Stage Of Primary School Research Articles

The ability to learn new written words is modulated by language orthographic consistency.

IntroductionIt is well known that a difficulty in forming lexical representations is a strong predictor of reading and spelling difficulties even after controlling for the effects of other cognitive skills. Our study had two main interrelated aims. First, we wanted to examine whether the ability to learn new written words (lexical learning) varies as a function of the orthographic consistency of the language of the learner. Second, we wanted to evaluate the cognitive abilities involved in orthographic lexical learning and whether they differed as a function of language consistency.Method163 Italian children and 128 English children performed a lexical learning task as well as tasks assessing several cognitive skills potentially related to the ability to establish orthographic representations.ResultsWe found that children learning an orthographic inconsistent orthography (English) were better able to learn novel written words presented in association with pictures than children learning a consistent orthography (Italian). This was true for both younger and older primary school children and also when children were matched for school grade. Lexical learning may be better in English children because the many irregularities of this language promote storing in memory whole-word representations and processing larger orthographic units. In Italian, instead, reading can be accomplished successfully on the basis of grapheme-phoneme conversion rules and on processing smaller orthographic units. This interpretation was supported by the pattern of cognitive skills associated with lexical learning skills in the two languages. Variations in lexical learning were explained by spatial visual memory and phonological awareness tasks in both languages, but phonological STM explained further variance in Italian, while a task tapping visuo-attentional capacity explained further variance in English.ConclusionLearning a language with inconsistent orthography is associated with better lexical learning skills in children at different stages of primary school; the pattern of cognitive skills associated with lexical learning skills is also partially modulated by orthographic consistency.

Kodeks etike i etički model donošenja odluka kao podrška u profesionalnoj praksi nastavnika

Educators are confronted by specific ethical issues in their everyday work. However, awareness of these issues, the search for answers to them and their consideration, demand due diligence and time. Thus, the importance of ethics and its impact may be downplayed. An educator aims to pay attention to the development of a child/student, especially with respect to the environment or social setting itself, and the responsibility toward society itself is evident from this. The educator's responsibility should also be related to the profession itself and the social perception of the teaching profession. The aim of the research was to examine whether a school's code of ethics and the training to use an Ethical Decision-making Model could be used to support teachers in solving ethical dilemmas. The research sample consisted of teaching staff working at a primary school in Prague. The teachers work in the first stage of primary school. The selected primary school has a code of ethics as an internal regulation. In total, five interviews with teachers were conducted. Respondents agreed that the Code of Ethics and Ethical Decision-making Model are good support for their professional practice. They are primarily useful in the communication process, especially when talking to children, colleagues and parents.

Academic Goals and Parental Control in Primary School Children.

Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.

The effect of primary school type on the high school opportunities of migrant children in China

Using longitudinal data collected from China, this paper studies how primary school type affects migrant children’s high school opportunities. We use parental residence prior to a policy change in Shanghai as an instrument for primary school type, and find that migrant children who attended private primary schools are 10% less likely to enter high schools without retention than their counterparts who attended public primary schools. We show that both institutional barriers and learning at the primary school stage affect students’ probability of entering high school and whether they go to regular or vocational high schools.

GIS Utilization for Strategic Planning Service Delivery Based on Service: Location, Time, And Type; A Case Study: 1st Primary Schools’ Strategic Planning in Mansoura City.

Smart cities are new and evolving concept based on innovative information and communication technologies. Thinks and Internet of Thinks (IoT) must be core technologies in smart cities. Thinks’ services and maintenance must be managed through digital planes. Location based service (LBS) are service targeted to a wide range of users. The increasing number of LBS will have a bad impact on transitions. One of the objectives of building smart cities is to reduce the traffic congestion and transportation demand. This paper utilizes Geographic Information System (GIS) and spatial analysis techniques for decision support of LBS. the objective is the advance determination of the best service location for covering services requirement based on three factors: location, time and type of service. Education is the greatest service required for humanity. This paper focuses on considering service factors and client requirements by applying a developed GIS platform to inform service provider by the assets required to cover customer needs and meets smart cities goals. While 1st stage of primary schools accepts students in age of 6 years, the suggested platform determines schools’ plane for 5 years in advance, according to: student location, date of birth, and education type requirement. The suggested platform was applied on Mansoura city, Egypt. That platform was designed by: using geoprocessing tools, and Python programming language of GIS (arcPy) for implementing functions and procedures (“split by attribute”, “periodic service plane”). Geocoding processing is used for converting students’ addresses to spatial location, which is necessary for geo-relational analysis.

