Instruction In Grades Research Articles

Digital play for language development in the early grades

Background: The digital world and the concomitant changes in early childhood education have created uncertainty for teachers not knowing how to adjust their pedagogical practices of using digital play to enhance language development. Aim: This study aimed to analyse what teachers understand by digital play and how they use it for language teaching in the early grades, with specific reference to the reception year. Setting: The researcher chose a primary school in an urban area that had digital technology available in the classroom involving eight Grade R teachers. Methods: Semi-structured questionnaires and focus group interviews were used to collect data on how teachers interact with learners using digital technology. Non-participatory observations of these interactions were also noted. Data analysis considered teacher views about the role of information communication technology (ICT) in education, digital games, and the extent to which digital pedagogies can enhance language acquisition. Results: The analysis found that the teachers are willing to experiment with digital games. However, there is a need to understand more about digital technology and increase their knowledge on using digital games when teaching language. Teachers shared the view that digital games should, as is the case with traditional play-based pedagogies, be used to enhance language teaching as this generation is growing up in a digital environment. Conclusion: It was clear that the emphasis needs to be on the development of games, which use digital technology relevant to language teaching. Furthermore, the findings suggest that those pedagogies that use digital games relevant to the Digital Era be adopted. There is a need for further enquiry into teachers’ beliefs and digital literacy and practices in more diverse settings to further understand the value of digital play in language teaching.

University Faculty Opinions of Preservice Teachers’ Technological Readiness

This paper examines university faculty perceptions on whether preservice teachers are sufficiently prepared to use information and communication technology (ICT) for teaching in early grades and barriers faced in incorporating these technological interventions in classroom settings. This study employed a qualitative research approach and semi-structured questionnaires to investigate faculty perceptions from a teacher education university and considered their responses through the lens of growth and fixed mindsets. The findings revealed that, despite preservice teachers being exposed to instructional technology as part of their academic preparation for early grades teaching, faculty perceived that challenges exist that inhibit preservice teachers’ readiness to integrate technologies in their teaching of mathematics. In particular, many significant disagreements existed among the teacher education faculty as to how prepared they perceived their preservice teachers to be in the use of technology in their future classrooms. Findings from this study led to additional observations regarding university faculty opinions regarding their own use of ICT and its implementation in the department and programme.

The impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers

Background: Many teachers for different reasons recognise the teaching of fraction as a challenge. This research explored the teaching of fraction in Grade 5 by three experienced teachers (Ben, Greg and Will) in KwaZulu-Natal province, South Africa. Aim: The purpose of this study was to investigate the impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers. Method: Three teachers and 177 learners were purposively sampled for this study. Classroom observations, interview and fraction achievement test (FAT) were instruments used for data collection. Hence, this study employed a mixed method, where both quantitative and qualitative data sets were collected at the same time, and the data were analysed at the same time in order to discuss the findings. Results: The quantitative data were analysed using descriptive statistics and analysis of covariance (ANCOVA), whilst the qualitative data were analysed in themes. The results showed that learners of teacher Ben performed significantly better than those of teachers Will and Greg. The findings revealed that a combination of good practices and appropriate use of multiple representations by teacher Ben improved his learners’ achievement in addition of fraction more than other learners taught by the other two teachers. Conclusion: The study recommends that mathematics teachers should endeavour to facilitate learners’ conceptual knowledge of fraction by using appropriate teaching approach in their instruction, namely, learner-centred approach, activity-based learning, use of mother tongue for clarity and use of multiple representations. This recommendation will improve learners’ knowledge and conceptual understanding of fraction and algebra in its entity.

GRADE 6 & 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING

Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom. Keywords: exploratory structural equation modelling, regression analysis, social constructivism, student interest/enjoyment, teaching-learning approaches

COVID-19 and Primary School 1st Grade in Turkey: Starting Primary School in The Pandemic Based on Teachers' Views

The COVID-19 pandemic initiated an extensive and sudden digital transformation in the education. Suddenly, an entire of students had to start managing and mastering with digital tools to participate in their compulsory basic education. In this study, starting primary school first grade remotely is examined according to teachers' views. The research method is qualitative phenomenology study. The study group consists of nine teachers determined by the maximum variation sampling method, which is one of the purposeful sampling types. Three of these teachers work in the village, three in the city center, and three in a private school. The data collected from teachers with the interview technique were analyzed using content analysis. According to the results of the research, teachers' views on remote teaching in the first grade of primary school were divided into two groups, positive and negative. While teachers have positive views in the parent participation, academic and convenience themes, they have negative views in the social, equal opportunity, psychology and academic themes. The experiences of teachers in the first grade of primary school show that first reading and writing can be achieved remotely. It is very important to reduce the social, psychological and equal opportunity problems.

