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K-12 online learning can be advantageous in a variety of circumstances, including inclement weather days and emergency remote teaching. With the lessons learned from the COVID-19 pandemic, many K-12 districts may consider ways to incorporate online learning into their regular school plans after they resume face-to-face instruction. However, the most challenges to online learning seemed to take place at the elementary level. This brings up an important question: What should elementary online teaching and learning look like? We examined six award-winning K-6 teachers' perspectives on and experiences with online instruction and practices for elementary students. The teachers suggested that online instruction to support elementary students' learning should be (a) organized, (b) engaging, and (c) interactive. Teachers also suggested that developmentally appropriate use of technology and parental involvement may foster elementary students' online learning experiences.

Makerspaces are constructivist hands on learning spaces that facilitate creative design and hands-on learning. Makerspaces usually have an element of curriculum or educational direction to encourage development of relevant technical and personal skills. Such spaces are offered around the world, but there is high variability in name, definition, aim and activities. This systematic review synthesizes research on Australian Makerspaces within Australian education systems (primary schooling, secondary schooling, home/distance schooling, tertiary education), to understand the definitions used, the activities facilitated, the aims of the Makerspaces, and the empirical outcomes resulting from the use of Makerspaces. This systematic review thereby provides clarification on the various types of Makerspaces and associated potential benefits for students. Research Questions  How are Makerspaces defined within Australian Education contexts? o What are ‘Makerspaces’? o Where are Makerspaces located? o What ages or education levels are Makerspaces aimed at?  What activities are offered by Makerspaces within Australian Education contexts? o What learning areas do Makerspaces encompass? o What activities are included? o How are activities facilitated? (e.g., workshop or individual)  What are the aims of Makerspaces? o What are the desired outcomes or skills to be developed? o How are aims measured in the research?  What are the empirical outcomes of Makerspaces? o What are the benefits of Makerspaces? o Are there any limitations to Makerspaces? Study Type Systematic Literature Review Study Design This systematic review will utilise the PRISMA framework (Moher et al., 2009) to consider peer-reviewed Australian Makerspace research. Specifically, the review will seek to understand the definitions of “Makerspace”, the activities offered and aims of the Makerspace setting, and the key empirical outcomes of Makerspace engagements. As there is no primary data being collected directly from humans, this study does not require Human Research Ethics application or approval. Systematic Search In June 2023, systematic searches will be conducted in databases known to commonly include journals relevant to education and makerspace activities: ProQuest (Education Collection); PsycINFO (APA); Web of Science; EBSCO (Academic Search Unlimited); EBSCO (Education Source); EBSCO (ERIC). Search terms will include makerspace* OR “maker space” OR “fab lab” OR fablab* AND Australia*. The source type will be limited to peer-reviewed scholarly and academic journals, and full-text availability with English language. No publication date limiters will be applied. The full search strategy will be uploaded to OSF in due course. The search will be conducted by MG, the full search strategy will be uploaded to OSF in due course, and the PRISMA chart will be published in the resulting systematic review manuscript. Inclusion Criteria As per best practice for systematic reviews (Moher et al., 2009), multiple reviewers (MG, KW, EF & KLA) will independently screen the resultant papers in two phases, via the Covidence systematic review platform. The first phase will be based on article title and abstract and required the paper to be 1) an original research paper with a focus on 2) makerspaces within Australian education contexts (primary, secondary, home and university education). Papers that are considered to meet inclusion criteria by at least three of the four reviewers will be eligible for the subsequent phase of screening (majority rule). The second phase of screening will be based on the full text and again consist of all four reviewers independently reviewing the full text using the same eligibility criteria as phase one. Again, papers will be deemed eligible based on agreement of at least three of the four reviewers (majority rules). Any disagreement or conflict in eligibility screening will be discussed between the four reviews and decided by a fifth reviewer (MV) where required. Data Extraction and Synthesis The citation of each article, the definition of makerspace (including any alternate names, locations of makerspaces [school/university], age or education levels), offered activities (including learning areas and method of activities [workshops/individual]), the aims of the makerspace (skill or personal development aims), and the associated key outcomes and limitations of the makerspace and research will be extracted for analysis and synthesis. All found results will be reported via published manuscript in due course.

In this paper, we address the societally important issue of developing a more equitable approach to preK-12 engineering education. Our primary emphasis is on K-8 grades—a time when first impressions of engineering may be developed. Calls for increased participation by all students, including those who have been historically marginalized, motivate the need for theoretically grounded ways of developing and assessing educational programs. This paper draws from sociocultural learning theory and applies four theoretical and empirical analyses to derive design principles for equity that can inform curriculum, instruction, and assessment of preK-12 engineering education programs. We present a model for equity-oriented preK-12 engineering learning and delineate its dimensions and principles, which include socially engaged engineering, authentic engineering practices, asset-oriented pedagogies, and student engineering identity. We illustrate each with examples and discuss ways of implementing equity-oriented engineering curricula.

Prevention of social, emotional, and behavioral problems of children has always been an critical topic among education professionals (Blankson et al., 2013). Behavioral and emotional problems occur in 14% of children and adolescents aged 4 to 17 years old (Sawyer et al., 2000). Early behavioral and emotional problems are correlated with later psychopathology in adolescents, such as Attention Deficit Hyperactivity Disorder (ADHD), anxiety, and depression (Favre et al., 2008; Park & Shin, 2010; Wåhlstedt, Thorell, & Bohlin, 2008), especially in children who lived in deprived areas (Bøe, Øverland, Lundervold, & Hysing, 2012; Holtz, Fox, & Meurer, 2015; Van Oort, Van Der Ende, Wadsworth, Verhulst, & Achenbach, 2011). Specifically, impaired executive function has been shown to be an effective predictor of later problems in attention, emotional regulation, and social competence (Wåhlstedt et al., 2008). Psychologists utilize different laboratory tasks, such as performance-based tasks, to detect attentional problems in children in advanced to prevent future problems. Also, parents’ rating scales have become increasingly popularly in assessing child’s behavioural, social, and emotional problems (Edelbrock & Bohnert, 2000; Glascoe, 2003; Glascoe & Dworkin, 1995; Merrell, 2001). The goal of the present study is to investigate the relations between attentional problem and executive function in late primary school children in deprived areas of the USA. The present study use multiple regression and ANCOVA to examine the changes on child’s attention and inhibition measured by performance-based tasks at different timepoints, and whether these results are consistent with parents’ report of child’s attentional problems. This paper will also take other factors into account when looking at the changes in attention over time, such as age, gender, and school. To do this, this study uses a pre-existing database from a study that was led by the University of Cambridge Faculty of Education. The data is from a project that investigated the malleability of executive functions in urban school districts in the United States. The goal of this paper is to understand the changes in children’s attention across groups and time, and the relationship between performance-based tasks and parents’ rating scales that are being used to measure children’s attention. The present study will use multiple regression and ANCOVA to examine the changes on child’s attention measured by performance-based tasks at different timepoints, and whether these results are consistent with parents’ report of child’s attentional problems. This project will also take other factors into account when looking at the changes in attention over time, such as age, gender, and school. The data is from a project that investigated the malleability of executive functions in urban school districts in the United States. The study’s PI/Co-PIs are – Drs. Michelle Ellefson, Zewelanji Serpell, and Teresa Parr. Even though other researchers in this project have looked at the relationship between executive function and teachers’ ratings of child’s behaviours, the relationship between executive function and parents’ ratings of child’s behaviours remains unclear. Also, I will be looking at specific subscales of the BASC, which are hyperactivity and attention problems, and explore the links between executive functions and child’s behavioural problems. I will also be examining how child’s performance on the sustained attention task changes over time, which other researchers in this project have not done it.

