward gamified and virtual learning. This study explores the benefits of and challenges associated with learning gamification, as well as EFL teachers’ perceptions of using gamification tools in five primary schools in Al-Qunfudhah school district, Saudi Arabia. The study employed a qualitative design to obtain comprehensive data. Non-probabilistic purposive sampling was used to recruit a representative sample comprising five EFL teachers (N=5) from different primary schools. Furthermore, the study performed semi-structured interviews (SSIs) with participants to acquire in-depth insights based on their perceptions and experiences with DGBL. A thematic analysis (TA) was chosen as the primary strategy for analyzing qualitative data and coding participants’ insights into key themes and sub-themes. Overall, statistical measures indicated that many EFL primary school teachers in Al-Qunfudhah had effective technological awareness. Given the positive perception of DGBL, the study suggests that EFL teachers are able to integrate DGBL strategies to facilitate virtual learning, improve student-teacher engagement, increase time efficiency, and support language development.

Negotiating the Progressive Paradox: Middle‐Class Parents in Majority–Minority Primary Schools in Amsterdam

Across Western Europe, progressive issues take centre stage within integration debates and discourse. This article addresses the paradox middle‐class progressives get caught up in when arguing for openness towards diversity, while also expecting adaptation to the progressive “modern” norm on sexuality, especially from Muslim Others. Going beyond existing literature, this article demonstrates the understudied manifestations of this paradox in everyday life, within a diverse majority–minority primary school context in Amsterdam. Taking sex education as a case, the authors reveal three different approaches—confrontational, continued discussion, and compromise—with which middle‐class parents without a migration background negotiate difference, each emphasizing different aspects of the paradox. The results show how, despite being a local numerical minority, progressive parents still enact their power position at large arguing for (gradual) adaptation to “modernity.” However, some parents provide solutions to difference that move away from consensus and envision a future that allows for multiple norms to exist.

Towards decolonisation of primary school education in South Africa

Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited curriculum and recognise African identity, culture and system as valuable for Africans.Aim: This article aims to explore coloniality within the primary school education system in South Africa and aims to motivate curriculum transformation that will divest coloniality in Africa.Setting: This article centres around South African Primary schools.Methods: This article employs a desktop approach and a systematic literature review. To collect the data, the study selected articles from different search engines such as EBSCO, Science Direct and Google Scholar. This enables the synthetisation of previous works to provide knowledge on the topic. The decoloniality theory underpins the study.Results: Primary school education in South Africa is influenced by coloniality; hence, there is a need for transformation.Conclusion: The primary school curriculum in South Africa needs to be revised in a decolonised manner to suit a multi-racial or ethnic South Africa for the realisation of an equitable and just future for Africans.Contribution: This article provides knowledge about coloniality within the context of primary schools in South Africa and further recommends curriculum transformation to a truly African manner. It thus aligns with the journal’s theme and scope, which is the interrogation of coloniality in South African primary schools.

Facilitators and barriers for implementing the PALS school-wide positive behavior support model in a Swedish municipality: A focus group study.

A research-supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school-wide positive behavior support (SW-PBS), in Scandinavia adapted into "positive behavior, interactions and learning environment in school" (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators (N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data-driven) and deductive (theory-driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship-based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts.

Museum visit intervention in K-12 education: a scoping review

This scoping review aims to provide an overview of empirical studies on worldwide museum visit intervention in K-12 education. The study employed Mendeley citation software to identify the articles in the database. A meta-analysis PRISMA statement is used for reporting the items. Out of 135 possibly rich articles, the present study reviewed 18 studies that met the inclusion criteria and were subjected to descriptive and content analyses published between 2017 and 2021. Most of the studies are experimental and from primary school contexts. It is revealed that science is the subject matter context majority of the studies, but philosophy, disaster management, language, and environmental science are also represented. The content analysis resulted in the following learning and social outcomes. It states that social outcome is explored chiefly, followed by learning outcome. The findings indicate that museum visit intervention positively impacts students learning and social outcome. The review also identifies the need for further research on museum visit intervention in the Asia Pacific region.