Building Intelligent Semantic Educational System (ISES) Based on Ontology and Semantic Web Mining

Smart cities are new and evolving concept based on innovative information and communication technologies. Thinks and Internet of Thinks (IoT) must be core technologies in smart cities. Thinks’ services and maintenance must be managed through digital planes. Location based service (LBS) are service targeted to a wide range of users. The increasing number of LBS will have a bad impact on transitions. One of the objectives of building smart cities is to reduce the traffic congestion and transportation demand. This paper utilizes Geographic Information System (GIS) and spatial analysis techniques for decision support of LBS. the objective is the advance determination of the best service location for covering services requirement based on three factors: location, time and type of service. Education is the greatest service required for humanity. This paper focuses on considering service factors and client requirements by applying a developed GIS platform to inform service provider by the assets required to cover customer needs and meets smart cities goals. While 1st stage of primary schools accepts students in age of 6 years, the suggested platform determines schools’ plane for 5 years in advance, according to: student location, date of birth, and education type requirement. The suggested platform was applied on Mansoura city, Egypt. That platform was designed by: using geoprocessing tools, and Python programming language of GIS (arcPy) for implementing functions and procedures (“split by attribute”, “periodic service plane”). Geocoding processing is used for converting students’ addresses to spatial location, which is necessary for geo-relational analysis.

READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA

This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires composed of 28 questions as a method for examining the students’ reading habits. The total number of survey respondents was 131. There were 98 respondents from average schools where reading comprehension and reading habits are not taught separately. In that case three age groups were involved: 23 students at a secondary grammar school, 38 pupils in the second stage of primary school and 37 pupils in the first stage of primary school. Interestingly, there is no big difference in reading attitudes among the different age groups. The respondents’ answers prove that only a fraction of students read in their free time. On the other hand, the groups, regardless of age, subjectively claim that they do not have problems with reading comprehension tasks. They claim that reading is easy for them, so they understand everything that they read. It can be concluded that these statements are highly controversial with the results of international surveys. At a later stage of the research the survey was conducted in a primary school where pupils have regularly reading comprehension classes. The number of respondents from this school was 33. There were 21 pupils from the second stage and 12 pupils from the first stage of primary school. Based on the results, there are considerable differences in the answers provided by the two groups. The pupils from the primary school with reading comprehension classes differently judge their level of understanding. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.

Handwriting: Developing Pupils’ Identity and Cognitive Skills

This paper synthesises some of the recent studies that have made links between handwriting as an orthographic-motor strategy and the quality of pupils’ learning and literacy skills. A poor standard of literacy is evident in many British school leavers and, in some cases, university graduates. The paper outlines the implication of this situation for educationalists, policy makers and future interventionist programmes. It also highlights a stark incongruity in British schooling. For instance, after primary school there is no legal requirement in the National Curriculum for teachers to teach handwriting skills. Despite that good handwriting improves pupils’ level of literacy, enhances creative skills and develops their sense of identity, the process of abandoning the teaching of handwriting altogether has already begun in some countries. With reference to some key studies, this polemic paper puts the case that handwriting should be in the foreground not only at primary school stage but throughout pupils’ secondary school education.

Estereotipos de género en las imágenes que representan las actividades en el medio natural en los libros de Educación Física de Primaria

Gender stereotypes related to physical activity are still present in both primary and secondary education. The educational potential of activities in the natural environment has been highlighted in numerous studies. The objective of this research was to analyze the activities in the natural environment and their linkage according to sex, represented in the textbooks of Physical Education in the stage of Primary School, published in Organic Law 2/2006, of May 3, Of Education. The total of the sample of images in the nature (n = 99), collected in 34 textbooks, belonging to six Spanish publishers were analyzed. For the content analysis of the images, the SAIMEF (Physical Analysis Images Analysis System) tool, elaborated ad hoc, was used. The results showed that the activities in the natural environment (p<0.05) are performed by men, who belong to the age group of the children, who practice mountain sports, namely orienteering, being the terrestrial environment the most used to carry out these activities. In contrast, women, especially girls, performed mountain sports, specifically climbing, being the aquatic medium the most used. It is therefore necessary to reflect the textbooks used in the area of Physical Education to avoid the transmission of gender stereotypes and offer models with which to identify both personally and socially for both sexes. Key words: Image; gender; textbooks; physical education, natural environment.