Access to a good education is essential for children around the world. A successful early education allows children to gain both the knowledge and skills that they will need to contribute to society later in life. However, a good education is something that is not always readily available for every child. The two projects found in this portfolio build off of the idea that every child needs to be able to receive a quality education. The Capstone project focuses on the construction of a suspended footbridge that will impact two underserviced communities. While the suspended footbridge will allow community members to safely access markets, cities, churches, and health care, one of the bridges main uses will be allowing school age children to safely travel to both primary and secondary school. Then, the STS research paper focuses on the quality of education that elementary students received in the United States during the Covid-19 global pandemic. The paper focuses on how the United States reliance on computer learning resulted in elementary students not being exposed to the same level of education as previous years. The outcome of both projects helps ensure that a quality education is received by the students impacted. Once constructed the suspended footbridge will allow children to safely travel to their schools, while the research paper helps determine the problems with online education so that they can be avoided in the future. Engineers in Action (EIA), a non-profit organization whose goal is to help underprivileged communities around the world, tasked the University of Virginia’s capstone team with designing a suspended footbridge for the communities of Zombodze and Boyane in Eswatini. These two communities rely on being able to cross the Mtilane River, a river that runs between the two communities. Extended periods of annual flooding during the rainy seasons result in the river becoming incredibly dangerous for the community members to cross. A suspended cable footbridge, when constructed, will provide safe passage over the Mtilane River. The team was instructed to develop a comprehensive report on the scope of designing and constructing a suspended footbridge for the assigned site. The full comprehensive report consists of site data, necessary background information, design summaries, a construction plan, a safety plan, a bill of materials, a list of responsibilities, and a standalone drawing set for bridge construction. The Spring of 2020 brought about an unprecedented time for the United States educational system. As the Covid-19 pandemic swept across the nation, schools were forced to shut down in order to ensure that students and teachers remained safe. To make sure that children continued to receive their education “93% of households with school-age children” began to use some type of distance learning (McElrath, 2020). However, the shift to online school presented many challenges that appear to have diminished the effectiveness of online education of elementary age students. Once it was deemed safe enough to resume in-person education, schools were quick to reopen their doors and revert back to the way school was taught before the pandemic. The STS research paper answers the question: how was the United States reliance on computers during the Covid-19 global pandemic a failure for elementary education rather than a success story. The paradigm shift theory is used to analyze what failures in online school caused the Kuhn cycle to not be completed resulting in the return to in-person education. In looking at the failings in elementary education during the Covid-19 pandemic, that were a result of the United States reliance on computers to continue students’ learning experience, the United States education system can learn how to better transition to a new type of learning if another crisis would arise in the future. The lack of control and preparation for the switch to online education at the beginning of the pandemic, now recognized, can hopefully be avoided if the United States would ever have to resort to computer learning again. While the two projects within this portfolio are interrelated, due to their main goal of ensuring that children receive the quality of education that they deserve to be successful in life, the work that went into both projects could not be more different. The Capstone project allowed the team to participate in a real-world job. Working with the EIA allowed the team to experience how a true engineering firm would handle an assigned project. The team experienced the positives that came with relying on a team and the pitfalls that can present themselves during the varying stages of the project. While the Capstone project solely focused on the technical and team building skills, the STS research paper allowed for a focus on developing research skills, a skill that is often not taught in many engineering classes. Together, the two projects helped develop research skills, technical skills, and team building skills. Skills that when combined allowed for a true experience in what a career within engineering can be like.

Acknowledgments: EducaTech XXI Research Group Education and Technology for the 21st Century (SEJ-666) and the Department of Didactics and School Organisation of the University of Granada., In the last two decades, technological advances have been spectacular, and their transcendence has touched all areas of society. Specifically, in the field of education, these advances have allowed projects and approaches such as computational thinking to be taken up more strongly through interdisciplinary visions such as the STEM subjects and technological devices such as Arduino. The main objective of this article is to analyse the uses of Arduino and the achievements it has attained at primary-education level. To this end, a systematic review was carried out in the SCOPUS andWeb of Science databases. The methodology used was the PRISMA statement and the SALSA framework. In accordance with the exclusion criteria applied, nine scientific papers from the last seven years were obtained. The qualitative software ATLAS.ti was used to extract the results. These papers reveal that the most commonly used methodology for incorporating the Arduino board into teaching is problem based learning (PBL) in the context of STEM subjects. In addition, programming environments, such as Scratch, and other electronic components have been used, which have enabled the development of computational thinking and the acquisition of technological knowledge, among other achievements., Unit for Quality, Teaching Innovation and Prospective of the University of Granada within the FabLab in Education Project with code PIBD20-85

In order to be successful in school and civic life, students must develop deep, conceptual knowledge about the natural and social world. Informational reading and inquiry-oriented social studies instruction are two important sites for this learning in the elementary classroom. The purpose of this three-paper dissertation was to understand how first-year teachers plan for and enact informational reading instruction and how pre-service teachers plan for and take up learning about inquiry-oriented social studies. Data in Paper 1 and 2 come from a four-year, longitudinal, mixed-methods study examining factors associated with novice elementary teachers’ enactment of ambitious instruction in both mathematics and English Language Arts. Findings from Paper 1 suggest that informational text instruction, which has long been underemphasized in elementary classrooms, might now occur more frequently among early-career teachers. Qualitative analysis of informational lesson segments revealed a range of practices in text-based instruction, strategy instruction, and representations of content, with the highest-quality instruction showing a combination of all three. Narrowing in on the highest-scoring lessons, Paper 2 is grounded in an activity theory framework to examine the role of teacher characteristics, school context, and curriculum use in the enactment of ambitious reading instruction. Through case studies of three teachers using the same curriculum in different contexts, findings highlight processes of adhering, adapting, and creating based on designated curricula and explore the extent to which observed ambitious instruction might be categorized as culturally relevant. Paper 3 focuses on pre-service teacher (PST) planning for and use of the inquiry design model (IDM) in elementary social studies instruction. The data analyzed in Paper 3 come from submitted assignments, surveys, and group interviews with 29 PSTs in an elementary social studies methods course. Findings highlight successes and challenges of a scaffolded IDM planning assignment and mixed evidence of teachers using what they learned in placement classrooms. Successes include evidence of teacher learning about both social studies content and pedagogy, specifically the value of compelling questions to frame instruction. Challenges include planning for hypothetical students and difficulties resulting from an “approximation of practice” during coursework that did not align with the realities of planning in placement classrooms. In terms of uptake, PSTs were more likely to use aspects of what they learned in the course if their placement school was also promoting IDM for social studies instruction. Thematic coding led to assertions that elementary teachers face conceptual, pedagogical, cultural, and political dilemmas in their use of inquiry-oriented practices. Collectively, these papers deepen our understanding of the conceptual and pedagogical tools that novices use to plan for instruction and suggest ways that teacher educators and other stakeholders might better prepare new teachers for the challenges of the elementary classroom.

Purpose As educators across the globe are tasked with taking teaching online, this paper shares a culture-centered approach to transitioning to education at a distance. Specifically, in this essay, a focus is placed on how one school preserved their collaborative culture among administrators, teachers and staff. The purpose of this paper is to provide guidance to school leadership during this public health crisis. Design/methodology/approach To ensure trustworthiness in this naturalistic inquiry, a triangulation was made of contributing authors’ perspectives to present theory-informed insights. Findings This school’s transition to online education was guided by a shared goal to not only move content online but also a rich participatory culture among staff. Critical forms of participation and community practices are presented that were pivotal in supporting teachers through the transition. Insights equip school leaders and administrators potentially remaining online, at least in part, through the next school year. Practical implications Schools undergoing the shift to teaching online should attend to cultural shifts and create conditions in which staff members can collaborate at higher levels. Originality/value New administrator-level insights are contributed regarding the organizational shift to teaching elementary school online, a minimally researched topic.

In the educational system, students who receive higher support from parents have a positive trend of performing better in school. This paper will focus on the quality and level of parental involvement in Chinese immigrant families, and the factors and challenges that exist. It will examine how language, culture, and parental educational will impact the amount that parents are involved in their children’s education, and how there may be both external and internal factors that affect this. Overall, the study finds that language barriers, communication resources, cultural upbringing and beliefs, and particular school characteristics will have a big impact on parental involvement. Specifically, factors like a school’s respect for minority culture or an education system’s availability of resources in other languages will present a welcoming environment or barriers to allow parents to participate in their children’s education. To prove these points, this research uses literature reviews from a variety of sources in order to support the observations and will finally discuss strategies that can be taken to increase parental involvement and help improve immigrant children’s learning by adding ways parents can be involved.

A pesquisa de Mestrado (em andamento) da qual seorigina este texto está preocupada em discutir o currículo vivenciado pelas crianças brasileiras no Ensino Fundamental, em um contexto no qual a escola acolhe, pelo menos, cinco anos de sua infância. Neste artigo, trabalhamos com dados advindos da análise de fotografias tiradas por duas crianças que cursam o 1º ano, bem como do que elas contam sobre a escola que frequentam. Cotejando documentos curriculares e elementos oriundos de pesquisa bibliográfica mais ampla sobre as definições legais sobre esse nível de ensino, e seu impacto no trabalho da escola, explicitam-se algumas pistas sobre o lugar da infância na vida escolar. The Master’s Project (in progress), from which this paper results, seeks to discuss the curriculum experienced by Brazilian children in Elementary School, where they spend at least five years of their childhood. In this paper, we work with data obtained from the analysis of photographs taken by two first graders, as well as what they have to say about the school they attend to. Comparing curriculum documents and elements coming from a wider bibliographic research on the legal definitions of Elementary Education, and its impact on the school’s work, some evidence about the role played by childhood in school life is revealed.