Primary school principals’ experiences of the implementation of educational policy change

In the study reported on here we explored the experiences of primary school principals in the implementation of educational policy change from an educational policy implementation (hereafter, EPI) theory perspective. With the study we aimed to provide a deeper understanding of the challenges, facilitators, and complexities encountered by school principals when navigating the implementation of educational policy change within their respective schools. Data were gathered using a qualitative research approach through in-depth interviews with purposively sampled primary school principals selected based on their direct involvement in the implementation of educational policy changes after which the data were thematically analysed. The findings of this study shed light on the multi-faceted nature of policy implementation within primary schools highlighting the pivotal role of school principals as key actors in the process. Additionally, we discovered a range of challenges faced by school principals including their missing voice in the development of educational policies, resource constraints, conflicting stakeholder interests, a lack of support and training, and resistance to change. Nevertheless, the study offers valuable insights into ways in which policy implementation unfolds within the unique context of primary schools. It further suggests a practical policy implementation model for policymakers, educational leaders, and practitioners, offering guidance on how to navigate the complexities of implementing educational policy changes effectively. Ultimately, this study contributes to the broader discourse on educational policy implementation and advances our understanding of the experiences of primary school principals as they navigate the dynamic landscape of policy change within their educational setting.

Pupil's role in educational design: Exploring what it means to have a say in primary school

AbstractThis case study aims to explore the role of pupils in educational design and what it means to have a say in primary school. Although many educational offers use the slogan ‘pupil‐centred’ approach, examples are scarce in which children are seen as partners, let alone co‐designers. It is therefore important to investigate to what extent pupils are involved in the design process and decision‐making in a primary school context. Concepts such as co‐determination, participation, room for choice and competence were discussed. This small‐scale study shows that the school policy regarding participation and co‐design mainly concerns parents but not pupils as much. Teachers have different perspectives about the importance of children's participation. In general, they would like to involve the pupils more in the design process. The lack of time and educational inspection's demand for standardised outcomes are limiting factors. The pupils believe that they sometimes influence how lessons are conducted at school and are allowed to choose how they work on the subject. In general, they feel positive about their competence.

Parental involvement and engagement in gender equality and LGBTQI-inclusive education: a case study from Gender Equality Matters in the Irish primary school context

ABSTRACT Parental support or resistance has been widely recognised as an important factor that enables or constrains the implementation of quality Relationships and Sexuality Education (RSE). This paper analyses parental experiences of involvement and engagement with Gender Equality Matters (GEM), an educational programme focused on raising awareness, building confidence and enhancing capacity levels among children to tackle gender inequality and promote LGBTQI inclusion. The paper focuses on qualitative data from participating parents in the Irish primary school context. Pre- and post-questionnaires (n = 162) and semi-structured interviews (n = 3) were utilised to gain insight into the parents’ experience of participating in GEM. Using thematic analysis, the analysis explores three themes: 1) positive parental partnerships; 2) naturalistic at-home conversations; and 3) resistance and disengagement. The study highlights the key role of parental partnerships with school curricula, whilst critically reflecting on potential sites for resistance and providing a successful model for future educational programmes to adopt.

PSYCHOLOGICAL AND PEDAGOGICAL SPECIFICS OF THE FORMATION OF PRIMARY SCHOOL STUDENTS’ "SOFT SKILLS" ON THE BASIS OF NATIONAL VALUES

This work is devoted to the study of the psychological and pedagogical specifics of the formation of "soft skills" in primary school students based on national values. The author examines the influence of cultural characteristics on the development of soft skills in primary school children. The paper discusses methods and strategies aimed at creating a favorable educational environment conducive to the formation of communicative, social, creative and emotional skills. Special attention is paid to the role of the teacher in this process, as well as the introduction of national values into the educational program. The work provides valuable practical recommendations for teachers and parents aimed at the effective development of "soft skills" taking into account the cultural context of primary schools.