School in the eyes of Polish seventh graders in the context of their life positions

In the period between 2016 and 2018 throughout 79 educational institutions in Poland there was implemented a project called „Wychowac czlowieka mądrego. Wprowadzenie modelu pracy wychowawczej i resocjalizacyjnej z zastosowaniem metody tutoringu szkolnego jako profilaktyki pozytywnej problemow w polskiej szkole” [“To raise a smart man. Introduction of educational and resocialisation work model with the use of school tutoring as a positive prevention of problems at a Polish school”]. The added value of the actions taken was the opportunity to make an in-depth insight into the situation of Polish school in the view of the educational system reform that was underway at that time. The changes undertaken by the Polish Ministry of National Education were associated with the liquidation of middle school stage, and thus extending the education in primary school stage by two years. This situation turned out to be a multidimensional challenge for educational institutions, but above all for the students themselves, who have discovered a new set of educational procedures, not at the beginning of their education, but in its advanced point. This paper draws attention to this specific moment, focusing on what life positions the seventh graders were characterised by at that time, and therefore what was their attitude to themselves and the world around them. The considerations made in this paper are based on research conducted on a group of 764 seventh graders, who finally confirmed their definitely lower sympathy for school, as well as a significant use of life positions that influence the occurrence of negative interpersonal relationships.

Educação do Campo, multisseriação e formação de professores

ABSTRACT. In this article, we present part of a research developed in Postgraduate in Education of Federal University of Sergipe (UFS), whose objective was to investigate the reality of multigrade classes regarding teachers' training and working conditions in the early stages of primary school in rural areas in a town in Bahia. It is examined some important questions related to teachers' training, especially those who teach in schools in rural areas, from data collected through questionnaires and interviews, which were analysed in light of theories on the theme. Therefore, the text is divided in three parts: in the first, we will discuss some aspects related to education in rural areas and Brazilian multigrade system in rural areas. In the second, we will specifically analyse teachers' training in a multigrade classroom, based on the results of the investigation. Finally, we will present the final considerations related to the study developed, which indicates that the government has neglected education in rural areas, especially multigrade classrooms, regarding teachers' training, one of the greatest challenges to the effectiveness of education in rural areas.

Decision tree analysis for factors associated with dental caries in school-aged children in Japan.

Our study aimed to elucidate the interactive relationship between factors associated with dental caries in school children using decision tree analysis. Cross-sectional study Methods: Participants were recruited from public primary schools (9-12 years, 4th to 6th grade) and junior high schools (12-13 years, 1st grade) in Japan. A total of 1775 students (928 boys and 847 girls) were analyzed. Questionnaire survey, oral examination, and saliva test were performed. Multiple logistic regression and decision tree analysis were performed. Multiple logistic regression showed an association between dental caries and toothpaste use, dental attendance and the presence of Streptococcus mutans. Decision tree analysis showed that students with non-regular dental attendance were at a significantly higher risk of dental caries at the late stage of primary school. At the early stage of primary school, high levels of Streptococcus mutans and male sex were factors associated with dental caries. In students with low levels of Streptococcus mutans, using toothpaste occasionally was associated with a high risk of dental caries. In early primary school years, S. mutans may be a useful screening and diagnostic tool for dental caries. In students with high levels of S. mutans, sex may be associated with dental caries. Furthermore, in students with low levels of S. mutans, regular use of toothpaste should be encouraged, and in late primary school years, regular dental attendance should be encouraged to prevent dental caries.