Student-teacher relationships are an important part of schooling. They not only affect students' academic achievements but also affect students' behaviors and attitudes. The history, culture, and society are different in China and America. These differences sometimes lead to different relationships between teachers and students in China and America. This paper focuses on exploring the differences and similarities between the student-teacher relationship in China and America and analyzes some of the key factors that influence these differences. I also discuss the advantages and disadvantages of the relationship between teachers and students in China and America, and it proposes that the two countries can learn from each other to establish a more close and healthy student-teacher relationship and promote the positive development of the relationship between teachers and students.

Kształtowanie światopoglądu, postaw społecznych, uznawanie norm i praw ma swoje korzenie we wczesnym dzieciństwie. Zasadniczą rolę odgrywa w tym procesie szkolna edukacja, szczególnie jej pierwsze lata, kiedy nauczyciel i instytucja szkoły w oczach dziecka stanowią najwyższy autorytet i niepodważalne źródło wiedzy o świecie. Artykuł analizuje treści kształcenia w wybranych podręcznikach szkolnych dla klas I-III oraz w podstawie programowej Ministerstwa Edukacji Narodowej w aspekcie obecności w nich zagadnień związanych z prawami człowieka, dziecka i ucznia. Metodą badawczą jest analiza dokumentów i treści szkolnych podręczników oraz pilotażowe ankiety i wywiady z nauczycielami i rodzicami uczniów. Wyniki badań wykazują obecność zagadnień związanych z prawami człowieka i dziecka w dokumentach MEN i podręcznikach. Ujawniają też nieumiejętną ich realizację, która nie uwzględnia prawnego aspektu przekazywanych treści oraz znaczące braki kompetencji nauczycieli w omawianym zakresie. Early childhood is a time when formation of the worldview, social attitudes, recognition of norms and rights is particularly intensive. The main role in this process is played by school education, especially in its first years. This is the time when the teacher and the institution of the school are considered by the child as the highest authority and an indisputable source of knowledge about the world. This paper analyzes the content of education in selected school textbooks as applicable for classes I-III and in the core curriculum of the Ministry of National Education with special reference to the presence of human rights, child rights and student rights. The research method adopted in this paper is content analysis of documents and school textbooks as well as pilot surveys and interviews with teachers and parents of pupils. The research findings indicate the presence of issues related to human and child rights in the Ministry of Education documents and school textbooks. However, they also reveal their improper implementation, which does not take into account the legal aspect of the transmitted content and significant deficiencies of teachers' competences in the discussed area.

This paper presents evidence on the impact of technology-aided instruction on literacy using an AI-based multi-sensory technology platform across a large cross-section of government schools in India. The study focused on reading and comprehension in the English language. The intervention enhances the instructional effectiveness of the teachers and the learning ability of the children within the existing instructional environment without any new instructional design or pedagogy or content. Besides, the intervention is implemented by existing teachers and not outside volunteers. A total of 1 million children and 15,000 teachers across 5000 government schools in the states of Maharashtra, West Bengal, Punjab, Tamil Nadu, Telangana, Gujarat and Karnataka used the technology for the 2016-17 academic year. Using a randomized control-treatment assessment, the study finds a 20–40% overall gain in learning outcomes in the treatment sample. Gains within individual states and grades vary. Learning outcomes rose across the entire range of proficiency levels in a grade. Ongoing self-administered assessments report even higher impact in the 50–60% range. In addition, teachers also reported improving their skills as a result of using the technology, suggesting that the intervention can also alleviate teacher shortage and inadequate teacher training. The paper also reports briefly on the growing adoption of the program in several countries outside India. The results hold significant promise for disrupting the low and stagnating literacy levels across government schools in India and other similar environments.

Scholars are beginning to explore and understand the experiences of adolescent females in regards to weight-based bullying in their elementary school setting (Puhl, R. M., Luedicke, J., & Heuer, C. (2011). Weight‐based victimization toward overweight adolescents: observations and reactions of peers. Journal of School Health, 81(11), 696-703). The educational and social implications that weight-based bullying has amongst female adolescents can include: poor academic achievement coupled with a low degree of comfort when participating vocally in the classroom, the inability to initiate and maintain friendships, and an unwillingness to participate in extracurricular sports and activities. This should be cause for concern among the enthusiastic and focused teachers who are committed to giving young students, particularly females, the best possible education in life. A meta-analysis was used to guide the following three questions: (1) What are the different implications, both educational and social, that weight-based bullying has on male and female students, respectively? (2) What types of support do the participants seek from their teachers, administrators, and parents, to address this phenomenon? (3) How effective are school initiatives, such as bystander initiatives, in bettering the experiences of adolescent females who are experiencing weight-based bullying in an educational setting? Useful recommendations found throughout this Major Research Paper aim to provide support through in-school programming to students that are experiencing weight-based bullying.

Early childhood vocational research has been limited within the field of Education. Other forms of vocational research focuses on mature teens and young adults. This Major Research Paper focuses on the seminal literature of children to the age of twelve. Two participants from a University in Ontario were qualitatively interviewed. Both participants were females, from upper-class homes and European descent.

The research presented in this paper is motivated by the following action research question: How can digital storytelling in a junior elementary school classroom (Grade 5-6; ages 10-12) enhance engagement in writing as well as the motivation and ability to create higher quality writing? In particular, What happens as students move beyond the novelty or entertainment effect (i.e., their predictable initial excitement) of new technology to adoption in their everyday classroom literacy activities (i.e., reading and writing)? This paper summarizes a two-year study and focuses on the unpredicted findings embedded in the classroom teachers’ instructional approaches.

This portfolio is the result of the approaches to teaching I have learned through coursework, readings, class observations, and reflections during the Master of Second Language Teaching (MSLT) program. It contains my teaching philosophy, developed from my experiences in the elementary Dual Language Immersion (DLI) program and the Utah State University (USU) MSLT program, as well as examples of work produced in the MSLT program, both theoretical and practical. First, the professional environment piece provides context and background for reflections on my teaching experience and pedagogy. Second, the teaching philosophy statement (TPS) describes the main theoretical frameworks and approaches that inform my teaching. Third, are the reflections on class observations, and the fourth component is a paper on pragmatics and forms of address and politeness; here, an annotated lesson plan is included to illustrate how I have explored important topics in second language acquisition (SLA), such as pragmatics. I provide a brief overview of these select topics and offer broader implications for the application of this research in the classroom. Finally, I conclude by looking forward to the future and to my continuing efforts in professional development and improving my teaching, potentially in other contexts, for other ages and proficiency levels.

El objetivo de este trabajo es describir una propuesta de enseñanza que promueva el pensamiento algebraico a través de la expresión y justificación de ideas matemáticas al resolver tareas relacionadas con tres enfoques distintos del pensamiento algebraico. Diseñamos un experimento de enseñanza implementado durante la pandemia de la COVID-19 en Chile. Analizamos las discusiones orales y las producciones escritas de niños de cuarto de primaria (9-10 años). Los resultados muestran que los niños expresaron y justificaron ideas algebraicas cada vez más sofisticadas. Es decir, adoptaron paulatinamente un lenguaje matemático más preciso y abstracto. Concluimos que esta modalidad de trabajo, en la cual se destaca el carácter algebraico de la aritmética a través de diversas instancias de discusión, es un aporte para los docentes, al guiarlos en abordar los desafíos de enseñanza actuales. The aim of this paper is to describe a teaching proposal that promotes algebraic thinking through the expression and justification of mathematical ideas when solving tasks related to three different approaches to algebraic thinking. We designed a classroom teaching experiment implemented during the COVID pandemic in Chile. We analyze the oral discussions and the written productions of children in fourth grade (9-10 years old). The results show that the children expressed and justified increasingly sophisticated algebraic ideas. That is, they gradually adopted a more precise and abstract mathematical language. We conclude that this modality of work, in which the algebraic character of arithmetic is highlighted through various instances of discussion, is a contribution for teachers, by guiding them in addressing current teaching challenges.