An Analysis of Teaching and Learning in Grades 10–12: The Role of Instructional Leadership in a District of the North West Province, South Africa

An Analysis of Teaching and Learning in Grades 10–12: The Role of Instructional Leadership in a District of the North West Province, South Africa

The Effectiveness of Working Memory Training for Children With Low Working Memory.

Subgroups of children may benefit more from working memory training than others. In this study, we aimed to examine whether response to the Cogmed Working Memory Training program differed for children with low IQ and elevated attention-deficit/hyperactivity disorder, emotional and behavioral symptoms, special health care needs, or by sex. We used data from the Memory Maestros trial, a population-based randomized controlled trial of the Cogmed program delivered at school (n = 226) compared to usual teaching (n = 226) in grade 1 children (mean age 6.9 years; SD 0.4) with low working memory. Cogmed comprises 20 to 25 sessions of 45-minute duration over 5 to 7 weeks. Children completed subtests from the Automated Working Memory Assessment to measure change in working memory from baseline to 6 months postrandomization. After training, improved working memory standard scores (>1 SD) from baseline to 6 months were observed for approximately one-third of the children, with more than half maintaining stable scores (within 1 SD). However, similar outcomes were observed for children receiving usual teaching. Differential effect of Cogmed versus usual teaching was evident for children with elevated hyperactivity and/or inattention, who were less likely to show improved visuospatial working memory, but not for other subgroups studied. Children with elevated hyperactivity and/or inattention were less likely to show clinically meaningful improvement after Cogmed; however, differential effects were not evident for children with low IQ and elevated emotional and behavioral symptoms, special health care needs, or by sex. More research is needed to determine if training can improve working memory and, if so, for whom.

EVALUATION OF 2018 LIFE SCIENCES CURRICULUM CONTENT

Primary school education is the first level of basic education in the Turkish Education System. The basic education is the stage where children start to develop both personally and academically. In the primary school period, in addition to literacy education in Turkish, children receive education related to other basic skills through such courses as mathematics, sciences and life sciences. sciences course is regarded as the pivotal lesson, which has been in the heart of all the other lessons from past to present. sciences curriculum underwent changes, starting from the first years of the republic, in the years of 1926, 1936, 1948, 1968 and 1998, 2004, 2009, 2015, 2017 and 2018. Considering the 2018 life sciences curriculum structure, which was revised last, it is observed that this curriculum is composed of general objectives, values, basic life skills, concepts, units and attainments. In 2018 life sciences curriculum, the themes were replaced by the units. Based on the unit-based approach of the life sciences curriculum, six units having the same titles namely Life at Our School, Life at Our Home, Healthy Life, Safe Life, Life in Our Country and Life in Nature were determined for three grade levels. In this study, the opinions of classroom teachers regarding the 2018 life sciences curriculum content were revealed. The sample of the study consisted of 323 classroom teachers, teaching the 1st, 2nd and 3rd grades, chosen from the classroom teachers working in Pamukkale and Merkezefendi districts of Denizli province through simple random sampling method. The data in the study were collected via the Evaluation of life sciences curriculum according to teachers' views developed by Turkyilmaz (2011). The Cronbach Alpha value of the original scale was 0.895, and it was found to be 0.978 in this study. The classroom teachers presented their opinion by stating “I agree” about the appropriateness of the content in 2018 life sciences curriculum. The classroom teachers believed that the topic of willingness to do research is not sufficiently covered in 2018 life sciences curriculum. There is no significant difference in the opinions of the classroom teachers about the 2018 life sciences curriculum content according to gender, professional seniority, education level and the grade taught. Article visualizations:

We Are All Learning about Climate Change: Teaching with Picture Books to Engage Teachers and Students

The topic of climate change and climate justice is politically charged, doesn’t sit neatly within a single subject or content area, and raises concerns of not being ‘age appropriate’ for young children. In this paper we describe how teacher educators in an elementary education program support a student teacher who took up the topic of climate change and climate justice in her 1st grade teaching placement. She designed a unit around a picture book that focuses on the words and work of Greta Thunberg, and used a diverse set of texts to support students’ understanding of the complexity of climate change, it’s impact on our planet and our lives.