A Comparison of Gifted Children and Children With Low, Average, and Above-Average Cognitive Abilities in Sensory Processing Sensitivity in the Primary School Context

High sensitivity is often considered a characteristic of giftedness, but scientific evidence for this is limited. Therefore, this study aimed to investigate whether gifted children rate themselves higher in sensory processing sensitivity (SPS) than their peers. A total of 882 children from Grades 4, 5, and 6 of primary school participated. They all completed a cognitive ability test (COVAT-3) and two self-report questionnaires to assess SPS (HSC scale and ChiSSEQ). The results revealed that the 10% best-performing children on the cognitive ability test did not differ significantly from their peers in SPS. There was one exception: Only on the HSC scale did children with high cognitive abilities score higher than those with low abilities (not higher than those with average and above-average abilities). However, this difference disappeared when applying stricter cut-offs to define high cognitive abilities.

“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling

PurposeThe purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system.Design/methodology/approachA hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: “What does well-being mean to you?” Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke’s framework for thematic analysis.FindingsThree conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you “do”.Originality/valueTo the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a “thing”, a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.

Envisaged Learning Environments for Learners with Visual Impairments in Lesotho Rural Schools Using Asset-Based Approaches

Previous literature has highlighted the persistent global challenge of providing quality education in conducive settings for learners with visual impairments (LVIs), particularly in rural schools. This study aims to explore viable resources that can be leveraged to create an enabling learning environment for LVIs within rural primary school contexts. Employing a qualitative research approach, the study engaged 12 teachers from rural mainstream primary schools in Lesotho. Data were gathered through focus group discussions with a purposively selected sample of teachers and analyzed thematically. The findings underscored the perception among participants that rural schools possess a range of assets, both visible and concealed, that effectively cater to the special educational needs of LVIs. However, a notable limitation surfaced regarding the teachers' knowledge about utilizing these existing resources optimally. Consequently, this highlighted a crucial need for enhanced collaboration, involvement of relevant stakeholders, and augmentation of academic resources. The effective utilization of these assets emerges as a pivotal factor requiring improved management to cultivate a more conducive learning environment for LVIs in the future.

Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools

This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially those of primary school pupils. This study aims to comprehensively understand the student-teacher dynamic by exploring both the academic and the affective side of the relationship from the perspective of the children. While prior research mainly focuses on secondary school students and mainly uses quantitative data, this qualitative study delves into the primary school context. Minoritized pupils, who attend supplementary schools in addition to their mainstream schools, provide a unique opportunity to examine student-teacher relationships across varied educational settings. Through 13 open ended in-depth interviews with a total of 29 pupils aged 9 to 12 attending both types of schools, the study uncovers which aspects of their student-teacher relationships the pupils perceive as supportive, in each setting. The findings reveal both shared and distinct experiences within different contexts, shedding light on the intricate interplay of expectations, teacher attitudes, and relationships. By investigating affective and academic dimensions of the student-teacher relationship from the experience of minoritized pupils, this paper adds to our understanding of the student teacher relationship. The insights emphasize the need to support the diverse needs of minoritized pupils in complex educational environments, offering recommendations for policymakers and suggesting future research directions.

Teacher learning in Hong Kong: primary English language teachers’ cognitions about online teaching to survive or thrive during COVID-19

ABSTRACT This study aimed to explore ESL teachers’ perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case study approach was employed, focusing on the online teaching experiences of three teachers in primary school contexts. Through semi-structured interviews and thematic analysis, rich data were collected and analysed. The findings revealed five prominent challenges faced by the teachers, including inadequate infrastructure, limited technical support and training, classroom management issues, teachers’ limited technological pedagogical content knowledge (TPCK) in ELT, students’ unreadiness and lack of parental support. The study also identified three opportunities arising from online teaching, such as changes in teachers’ attitudes and beliefs in technology, opportunities for teacher learning and experimenting with online teaching practice for pedagogical innovations. Despite the significant challenges encountered, the teachers perceived the online teaching experiences as opportunities to enhance their teaching competence with technology. This study has substantial implications, calling for strategic governmental measures to improve online learning in schools, highlighting the need to integrate technology-focused pedagogies into teacher education, revising outdated school curriculums to enhance students’ digital literacy, providing financial support for disadvantaged students, encouraging parental involvement in online learning and fostering collaborative professional learning communities to enhance English teachers’ TPACK.