Project-based assessment has been used to evaluate coding projects created by students for a long time. Nevertheless, there is a lack of rigorously tested project-based coding rubrics that are developmentally appropriate for early childhood. This study presented the development and testing of a coding rubric to evaluate children’s creations with the popular ScratchJr app for early childhood, as well as results from field testing of the rubric. This paper first presents the ScratchJr Project Rubric development phases, and then a field test on 228 ScratchJr projects from 1st and 2nd grade students (n = 87, aged 6–7 years old) across three time points. The results showed that the rubric demonstrates validity and reliability, and can measure changes in the project quality across time points. While the rubric was designed for researchers and teachers to evaluate ScratchJr projects, the design and conceptual framework is applicable to other programming languages for children that invite creative coding.

Contemporary culture is marked by digital technologies. These extends the potential for the use of language. Verbal, visual and sound elements converge on the computer screen and interrelate. With the arrival of computers in education, glimpse the possibility of doing something different, embrace change. Embrace also the challenge of providing, at school, digital inclusion and multiliteracies, indispensable for full social practice. This paper studies the Animated Chronicles Project, which has taken place in the public elementary school of Uberlândia - MG, since 2006, through a partnership between the City Hall and the SESC / MG. The purpose of this qualitative study was to understand the trajectory of the Animated Chronicles Project and its implications for the development of digital literacy of students who participated. In this project, students write chronicles and turn them into animations, animated chronicles, using a computer program. Art, literature and technology are worked in an interdisciplinary way. The results show that students have developed communication skills. They learned to retextualize chronicles in scripts, storyboards, drawings and animations, and had contact with intertextuality content. The activities involved verbal, visual and sound elements. The relationships and interactions between distinct elements, that they performed, and that are characteristic of digital literacy, contributed to the development of digital literacy of the students. A cultura contemporânea é marcada pelas tecnologias digitais. Ampliam-se as potencialidades do uso da linguagem. Elementos verbais, visuais e sonoros convergem para a tela do computador e se interrelacionam. Com a chegada da informática na educação, vislumbra-se a possibilidade de fazer algo diferente, mudar. Surge, também, o desafio de propiciar, na escola, a inclusão digital e os multiletramentos, indispensáveis para prática social plena. Este trabalho estuda o Projeto Crônicas Animadas, que se realiza nas escolas da rede pública de ensino fundamental de Uberlândia MG, desde 2006, por meio da parceria entre a Prefeitura Municipal e o SESC/MG. O objetivo desta pesquisa qualitativa foi compreender a trajetória do Projeto Crônicas Animadas e suas implicações para o desenvolvimento da cultura digital dos alunos que dele participaram. Nesse Projeto, os alunos escrevem crônicas e as transformam em animações, ou crônicas animadas, usando um programa de computador. Arte, literatura e tecnologia são trabalhadas de forma interdisciplinar. Os resultados apontam que os alunos desenvolveram competências comunicativas. Aprenderam a retextualizar as crônicas em roteiros, storyboards, desenhos e animações, e tiveram contato com a intertextualidade de conteúdo. As atividades envolveram elementos verbais, visuais e sonoros. As relações e interações entre elementos distintos, que realizaram, e que são característicos do letramento digital, contribuíram para o desenvolvimento da cultura digital dos alunos. Mestre em Educação

In the Czech Republic each elementary or secondary school decides which textbook will be used for a given class and a given subject of education. As a supply of textbooks is wide, a selection of the most suitable textbook by a teacher is a typical case of multi-criteria decision making situation where an evaluation of different textbooks on selected criteria is rather ordinal in nature than cardinal: it is not possible to assign textbooks some numerical value with regard to criteria such as content, comprehensibility, adequacy to children’s age and knowledge, etc. (with the exception of textbook’s price), but textbooks can be ranked from the best to the worst by such criteria, and the best textbook can be found by a new and simple mathematical method developed for this purpose in this paper. The aim of the paper is to show how this multi-criteria decision making method with ordinal information can be used for the selection of the most appropriate textbook for elementary science education, because a right choice of a textbook plays an important role in children’s education. And we shall not forget that decisions made today influence the world tomorrow, and the World of Tomorrow is also a World of Our (well-educated) Children.

This text is part of a larger study developed as part of the Final Internship Report for obtaining the master’s degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences of the 2nd Cycle of Basic Education. The theme is Problem-Based Learning (PBL), characterized as an innovative teaching and learning methodology, which translates into the multiplicity of materials, resources and strategies. It seems relevant to us to find activities that focus on the student in order to captivate his attention, thus putting him in the learning focus, essential in the current educational context. In this paper we focus on the following questionproblem: "How does PBL influence the teaching and learning process of mathematics?", considering the following objectives: i) to investigate whether PBL is favorable to the teaching and learning process of mathematics; ii) to reflect on mathematics educational practices based on PBL. The study, qualitative and interpretative, analyzes two points of view: the students' view and perspectives on the educational practices experienced and the researcher/teacher's own selfreflection on their practices. The techniques used to collect data in investigation were participant observation and the survey trough questionnaire applied to twenty-six students from the 4th grade of the elementary school. The results allowed us to collect very complete opinions, regarding the way to motivate students to the current educational reality, making them future adults with critical thinking, autonomy, argumentative capacity, self-determination and proactivity. ABRP proved to be a teaching and learning methodology that provides dynamism and student motivation. The results of the researcher's diary analysis, and the results of the questionnaires, showed the students' interest in the teaching practices, a greater initiative in participating in activities, and a greater commitment to the work done. The students considered themselves more active and communicative, and valued the learning of the contents worked on. However, we also found constraints in PBL, from the teachers' point of view, namely time management and preparation of activities. We conclude that the researcher/teacher needs to make a prior and thorough study of the group with which he/she will work, about the content themes to be developed, to then design a feasible planning in the time available and the time needed. This work has been supported by FCT – Fundação para a Ciência e Tecnologia within the Project Scope: UIDB/05777/2020 info:eu-repo/semantics/publishedVersion

The multiplication algorithms taught to elementary students are made to help students find answers quickly, but why the algorithm works and how it relates to multiplication is not widely known. For example, one intuitive meaning of multiplication is that of iterated, or, repeated, addition. In this paper, we look at the ways a visual, block-based, programming activity uses the concept of iteration to help second-graders learn multiplication. The results of the study observing second-grade students use visual programming and iteration to setup and solve multiplication story problems. We found that generally students enjoyed these activities and found them helpful during the learning process.

In this paper, the author discusses her experience with the service-learning program Ayuda y Aprende while taking Spanish 301 at Purdue University. Ayuda y Aprende is a service-learning program through the Department of Spanish and Portuguese, in which advanced Spanish students work with Lafayette and West Lafayette elementary school children of Spanish-speaking families to help them adjust to the English language and American school culture, as well as improve their Spanish. During the weekly visits, university students work with children individually and in groups to assist them with school tasks such as classwork and homework. There was also time for the university students to get to know more about their students, such as their different cultural traditions and their experience so far learning multiple languages and adjusting to a different culture. Throughout the visits, the Purdue students expanded their own Spanish vocabulary by learning new words from the children, which is significantly useful in advanced Spanish courses where a wide knowledge of vocabulary is expected. This program also allowed Purdue students to obtain a real-world experience of how children feel when living in an area with a culture vastly different from those of their prior communities. The author had the ability to discuss future career goals with the children, while also encouraging and celebrating their ability to learn and speak multiple languages. Overall, this program is a wonderful opportunity to connect Purdue Spanish students with their local bilingual community and allow children of the local community to feel welcomed and supported in their educational environment and proud of their bilingualism and cultures.

As access to digital devices has grown, children in the United States are increasingly making use of digital devices at home. This paper reports two studies with data from two samples, one collected in 2017 and one in 2022, documenting how families of elementary-aged children make use of digital devices at home to support their children’s learning in reading, writing, mathematics, and science. Of particular interest was whether parents have reported an increased use of digital devices since COVID-19. Data were collected both times via an online questionnaire, in which parents described their child’s access to devices, amount of use, subject-specific use, and their own confidence and beliefs about device use. Most children made use of digital devices to support learning, but the extent of use varied by subject. Children’s reported use of digital devices and parents’ confidence assisting their children’s learning with such devices reportedly increased from pre- to post-COVID. These findings can inform the efforts of researchers exploring the use of digital devices as a tool in the home learning environment and educators working with families already making use of these devices at home.