On Formative Evaluation System of College English Grading Teaching

To meet the requirements of college English teaching under the new situation and enhance the ability of college students to learn the English independently, modern information technology means is used to have a try and an experiment. English grading teaching is taken as the starting point, due to construct a mixed formative evaluation system, and provide a reference for improving the effects of college English teaching.

An Electronic Educational Resource as an Instrument of Future Primary School Teacher’s General Cultural and Professional Competencies Development as a part of Preparation for World Skills Competition

The article deals with the model of the electronic educational resource, which can be used to form general cultural and professional competencies of university students in preparation for the World Skills competition in the “Teaching in elementary grades” competency. Using scientific literature on the research topic, the authors conclude that a multimedia interactive resource created on the Moodle online platform can be such an electronic educational resource. The structure of the electronic educational resource consists of a theoretical part, an intermediate test, a practical part and a final test. The theoretical part includes documents of the World Skills competition, education regulatory documents, and modules that correspond to the competitive tasks of the “Teaching in elementary grades” competency. The practical part includes video recordings of students performing competitive tasks of different years, tasks relating to the modules of the theoretical block of the electronic educational resource, and self-assessment sheets. The developed model of the electronic educational resource can be used to create copyright electronic resources that allow to improve the general cultural and general professional competencies of future primary school teachers.

Особливості професійної підготовки вчителів інтегрованого навчання у вчительських колегіумах Польщі

The article, based on a systematic analysis of the legal framework on pedagogical education and the practice of training teacher candidates (pre-service teachers) for the implementation of integrated education in grades 1–3 of primary school in Poland, highlights the role and place of teacher preparation collegiums in preparing educators to solve this socio-pedagogical problem between the 90-th of the 20th and early 21st century. The purpose and tasks of training teacher candidates for integrated teaching in full-time vocational education institutions have been analyzed in accordance with the social requirements and challenges of the modern labor market. The expediency of teacher training in two specialties simultaneously has been revealed - the combination of the specialty of an integrated teacher with the specialties of a preschool teacher, a music teacher, foreign language teacher, and a speech therapist. It has been found out that this approach expands employability and increases the effectiveness of professional and pedagogical activities. The importance of psychological and pedagogical disciplines and field-based teaching practice for the formation of a teacher candidate’s mastery in integrated teaching in grades 1–3 has been substantiated. It has been proved that teacher preparation collegiums have developed original concepts of education that are significantly different from the theoretical and philosophical model of university education, meet the requirements of the labor market and provide their graduates with prospects in professional and pedagogical activities in the field of integrated primary education.

Contribution of using mobile application on botanical fieldwork in primary school

ABSTRACT The aim of the research is to examine the contribution of mobile application using in botanical fieldwork to the quality and durability of knowledge of the subject Nature and society compared to multimedia teaching in the fourth grade of primary school. The study involved 120 students, divided into two groups: control group, which taught on the principles of multimedia teaching with the help of digital herbarium and experimental group, which taught through botanical fieldwork, with the help of the mobile application PlantNet Plant Identification. A digital herbarium was placed on student’s computer at school (in the computer classroom) and at home, and a mobile application on every student’s mobile phone. Students studied and identified 30 plants, 13 forest and 17 cultivated plants. After the identification of the plants, the quality of students’ knowledge was examined by a post-test, while the durability of knowledge was examined by a re-test. The results of the research showed that using of the mobile application in botanical fieldwork contributed to the higher quality and durability of students’ knowledge compared to multimedia teaching at cognitive levels: analysis, evaluation and synthesis.

What is the Level of Asthma Knowledge in Middle Tennessee School Teachers? What is the Effect of Demographic Factors on Teacher Asthma Knowledge?