إسهام معلمي الرياضيات في تنمية مهارات حل المشكلة الرياضية لدى طلابهم

هدفت الدراسة إلى التعرف على درجة إسهام معلمي الرياضيات في تنمية مهارات حل المشکلة الرياضية لدى طلاب المرحلة الابتدائية. ولتحقيق هدف الدراسة استخدم الباحث المنهج الوصفي المسحي، وأعد بطاقة ملاحظة کأداة للدراسة، وتکونت البطاقة من (28) مهارة موزعة على خطوات حل المشکلة الرياضية: فهم المشکلة، وضع خطة للحل، تنفيذ خطة الحل، التحقق من صحة الحل. وطبقت الأداة على عينة عدد أفرادها (25) معلما من معلمي الرياضيات الذين يدرسون طلاب الصف الرابع الابتدائي في المدارس الحکومية بمدينة مکة المکرمة. وللإجابة عن أسئلة الدراسة استخدمت بعض المقاييس الإحصائية من خلال تطبيق برنامج الحزم الإحصائية للعلوم الاجتماعية (spss). وتوصلت الدراسة إلى النتائج التالية: درجة إسهام معلمي الرياضيات في تنمية مهارات فهم المشکلة کان بمستوى متوسط، بينما درجة إسهامهم في تنمية مهارات: وضع خطة للحل، وتنفيذ خطة الحل، والتحقق من صحة الحل کان بمستوى منخفض. درجة إسهام معلمي الرياضيات في تنمية مهارات حل المشکلة الرياضية ککل کان بمستوى منخفض. وفي ضوء نتائج الدراسة، قدم الباحث مجموعة من التوصيات من أهمها: إثراء المقررات القائمة (التخصصية) ضمن برنامج إعداد معلم الرياضيات بکل ما يتعلق بحل المشکلات. تدريب المعلمين أثناء الخدمة على حل المشکلات الرياضية (الخطوات، المهارات، الاستراتيجيات)، مع التوازن في الجانبين النظري والتطبيقي أثناء التدريب. إعداد دليل متکامل لمعلم الرياضيات في مجال حل المشکلات، ليکون أحد المراجع الرئيسة للمعلم في هذا المجال. This study aimed to identify the extent of contribution made by the mathematics teachers in promoting mathematical problem solution skills (algorithm) by primary school stage students. To achieve the objectives of the study, the researcher employed the descriptive survey method and prepared an observation card as the study's tool. The card contained (28) skills assigned to the steps of working out the mathematical problem: comprehending the problem, formulating a plan for solution, executing the solution plan, and verifying the correctness of the solution. The instrument was administered to a sample of (25) mathematics teachers who are teaching fourth primary graders at the government schools in the Holy City of Makkah. To answer the study questions some statistical measures were used through applying the social sciences statistical packages (spss). The study reached the following results: The degree of the mathematics teachers' contribution in promoting the skills of understanding the problem was at a medium level, whereas the degree of their contribution in promoting the skills (drawing up a solution plan, carrying out the solution plan, and verifying the accuracy of the solution) was at a low level. The extent of mathematics teachers' contribution in promoting mathematical problem solution skills as a whole was at a low level. Based upon the results reached, the researcher made a number of important recommendations: Enriching and reinforcing the current courses (specialized) within the mathematics teacher education program with the new in the area of problem solving . Training in-service teachers in mathematical problem solving (steps, skills, strategies) while maintaining a balance between the theoretical and applied aspects during training. Preparing a mathematics teacher's integrated manual in the area of problem solving, to serve as one of the main teacher references in this field.

Attitudes of Czech pupils who are deaf or hard of hearing towards physical education classes: A comparison of gender differences

Background: Physical education is an organised form of physical activity and can be viewed as an interaction between the ideas of difficulty and importance that are gradually developed by both the teacher and the pupil. Objective: The objective of this study was to analyse differences in pupils' attitudes by gender in the second stage of primary schools for the deaf or hard of hearing in physical education classes. Methods: Participants were 86 pupils who are deaf or hard of hearing (boys, n = 56; 65.1%; girls, n = 30; 34.9%). The mean age and standard deviation was 14.3 ± 1.4 years. The data were described using absolute and relative frequencies, including the mean and standard deviation. The non-parametric Mann-Whitney U-test was used to assess differences between two independent groups (boys versus girls). For calculation of effect size coefficient abs(r) was used. All tests were performed at a level of α = .05. Results: In physical education classes, statistically significant differences were found in the effort made, with boys making more effort in physical education classes than girls (Z = -2.048; p = .041; abs(r) = .221). For the other indicators under review, no differences were found. Conclusion: Both boys and girls consider physical education to be their favourite subject, it makes them feel good, and there are no major differences in their emotional response. However, boys make much more effort in physical education classes.

STUDENTS' EXPECTATIONS AND REFLECTIONS ABOUT PIANO COURSES IN FINNISH PRIMARY SCHOOL TEACHER EDUCATION

In Finland, music subject is part of National Core Curriculum and in the primary school stage (grades 1-6) usually taught by primary school teachers. To assure instruction of music education on a highly professional level, pre-service teachers are taught piano course as part of music didactics.This article reports findings of the pilot study carried out as part of ArcTop research project between University of Lapland and University of Helsinki to develop and improve primary school teacher education in both institutions. Students' expectations and reflections are examined through the lens of self-efficacy theory by Bandura (1977, 1986, 1997).The data were collected using an open-ended questionnaire to find out students experiences in piano playing and music reading as well as their self-reflections about the learning process. The answers (n = 97) were processed statistically and analysed using qualitative content analysis. The results revealed that most of the participants (n = 64) were inexperienced in piano playing. At the same time they were highly motivated and eager to learn and practice. The students also mentioned the lack of elementary music literacy knowledge and the insufficient number of contact lessons which give grounds for making further arrangements in the curriculum.

Educational trajectories. Evidence from Uruguay

This article analyzes the relevance of potential predictors of 15-year-old adolescents’ decision to attend secondary school, go to vocational school or drop out. We conclude that in addition to socioeconomic characteristics, there are other factors that contribute to predicting attendance choices, namely educational attainment in the early stages of primary school, expectations regarding future studies, preferences for particular subjects, and the self-perception of various academic skills as expressed during the latter grades of primary school. These dimensions could be considered as leading indicators that contribute to the design of policies aimed at reducing school dropout. Performance in math, reading and science at early stages of primary school is negatively correlated with the probability of dropping out at junior high.

Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research

Abstract Introduction: In our conditions and in the world, there is a tradition of the sequence of sequential communication exchanges in the interaction of a teacher and pupils, which was examined in the analysis of the processes and structures in educational communication. This tradition can be continued from the perspective of research at the 1st stage of elementary school education. Purpose: The aim of the study is to present the findings of a research on the issues of pupils’ questions. The research question is whether the existing results of educational research on the educational interaction and teacher-student communication in the educational process at the first stage of elementary schools also capture the characteristics of pupils’ questions. We will investigate the perception of dialogic teaching and pupils’ question in educational research. The sequence of sequential communication exchanges in the interaction between teachers and pupils, which was examined in the analysis of the processes and structures of educational communication, has in our country and in the world a tradition which can be followed in terms of research on teaching at the first stage of primary schools. One of the aspects of research on the interaction and communication in the classroom are the views of teachers who are discovering what a learner knows, and what he/she thinks about the communicated content and curriculum. But we are mainly interested in the results of educational research from the perspective of the pupil and his/her questions in the classroom. Methods: In our research, our intention was to analyse pupils’ questions which are to supplement their knowledge, or to find out more information that would help them deal with learning tasks. We were interested in previous investigations and were seeking for clarification whether the pupils’ questions are inconsistent, which would reveal misconceptions and wrong ideas in the understanding of the teaching content. Conclusions: The most frequently, pupils’ answer to the teacher’s questions were detected. The conclusions show the current results of pedagogical research in the context of dialogic teaching, they do not capture the characteristics of pupils’ questions in teaching at the 1st grade of elementary schools.

Metapragmática del humor infantil

El número monográfico Metapragmática del humor infantil busca contribuir al desarrollo de una vía de investigación todavía poco explorada en España. Se trata del estudio de humor infantil desde la perspectiva lingüística. Las contribuciones que conforman el volumen abordan el análisis de generadores lingüísticos del humor –marcas e indicadores según la nomenclatura del grupo GRIALE (cfr. Ruiz Gurillo 2012: 78-86)– que aparecen en las narraciones escritas de niños y niñas de 8, 10 y 12 años procedentes de cinco colegios de la provincia de Alicante. Estas 448 redacciones de tema humorístico constituyen el germen del corpus CHILDHUM, actualmente en construcción al amparo de varios proyectos de investigación (https://dfelg.ua.es/griale). El humor es concebido en el marco de esta investigación como una habilidad metapragmática cuyo desarrollo a lo largo de la etapa de 8 a 12 años –correspondiente al periodo de educación primaria en el sistema educativo español– tiene su reflejo en los comportamientos humorísticos verbales de los escolares. La determinación de las pautas y las pistas lingüísticas que emplean los niños y las niñas de nuestro estudio en sus creaciones en formato escrito permite establecer patrones madurativos en relación con la competencia humorística, lo cual tiene importantes consecuencias aplicadas. La atención a las diversas variables lingüísticas, psicológicas y sociales en el análisis de la evolución metapragmática del humor durante el periodo estudiado constituye, a su vez, otro valor importante del presente trabajo colectivo.

Inglês

The resistance to biological conception of physical education during the 1980s, leading to criticism of the predominance of sports content in school, so that, as opposed to shed more technical, esportivista and biologist, arise new movements in Physical education, inspired and trailers, it is noteworthy, the social historical moment in which the country passed, education and physical education, coexisting in the area, currently, several pedagogical concepts, which have in common the attempt to break the paradigm of the past. One of them is the Interactionist-Constructivist, the figure of John the Baptist Freire, with his Full Body Education: Theory and Practice of Physical Education. Therefore, this article aims to discuss aspects (theoretical and practical) Relevant gifts this work because we believe in its theoretical and methodological support, as a resource to support teachers who work or want to work with Physical Education in Early Childhood Education schools (pre-school) and first stage of primary school, for which such work is directed.

The Problems and Countermeasures of the Current Situation of Sexual Health Education in Primary School Students in China

The sexual health education in primary school students, besides settling the sexual problems of students in primary school stage, is also the preparation for adolescent sexual health education, which will directly affect the sexual health level of adolescents and even adult individuals. Based on the review of the current situation of sexual health level of primary school students, this paper analyzes the major contradictions in the current primary school health education, and puts forward the strategies to promote the sexual health education in primary school students.