This paper considers whether or not curriculum initiatives within England are in fact leading to qualitatively improved levels of thinking among children identified as lower achievers in arithmetic. Revisiting data from two earlier studies and introducing current data, the paper draws comparisons in the strategies that 8-year-old children use to solve a range of addition and subtraction combinations on numbers to 20. It considers the outcomes in the context of current theories of concept development and national requirements of expected levels of achievement for such children. The results suggest that these requirements and the way in which they are implemented may seriously impede these children's cognitive development in elementary arithmetic. (Author) Accession Number: ED476097; Level of Availability: Available online; Publication Type: Reports - Research; Publication Type: Speeches/Meeting Papers; Entry Date: 2003

The purpose of the research reported in this paper was the development of a learner-centered instructional model for the teaching of reading and writing skills. Specifically, the 14 APA (American Psychological Association) learner-centered principles were used as the conceptual framework for the development of the model. There are seven iterative instructional events that comprise the instructional model: (1) establish rapport with the learner; (2) engage in informal conversation; (3) make the transition from informal conversation to structured dialogue; (4) promote awareness of correct spelling and proper sentence structure; (5) facilitate the construction of symbolic knowledge; (6) promote reflection; and (7) encourage the learner to assume higher agency in his or her learning. The model was developed using qualitative methods of research. Fifty elementary school children participated in the study; Bubble Dialogue, a HyperCard application, was used by the children to write stories over a period of 7 months. The paper contains two figures illustrating Bubble Dialogue in use and a diagram of the instructional model. This study promotes a learner-centered paradigm of instruction, one that is fundamentally different from traditional practices, as it places the learner in the center of the learning process and emphasizes meeting individual learning needs at different rates. (Author/DLS) Accession Number: ED423820; Level of Availability: Available online; Publication Type: Reports - Research; Publication Type: Speeches/Meeting Papers; Entry Date: 1999

Resumen El objetivo de la investigación fue establecer la relación entre el uso de aprendizaje activo y el desarrollo de competencias del área de matemática en los estudiantes del tercer grado de primaria de la cultura awajún. El diseño de investigación fue preexperimental pretest/postest, enfoque mixto, aplicado y explicativo. La muestra estuvo compuesta por 22 estudiantes de tercer grado de primaria de la cultura awajún, distrito de El Cenepa, provincia Condorcanqui, departamento del Amazonas Perú, 2018. Las técnicas aplicadas fueron observación y prueba pedagógica. Los instrumentos corresponden a la prueba pedagógica y la ficha de observación. Los resultados del pretest indican que no hubo estudiantes que alcanzaran los niveles de logro y logro destacado en las capacidades matemáticas evaluadas. Los resultados postest indican que el 72 % de los estudiantes alcanzaron los niveles de logro y logro destacado posterior a la aplicación de la didáctica basada en el aprendizaje activo. Se concluye que el uso del aprendizaje activo influyó el desarrollo de competencias del área de matemática en los alumnos del tercer grado de primaria de la cultura awajún del distrito de El Cenepa, provincia Condorcanqui, departamento del Amazonas Perú, en 2018. Abstract The objective of this paper was to establish the relationship between using active learning and developing mathematical competencies in third grade Awajún students. The research design was mixed, applied and explanatory, pre-test/post-test. The sample was comprised of 22 third grade students from the Awajún culture in the El Cenepa district, province of Condorcanqui, department of Amazonas, Peru, in 2018. Techniques applied were observation and pedagogical tests, while instruments included a pedagogical test and an observation sheet. According to pretest results, no students reached the meet and master levels in the mathematical skills assessed. The post-test results indicated that 72% of the students reached the meet and master levels after the application of didactics based on active learning. It is concluded that the use of active learning influences the development of mathematics competencies in Awajún third grade students from the El Cenepa district, province of Condorcanqui, department of Amazonas, Peru, in 2018. Resumo O objetivo da pesquisa foi estabelecer a relação entre o uso da aprendizagem ativa e o desenvolvimento de habilidades na área de matemática nos estudantes do terceiro ano do ensino fundamental da cultura Awajún. O desenho da pesquisa foi pré-teste/pós-teste pré-experimental, de enfoque misto, aplicado e explicativo. A amostra foi composta de 22 estudantes do terceiro ano do ensino fundamental da cultura Awajún, distrito de El Cenepa, província de Condorcanqui, departamento de Amazonas, Peru, 2018. As técnicas aplicadas foram de observação e de teste pedagógico. Os instrumentos correspondem à prova pedagógica e à ficha de observação. Os resultados do pré-teste indicam que não houve estudantes que atingiram os níveis de desempenho e desempenho notável nas habilidades matemáticas avaliadas. Os resultados do pós-teste indicam que 72% dos estudantes atingiram os níveis de desempenho e desempenho notável após a aplicação da didática com base na aprendizagem ativa. Conclui-se que o uso da aprendizagem ativa influenciou o desenvolvimento de habilidades na área de matemática nos alunos do terceiro ano do ensino fundamental da cultura Awajún do distrito de El Cenepa, província de Condorcanqui, departamento de Amazonas, Peru, em 2018.

El artículo reporta un estudio realizado con un grupo de profesores de educación primaria pública en una zona conurbana de la ciudad de Monterrey, México, cuyo objetivo fundamental fue estudiar las concepciones de los profesores sobre la enseñanza de la resta y, en particular, el papel que asignan a la contextualización en este proceso. En términos generales la investigación surgió de la preocupación por estudiar la relación entre la formación de los profesores de educación primaria en el área de la educación matemática, y el aprendizaje y enseñanza escolar de ésta. Después de revisar trabajos muy diversos sobre la formación inicial y permanente del profesorado, se descubrió que la investigación educativa se ha interesado en estudiar el papel que juegan las creencias y concepciones de los profesores sobre las matemáticas, su aprendizaje y enseñanza en la gestión de la clase de matemáticas. This paper reports a research about a group of in-service teachers working in primary public schools in a poor urban zone in Monterrey city, Mexico. Its main aim was to study teachers' conceptions about the teaching of subtraction and, in particular, to know more about the role that they assign to context and contextualizing in the teaching process. Broadly speaking, the research arose from the interest to know more about the relationship between the training and education in mathematics of primary teachers and how the teaching and learning of mathematics actually takes place at school.

Se presenta un análisis de las actividades de aprendizaje incluidas en dos libros de texto de Ciencias Naturales de educación primaria, distribuidos en México por la Secretaría de Educación Pública. Se retomaron categorías y aspectos señalados en la literatura para valorar cualitativa y cuantitativamente los objetivos de enseñanza, los contenidos procedimentales y el potencial de promoción del aprendizaje. Los resultados indicaron que en ambos libros prevalecen los objetivos de obtención deconocimientos y aplicación de la teoría. En cuanto a los contenidos procedimentales, la tendencia fue promover la observación, la búsqueda de información y la comunicación, prioritariamente. Respecto al potencial de promoción de aprendizaje, solo la mitad de las actividades tienen un nivel aceptable, según la lógica de nuestro análisis. This paper presents an analysis of the learning activities included in two textbooks for primary sciences, distributed in Mexico by the Ministry of Education A qualitative and quantitative evaluation was made of the objectives of learning, procedural contents, and potential for promoting learning. The results indicated that the objectives of obtaining knowledge and applying theory prevail in both books, in terms of the procedural content; the tendency was to promote observation, search of information and communication mainly. Regarding the learning promotion potential, only one-half of the activities had an acceptable level, according to the logic of our analysis.

Los sistemas educativos son organismos vivos; por ello, el cambio es parte de su naturaleza. Sobre el cambio en educación, se trate de procesos o de instituciones, importa su contenido, su dirección u orientación, su velocidad, así como los actores que lo hacen posible. Este artículo expone una reflexión teórica, con apoyo empírico, sobre la transformación de la supervisión escolar, vista como una función esencial de los sistemas educativos. El texto se organiza en cinco apartados: el primero plantea el telón de fondo de las reformas educativas; el segundo analiza algunos asuntos que permiten apreciar la complejidad de los sistemas educativos, así como su transformación; el tercero se refiere a la supervisión escolar como ámbito privilegiado del cambio de la escuela; el cuarto describe la experiencia de reforma de la supervisión en el estado de Aguascalientes (México) y, por último, un apartado sobre aprendizajes y problemas por resolver. Els sistemes educatius són organismes vius; per això, el canvi és part de la seva naturalesa. Sobre el canvi en educació, es tracti de processos o d'institucions, importa el seu contingut, la seva direcció o orientació, la seva velocitat, així com els actors que el fan possible. Aquest article fa una reflexió teòrica, amb suport empíric, sobre la transformació de la supervisió escolar, vista com una funció essencial dels sistemes educatius. El text s'organitza en cinc apartats: el primer planteja el teló de fons de les reformes educatives; el segon analitza alguns assumptes que permeten apreciar la complexitat dels sistemes educatius, així com la seva transformació; el tercer es refereix a la supervisió escolar com àmbit privilegiat del canvi de l'escola; el quart descriu l'experiència de reforma de la supervisió a l'estat d'Aguascalientes (Mèxic) i, finalment, un apartat sobre aprenentatges i problemes per resoldre. Education systems are living organisms and that is why change is part of its nature. Regarding educational changes, whether they refer to processes or institutions, the important thing is the content, its direction or its orientation, its speed and the actors who make it possible. This paper shows a theoretical reflection, with empirical support, about transforming school supervision into an essential function of the education systems. The text is organized into five sections: the first one presents the background of education reforms, the second one examines some issues that indicates the complexity of education systems and its change, the third one refers to school supervision as a privileged field of school change, the fourth one describes the experience of supervisory reform in the state of Aguascalientes (Mexico) and, finally, there is a section that deals with learning and problems that must be solved.