Background: Asthma represents a potential threat to students when the school nurse or trained personnel are not available. When teachers need to assist asthmatic students, they need to have a sufficient level of knowledge to be effective until medical help arrives. This study used a sample of convenience to examine the level of teacher asthma knowledge for educators in Middle Tennessee and the effects of four demographic factors on their understanding of asthma using a sample of convenience. Methods: Teachers completed a 13-question online survey (n= 218) which evaluated their knowledge of asthma and the effects of demographic factors such as gender, school level taught, teachers’ own asthma status, and educational attainment on knowledge of asthma. Results: Teachers scored positively on the overall assessment of asthma knowledge with a mean score of correctness was 78% (Likert 3.90). This is above the asthma knowledge efficacy threshold set at 70% (Likert 3.50) by an expert panel. In the demographic analysis, only teachers with a history of asthma had demonstrated a higher level of asthma knowledge (M= 4.09) as compared to teachers without asthma (M= 3.87). Other demographic factors such as gender, educational attainment, or school grade taught had no effect on asthma knowledge. Conclusions: Teachers and educators held a level of asthma knowledge which was above the knowledge level threshold (Likert > 3.5). Teachers with a history of asthma held a higher overall knowledge of asthma than non-asthmatic teachers. No other demographic factors yielded a statistically significant effect. It is recommended public school systems regularly evaluate teacher asthma knowledge to ensure teachers are well prepared to assist students in an asthma emergency.

MENINGKATKAN HASIL BELAJAR SOAL CERITA MELALUI PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA SISWA KELAS 5 SEKOLAH DASAR NEGERI 018 GERBANG SARI

This study aims to improve the learning outcomes of storytelling through a contextual teaching and learning (CTL) approach in grade 5 students of state elementary schools 018 gateway sari kecaptung hilir district. Kampar. The concept of learning that emphasizes the relationship between learning material with the real world of student life. So students are able to connect and apply learning outcomes competencies in everyday life. This research is a classroom action research using observation, library study and cycle performance assessment. The results showed the Contextual Teaching and Learning (CTL) approach can improve student learning outcomes in Mathematics subjects. This can be seen in the results of the study which showed that in cycle I students completed 16 people 80% while students who did not complete 4 people 18%. Likewise, this approach can increase students' enthusiasm in learning so that the classroom atmosphere when the teaching and learning process becomes more lively and the implementation of learning story questions through the CTL approach consists of 7 steps of the CTL approach and combined with the steps to solve the story problems. Learning using the CTL approach can be divided into three stages: the initial stage, the core stage, and the final stage. In the initial stage the activities of activating students' initial knowledge are carried out, conveying learning objectives, and apperception. At the core stage CTL steps are carried out namely constructivism, inquiry, asking questions, learning communities, modeling, reflection, and actual assessment. In the final stages of activity students are directed to conclude learning and provide a final test. In conclusion students are motivated to learn, because students will be active in learning, foster a sense of cooperation in groups, learning outcomes can be measured in various ways, and make learning more fun and meaningful for students

Character Education through Local Content Curriculum of Budaya Alam Minangkabau

The study aims to determine whether Budaya Alam Minangkabau subject is able to shape the character of students in accordance with Minangkabau cultural values. The selection of learning strategies, the availability of teaching materials, and learning media determines the success of students' character planting. A Mixed Method was carried out where the population of this study was elementary school teachers in Padang. Budaya Alam Minangkabau is taught in grades 4, 5, and 6. The numbers of elementary school teachers are 939. For quantitative data, a sample of 100 teachers was determined, while for qualitative data the headmaster and school supervisor were assigned. Based on the results of research that has been done, the subjects of the Budaya Alam Minangkabau play a role in the formation of character, namely the planting of cultural values, ethics, morals and local wisdom. Thus, students have a high sensitivity to the cultural values of the region in order to remain sustainable and not uprooted from its own cultural roots. The formation of character in students is a value education, character education, and formal education, character education that aims to develop the ability of all school members to provide good and bad decisions, exemplary, maintain what is good and realize goodness in everyday life to the fullest heart. Through Budaya Alam Minangkabau subjects, students are expected to be able to recognize and become familiar with their own natural, social and cultural environment. Students have the stock, abilities and skills as well as knowledge about the area that is useful for themselves and the community in general, and develop noble values of local culture in order to support national development.

Student Knowledge Gain Following the Second Step Child Protection Unit: the Influence of Treatment Integrity.