This Research-to-Practice Full Paper presents a reflective analysis of robotic literacy activities focused on children and teenagers. Robotic literacy is integrated or being integrated into the education system for children at an early age all around the world. Most of the teachers in charge of this education lack skills and are left to fend for themselves. This study proposes to focus on the discourses made by teachers and learners during such activities, and especially the metaphors used spontaneously. It takes shape through two robotic literacy activities. The first activity involved the robots BeeBot, BlueBot and Ozobot in seven classes of children from 3 to 10 years old. The second activity consisted of a five half-days training for 13 participants from 8 to 15 years old. They designed, built and programmed a robot. Young people's representations and interactions with robots involved in educational activities are observed to contribute to the development of questions for critical technology education. Analyses are carried out using the conceptual metaphor theory of Lakoff and Jonhson. Three roles are identified: the metaphor that helps to understand, the metaphor that makes tangible, and the metaphor that serves as a catchphrase. A metaphor can take more than one role and, whatever its role, can be classified as a living or non-living metaphor. Using living metaphors may hide aspects of the machine and raises ethical issues, inter alia. It is then essential to deconstruct young people's representations of the machine. This can be achieved by analyzing robots as social constructions that reflect human intentions.

The importance of the problem-solving skills involved in computational thinking has gained significant traction since its introduction. As Ontario seeks to implement coding into the school curriculum, an analysis of previous implementation of computational thinking could provide a framework for which to formulate new curriculum in the province. A literature review was completed to investigate the following three questions: (1) How has computational thinking been implemented into education in a K-12 environment? (2) What barriers will affect the implementation of computational thinking in a K-12 environment? (3) What grade levels are appropriate for implementing the varying competencies of computational thinking? This literature review sheds light on the need for teacher support, the political implications involved in introducing new curriculum, and where computational thinking best fits into current K-12 curriculum.

Multimodal picture books are a critical component of children’s literacy development, and in a multicultural province such as Ontario, it is vital that literacy development include cultural literacy. The demographics of the province’s classrooms are increasingly diverse; however, minoritized cultures are underrepresented among teachers, and there are sparse training mandates related to cultural inclusion. Thus, Ontario’s culturally diverse student body is encountering a number of barriers related to gender, ethnicity, perceived race, sexual identity, ability, class, and other social markers. To provide teachers with the tools needed to support their students, the current study utilizes a theoretical framework derived from anti-oppressive practices to identify where students encounter barriers. The work examines the strengths and limitations of the traditional canon of children’s multimodal picture books and explores the ways in which more inclusive works can support a culturally inclusive learning environment. Based on this, a culturally responsive selection process is outlined. The study employs a multiliteracies framework to propose classroom activities and assessment models that promote and assess literacy development. Transformative teaching approaches are also recommended to help teachers broaden their understanding of culture. Additionally, recommendations are made regarding mandated cultural training for pre-service and in-service teachers, as well as curriculum reform.

Since 2010, Ontario’s education system has taken in an increasing number of students from refugee families, many of whom have limited literacy and numeracy skills and are classified as students with limited and interrupted formal education (SLIFE). To ensure the success of these students, it is important to identify the most effective ways to address their unique learning needs. However, there is currently limited research on this subpopulation in Ontario. Therefore, in order to understand the academic challenges this subpopulation faces, a comprehensive literature review has been conducted with the purpose of establishing the issues that influence this phenomenon. Findings from the literature explored indicate that these students have unique social and emotional needs that are compounded by language barriers, all of which inhibit their academic success. Moreover, their ways of knowing are seldom recognized in schools. These issues collectively lead to higher dropout rates. In order to effectively support SLIFE, educators must adopt multiliteracy pedagogies and provide mentorship programs and counselling services. It is also recommended that future research explore the different multiliteracies approaches teachers can utilize to determine which are most effective in supporting this population.

The child prodigy phenomenon expanded during and after the mid-19th century, nurtured by a growing entertainment industry in Europe. Prodigies were particularly popular in two domains -classical music and mental calculation. Many spent their early childhoods on tour and living abroad. This paper analyzes the problem of the general education of the child prodigy, and the parents' and impresarios' role in financially exploiting the child's talent. I focus on virtuosos and arithmetic wonders who performed in France in the 19th century. These children rarely received regular schooling and many only learned to read and write once their years of glory as a prodigy passed, or when their lack of education became problematic. The consequences of neglecting the prodigy's elementary studies were greater than parents and impresarios had anticipated. Illiteracy and a meager knowledge of the wider culture affected talent development. In the end, a lack of general education contributed to the deterioration of the child's giftedness, accelerating the transition from prodigy to ordinary.

The child prodigy phenomenon expanded during and after the mid-19th century, nurtured by a growing entertainment industry in Europe. Prodigies were particularly popular in two domains —classical music and mental calculation. Many spent their early childhoods on tour and living abroad. This paper analyzes the problem of the general education of the child prodigy, and the parents’ and impresarios’ role in financially exploiting the child’s talent. I focus on virtuosos and arithmetic wonders who performed in France in the 19th century. These children rarely received regular schooling and many only learned to read and write once their years of glory as a prodigy passed, or when their lack of education became problematic. The consequences of neglecting the prodigy’s elementary studies were greater than parents and impresarios had anticipated. Illiteracy and a meager knowledge of the wider culture affected talent development. In the end, a lack of general education contributed to the deterioration of the child’s giftedness, accelerating the transition from prodigy to ordinary., This research has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement no. 793654.

En este artículo presentamos algunos hallazgos de un proyecto de investigación de 3 años que buscó caracterizar representaciones epistemológicas sobre competencias de pensamiento científico (CPC) de educadoras de párvulos en formación (EPF) en tres universidades chilenas. En en una primera fase, el proyecto indaga las representaciones de las EPF referidas a la noción de CPC, que analizamos caracterizándolas lo más densamente posible desde ámbitos epistemológicos "antagónicos": el racionalismo moderado y el racionalismo positivista a partir del análisis de un cuestionario aplicado en tres cursos de didáctica de las ciencias. Los resultados arrojan conjeturas que dan cuenta de coexistencias de ambas representaciones epistemológicas, cuestión que tiene implicancias importantes en relación con la formación inicial de docentes que enseñan ciencias en la primera infancia. In this paper we present some findings from a 3-year research project that sought to characterize epistemological representations on scientific thought competencies (STC) among elementary trainee teachers (ETTs) in three Chilean universities. In a first phase, the project delves in the representations of the ETTs as related to the notion of STC, which we analyze characterizing them as densely as possible from «antagonistic» epistemological spheres: moderate rationalism and positivist rationalism, by means of a questionnaire applied in 3 science teaching courses. The results suggest the coexistence of both epistemological representations, which has important implications in relation to the initial training process of future science pre-school teachers.

RESUMEN: El dictado es una técnica tradicionalmente ligada a la enseñanza de la lengua muy común en las aulas de Educación Primaria. No obstante, algunos autores encuentran su uso obsoleto y muy reducido a la corrección ortográfica, apostando por su erradicación. En el presente Trabajo de Fin de Grado se realiza una revisión teórica del uso del dictado desde sus inicios, en busca de nuevas formas de llevarlo a cabo que diversifiquen los contenidos trabajados, sin obviar las reglas ortográficas, y que aumenten la participación y la motivación del alumnado. Desde la triple relación encontrada entre el dictado, la ortografía y la gamificación educativa, influyendo las tres en el desarrollo del ámbito sociológico del alumnado, se propone una propuesta didáctica basada en esa metodología. En ella, el alumnado se convierte en profesionales de la salud, cuyos pacientes son las palabras mal escritas en los diferentes tipos de dictado llevados a cabo. ABSTRACT: Dictation has been a very common tool traditionally linked to the teaching of the language in elementary education classrooms. However, some authors find its use obsolete and very reduced to spelling correction, betting on its eradication. In this paper, a theoretical review of the use of dictation from its beginnings is carried out, looking for new ways to achieve it that diversify the contents studied, without leaving out spelling rules, and that increase the participation and motivation of the students. By finding a relationship between dictation, spelling and educational gamification, and by influencing all three in the development of the sociological field of students, a teaching proposal based on this methodology is proposed. It involves the students acting as health professionals, whose patients are the misspelled words in the different types of dictation carried out. Grado en Magisterio en Educación Primaria

In this paper, I describe the implementation of a project-based economics unit in a fifth-grade classroom in Michigan, titled One Hen. One Hen is a curricular unit designed to teach students about social entrepreneurship as a way for students to learn economic concepts while developing their own civic efficacy by engaging in a project where they design and run their own social business. These findings are part of a larger case study that examines one fifth-grade class’s experience with One Hen and what these students learned about the economic concepts of loans and entrepreneurship. Through the authentic experiences of project-based learning, the fifth-grade students developed a more sophisticated understanding of loans and the role of microfinance in creating a social business.

Based on an exhaustive search through two of the main Spanish legal databases, specially GAZETA or the updated legislation, by the ‘Boletín Oficial del Estado’, and Westlaw, formerly Aranzadi, this paper summarises the curricular legal regulations undertaken in Spain between 1857 and 1970, a period of full applicability for the so-called Moyano Law, regarding the physical education contents in two curricular levels: elementary education and middle education. We have found out a profuse legislation for the secondary education in the whole period, as to a relevant attention payed to physical education during the former Francoist phase. The interest of this article lies in the application of three innovative methodological aspects to a classic work of source compilation. First of all, the method of analysis and systematization of the norms immediately objectifies the different performance of the Administration of each period in both levels. Secondly, it is undertaken for the first time the accurate listing of the different Baccalaureate curricula as legislated by the Francoism, never synthetically systematized until now. Finally, taking advantage of the current preferential use of the telematic edition, the related series of rules are highlighted in each table, which facilitates the visualization of training itineraries, for further specialized specialized studies. Partiendo de una cuidadosa búsqueda en las principales bases de datos legislativos españolas, especialmente GAZETA o la legislación consolidada, del Boletín Oficial del Estado, y Westlaw, antigua Aranzadi, se sintetiza en este trabajo la evolución normativa de los planes de estudio españoles promulgados entre 1857 y 1970, el período de plena vigencia de la Ley Moyano, relativos a la presencia de la educación física en dos niveles de la educación básica: educación primaria y educación secundaria. Encontramos una profusa legislación de la enseñanza secundaria en todo el período, y una atención relevante prestada a la educación física durante la etapa altofranquista. El interés del artículo reside en la aplicación de tres aspectos metodológicos innovadores a un clásico trabajo de recopilación de fuentes. En primer lugar, el método de análisis y sistematización de las normas objetiva de forma inmediata la diferente actuación de la Administración de cada período en los dos niveles analizados. En segundo lugar, se acomete por primera vez el repertorio detallado de los diversos planes de estudios del Bachillerato regulados por el franquismo, nunca hasta ahora sistematizados sintéticamente. Por último, aprovechando el actual uso preferente de la edición telemática, se resalta en cada tabla las series de normas relacionadas, lo que facilita la visualización de itinerarios de formación, de cara a ulteriores estudios monográficos especializados.

Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children’s calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (N = 603 in 25 third through fifth grade classrooms in Arizona in the US) reading the WKe-Book would demonstrate improved word knowledge, strategy use, and word knowledge calibration. Classrooms were randomly assigned to read the WKe-Book immediately (treatment) or later (delayed-treatment control), and within classrooms, students were randomly assigned to either participate in a 15-minute weekly book club (book club treatment) or to read the WKe-Book independently with no book club (no book club control). Results revealed a significant treatment effect of the WKe-Book on students’ word knowledge, word knowledge calibration, and strategy use, which predicted student performance on standardized reading comprehension and vocabulary measures. The effects were greater for students who participated in weekly book clubs compared to students in the no book club control. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can support students’ development of metacognition, including word knowledge calibration, strategy use, and word learning skills.

INTRODUCCIÓ. El propòsit de l’article és identificar les habilitats de lideratge de directors d’escoles primàries i la seva relació amb els nivells d’assoliment que han obtingut els alumnes de les seves escoles. MÈTODE. Es va aplicar una prova d’habilitats de lideratge, formada per seixanta ítems, a trenta-un directors de trenta-una escoles primàries de l’estat de Tabasco, Mèxic. El mostreig es va estratificar per quotes i les dades es van desagregar segons tres nivells d’assoliment educatiu: alt, mitjà i baix. RESULTAT. L’habilitat de lideratge més forta en els directors de les escoles dels tres nivells d’assoliment va ser la comprensió o capacitat d’entendre els altres, i la més feble va ser l’ambició. S’observa que la capacitat d’entendre els altres no garanteix un lideratge efectiu si no va acompanyat d’altres factors, com ara la creació compartida d’una visió que inclogui tots els membres de la comunitat educativa, la motivació per desenvolupar-la de manera col·laborativa, i la gestió i administració de l’escola. DISCUSSIÓ. Els resultats són útils per entendre de quina manera el context sociocultural influeix en les habilitats i els estils de lideratge que els directors escolars mostren en les escoles que dirigeixen., INTRODUCTION: This paper aims to identify the leadership skills of principals of primary schools and their relationship to the levels of accomplishment obtained by students in their schools. METHOD: A test of leadership skills consisting of 60 items was applied to 31 principals of the same number of primary schools in the state of Tabasco, Mexico. The sampling was stratified by quotas and the data were grouped according to three levels of educational achievement: high, medium and low. RESULTS: The strongest leadership skill among the principals across the three levels of school achievement was understanding, while the weakest skill was ambition. The ability to understand others does not guarantee effective leadership unless it is complemented by other factors such as the shared creation of a vision, which includes all the members of the learning community, the motivation to develop it in a collaborative way, and the management and administration of the school. DISCUSSION: The results are useful for understanding how the sociocultural context influences leadership skills and styles of school principals., INTRODUCCIÓN: El propósito del artículo es identificar las habilidades de liderazgo de directores de escuelas primarias y su relación con los niveles de éxito que han obtenido los alumnos de sus escuelas. MÉTODO: Se aplicó un test de habilidades de liderazgo conformado por 60 ítems a 31 directores de respectivas escuelas primarias del estado de Tabasco, México. El muestreo fue estratificado por cuotas y los datos se desagregaron de acuerdo con tres niveles de éxito educativo: alto, medio y bajo. RESULTADO: La habilidad de liderazgo más fuerte en los directores de las escuelas de los tres niveles de éxito fue la comprensión y la más débil, la ambición. La habilidad de comprender a los demás, no garantiza un liderazgo efectivo, si no está acompañada de otros factores como la creación compartida de una visión que incluya a todos los miembros de la comunidad educativa, la motivación para desarrollarla de manera colaborativa y la gestión y administración de la escuela. DISCUSIÓN: Los resultados son útiles para entender en qué forma el contexto sociocultural influye en las habilidades y estilos de liderazgo que los directores escolares muestran en sus escuelas.

This paper deals with the readings and reading comprehension exercises from a representative set of Spanish language and Spanish literature textbooks, used in the second cycle of Elementary Education in Andalusia. Specifically, we attend on the typology of the texts, the selected authors and books and the exercises focused on the readings. The objective of the study is the determination of how the proposed texts help in the reading comprehension and which are the better ways to work with them.

Homeschooling has experienced significant growth over the last several decades, yet little to no research has explored the relationship between homeschoolers and the public education system. Being the first to explore this relationship, the current study collected and examined data from 3 semi-structured interviews and 15 online homeschooling blogs in order to understand the growth of homeschooling in Ontario and the relationship between homeschooling and the public education system. The results of this study reveal the relationship between homeschoolers and the public education system varies significantly over time and locale, the challenges within each system and the difficulty of transitioning in and out of both systems for students, professional educators, and parents. Results suggest there is a lot to be learned from both forms of education and that there are possible benefits of a blended model of education.

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics. The URL for the new, easier to access location for the module is provided, along with suggestions for its use in teacher education.

The purpose of education in kindergarten in general is to help the growth and development of physical and spiritual to have readiness in entering further education, develop personality and self-potential in accordance with the stage of development of learners and help lay the groundwork toward the development of attitude, knowledge, skills , and the creative power required by the students to adapt to their environment and to further growth and development. In an effort to achieve the goal of education, it is possible students have various psychological problems that require the existence of guidance and counseling services. For that, it needs a deep and thorough understanding of the implementation of guidance and counseling in kindergarten. This paper discusses the theoretical importance of counseling and guidance services in kindergarten, preparation and implementation and evaluation of guidance and counseling programs in kindergarten.