Treatment integrity is an important yet understudied component of school-based prevention programming, particularly for sensitive topics such as child sexual abuse prevention (CSA). This study examined student- and teacher-level characteristics, including components of treatment integrity, that contributed to greater knowledge gain among students participating in the Second Step Child Protection Unit (CPU). The study was conducted with 1132 students and 57 teachers from four elementary schools enrolled in a randomized controlled trial of the CPU. Students were administered assessments at pre-test, post-test, 6-month follow-up, and 12-month follow-up. Teachers were observed and rated on Content Integrity (CI; adherence to content), Process Integrity (PI; teacher enthusiasm, encouragement, behavior management), and Dose Received (DR; student behavior and interest) when delivering the lessons. Hierarchical linear growth modeling indicated that students who received the CPU made gains in the knowledge of CSA concepts and skills over a 12-month follow-up period. Girls had significantly greater CSA knowledge than boys immediately after the intervention, with gender remaining significant even when accounting for level-3 variables. Older children had better knowledge scores at post-test, but growth over time results revealed that younger students made greater gains. For students in 2nd through 4th grade, CI was more important for post-test outcomes, while for all students, CI and grade taught were important to post-test scores. Teachers of lower grades had students with a faster growth rate on correct responses to vignettes. Implications for CSA prevention programming and future research are discussed.

A Comparison of 4Cs’ Praxis in Two Recommended English Textbooks For senior high school in Indonesia

This study aims to know the 4Cs skills, as a mandatory principal of curriculum 2013, in two English Textbooks which used as references in teaching and learning process for eleventh grade. The two English Textbooks studied are “Bahasa Inggris” and “Contextual English”. This research used content analysis as a method, to get the data the researcher use document analysis. After analyzing, the data were interpreted, compared and reported. The research finding shows that 4Cs skills from both English Textbooks are included on its package of activities; 1) pre activities, 2) content of the materials, and 3) worksheets. The critical thinking aspects are mostly found on its pre-activity and contents, while communicative and collaborative aspects sometimes emerge on both. The worksheet requires creativity of the students as well as communicative and collaborative aspects on it. It was also found that among two English Textbooks studied, the 4Cs aspects on “Contextual English Textbooks” are shown up more frequent than “Bahasa Inggris” text book.

STRATEGIES USED IN TEACHING MATHEMATICS: AN IMPLICATION OF GRADE THREE PUPILS’ ACQUISITION OF EARLY MATHEMATICS COMPETENCIES

Mathematics has been recognized globally as one of the important subjects as it is applicable in our everyday activities. It has been argued that mathematics is very important in life as it can be personally satisfying and empowering. Accordingly, it has been noted that the basics of life today are majorly mathematical and technological, hence when learners acquire the competency and adequacy, they significantly enhance their opportunities and options for shaping their future. It is therefore prudent that children attain mathematics competencies in their early years of education. Studies have shown that acquisition and retention of mathematics concepts and skills among children is low at various levels of their competencies. This necessitated a study which was conducted in Kipkelion sub-county in Kericho County with a target population of 4,140 spread in 81 public and 23 private primary schools. The purpose of the study was to find out the relationship between teachers’ use of teaching strategies to enhance teaching of mathematics and grade three pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vgyotsky. The study adopted a correlation research design and mixed research method approach. Stratified random and simple random sampling techniques were used to select the sample for the study. Data was collected using questionnaires, observation schedules and pupils’ mathematics competency checklists. The data was analyzed quantitatively and qualitatively using tables and texts. Results revealed that there was a significant relationship between use of teaching strategies and pupils’ acquisition of early mathematics competencies. Article visualizations:

The effect of teaching of the 7th grade ‘the cell and divisions’ unit through REACT strategy on learning

The aim of this study is to examine the effect of teaching of the 7 th grade ‘The Cell and Divisions’ unit through REACT strategy on learning. A quasi-experimental method was employed in the study. The sample of the study consists of a total of 60 students in the 7th grade of a randomly determined secondary school located in the center of Trabzon Vakfikebir during the academic year 2018-2019. The data were collected through ‘Cell and Divisions Achievement Test’ developed by researchers. The data were analyzed through descriptive statistics (mean values, standard deviation), dependent and independent-samples t-tests and gain score formula developed by Hake (1998). The findings showed that there were statistically differences between the students’ pretest, posttest and retention test scores in favor of experimental group. Finally, the suggestions for future studies were made.