Aquesta tesi cobreix un periode i un àmbit de l’Historia educativa espanyola poc coneguts, com són l’Educació primària que hom va prescriure entre 1936 i 1970 durant la Dictadura franquista, amb especial atenció a l’Educació física i els seus paradigmes educacionals. L’Educació primària será estudiada mitjançant l’análisi sintètica, des de la perspectiva legislativa i administrativa, de sis aspectes normatius: la divisió o graduació per edats de l’ensenyament, els tipus regulats d’escoles, les assignatures o matèries que componien els plans d’estudis, la seva assignació temporal, els objectius educatius i les orientacions pedagògiques de l’ensenyament. Les finalitats que se persegueixen en són les següents: • Conèixer els trets normatius genèrics d’aquest nivell educatiu anteriors a la Ley General de Educación de 1970, que marcà l’inici de la modernització del sistema educatiu espanyol. • Situar, dins d’aquest nivell, la matèria d’educació física en relació a les de més. • Apropar-nos al context pedagògic administratiu en qué aquesta havia d’impartir-se. En allò que se refereix al mètode, hom ha de ressaltar, per la seva innovació, la categorització de les assignaturas o matèries dels successius plans d’estudis segons un mètode d’anàlisi que he anomenat cinantropomètric. Amb aquest mètode, les assignatures se diferencien progressivamente segons el paper que en el seu correcte aprenentatge acompleix la pràctica corporal o cinestèsica. Això permet d’obtenir un mínim de quatre blocs d’assignaturas o matèries: • Matèries corporals, aquelles en l’aprenentatge de les quals intervé decissivament i prioritària el moviment corporal global o segmentari. • Llenguatges, les que utilitzen els diversos llenguatges no corporals com a vehicle d’aprenentatge. • Contextos, les que familiaritzen les persones escolars amb llur medi espacial o temporal. • Doctrines, les que cercen generar hàbits morals en la conducta infantil. Aplicant als plans d’estudis escolars el neologisme instaurat dins l’ordenament d’ençà del 1990, anomenarem “ensenyaments mínims” el conjunt d’assignatures o matèries que hagin estat sempre presents a les prescripcions del marc temporal estudiat. També identificarem algunes prescripcions diferencials de les assignaturas en raó del genre de les / dels escolars. Per la seva banda, l’educació física será estudiada a través dels continguts de l’assignatura homònima, tot diferenciant-ne els grups d’activitats, els objectius i les orientacions didàctiques específiques. Per a la categorització dels grups d’activitats utilitzaré dos mètodes també originals, que he pensat d’anomenar categorització primària i categorització estructural, respectivament. La primera, creada per a l’ocasió, és necessària perqué en el periode estudiat la pedagogia vigent a Espanya era una pedagogia dels comportaments, i la segona, que té ja alguns anys d’existència, permetrá d’establir una interrelació entre continguts, en la mesura que això sigui possible. La tesi, per tant, té un objectiu d’espectre ampli que hom podria sintesitzar en intentar donar una visió de conjunt de l’evolució de les idees pedagógiques sotsjacents dins les successives reformes de l’Ensenyament Primari espanyol entre 1936 i 1970, i llur possible influència en la pràctica. Amb això intento obrir una nova via d’accés al coneixement dels fets basada en l’anàlisi metòdica i exhaustiva de les dades, abans que en llur valoració ideològica, la qual cosa no vol dir que aquesta hagi de ser menyspreada, sinó, ans aviat, quedaria reforçada per les evidències trobades i sistematitzades. Aquesta valoracio, però, resta fora de les intencions d’aquesta investigació. Esta tesis cubre un período y un ámbito de nuestra Historia educativa poco conocidos, la Educación Primaria que se prescribió entre 1936 y 1970 durante la Dictadura franquista, con especial atención a la Educación Física y sus paradigmas educacionales. La Educación Primaria será estudiada a través del análisis sintético, desde la perspectiva legislativa y administrativa, de seis aspectos normativos: la división o graduación de la enseñanza por edades, los tipos de escuelas regulados, las asignaturas o materias que componían los planes de estudios, su asignación temporal, los objetivos educativos y las orientaciones pedagógicas de la enseñanza. Las finalidades que se persiguen son las siguientes: • Conocer los rasgos normativos genéricos de este nivel educativo anteriores a la importante Ley General de Educación de 1970, que marcó el inicio de la modernización de nuestro sistema educativo. • Situar, dentro de este nivel, la materia de educación física en relación con las demás. • Aproximarnos al contexto pedagógico administrativo en que ésta había de impartirse. En lo que se refiere al método, debe resaltarse, por su innovación, la categorización de las asignaturas o materias de los sucesivos planes de estudios según un método de análisis que he denominado cinantropométrico. Con este método, las asignaturas se diferencian progresivamente según el papel que en su correcto aprendizaje desempeña la práctica corporal o cinestésica. Ello permite obtener un mínimo de cuatro bloques de asignaturas o materias: • Materias corporales, aquellas en cuyo aprendizaje interviene decisiva y prioritariamente el movimiento corporal global o segmentario. • Lenguajes, las que utilizan los diversos lenguajes no corporales como vehículo de aprendizaje. • Contextos, las que familiarizan a las personas escolares con su medio espacial o temporal. • Doctrinas, las que buscan generar hábitos morales en la conducta infantil. Aplicando a los planes de estudios escolares el neologismo instaurado en nuestro ordenamiento desde 1990, denominaremos “enseñanzas mínimas” al conjunto de asignaturas o materias que hayan estado siempre presentes en las prescripciones del marco temporal estudiado. Identificaremos también algunas prescripciones diferenciales de las asignaturas en razón del género de l@s escolares. Por su parte, la educación física será estudiada a través de los contenidos de la asignatura homónima, diferenciando sus grupos de actividades, sus objetivos y sus orientaciones didácticas específicas. Para la categorización de los grupos de actividades utilizaré dos métodos también originales, que he dado en llamar categorización primaria y categorización estructural, respectivamente. La primera, creada para la ocasión, es necesaria porque en el período estudiado la pedagogía vigente en España era una pedagogía de los comportamientos, y la segunda, que tiene ya algunos años de existencia, permitirá establecer una interrelación entre contenidos, en la medida que esto sea posible. Por tanto, la tesis tiene un objetivo de amplio espectro que podríamos sintetizar en intentar dar una visión de conjunto de la evolución de las ideas pedagógicas subyacentes en las sucesivas reformas de la Enseñanza Primaria española entre 1936 y 1970, y su posible influencia en la práctica. Intento con ello abrir una nueva vía de acceso al conocimiento de los hechos basada en el análisis metódico y exhaustivo de los datos, antes que en su valoración ideológica, lo cual no quiere decir que haya ésta de menospreciarse, sino, antes bien, quedaría reforzada por las evidencias encontradas y sistematizadas. Pero esta valoración queda fuera de las intenciones de esta investigación This thesis covers a little known period and area of the Spanish educational History, the Primary Education as ruled between 1936 and 1970 during the Franco dictatorship, paying special attention to Physical Education and its educational paradigms. Spanish Primary education will be studied through the synthetic analysis, from the legislative and administrative perspective, of six normative aspects: the age division or graduation of teaching, the types of regulated schools, the subjects that made up the syllabuses, its temporary allocation, the educational objectives and the pedagogical guidelines for teaching. The pursued purposes are the following: • Knowing the generic features of this educational level prior to the important General Education Law of 1970, which marked the beginning of the modernization of the Spanish educational system. • Placing, within this level, the subject of physical education when related to the others. • Approaching the administrative pedagogical context in which it was to be taught. Regarding the method, it should be highlighted, by its innovation, the categorization of the subjects or matters of the successive curricula according to an analysis method I have called kinanthropometric. In this, subjects are progressively differentiated according to the role that bodily or motor practice play in their right learning. This method allows to get a minimum set of four blocks of subjects or matters: • Bodily matters, those in whose learning the global or segmental corporal movement is decisively and mainly involved. • Languages, matters which use the different non-corporal languages as a learning vehicle. • Contexts, those that study the spatial or temporal environment of schoolboys or schoolgirls. • Doctrines, those that look for promoting moral habits inside the child behavior. Applying to school curricula the neologism established in the Spanish system since 1990, we will call “minimum education” the set of subjects or subjects that have always been present in the prescriptions of the temporary period studied. We will also identify some differential prescriptions of the subjects due to the gender of the schoolboys or schoolgirls. On the other hand, physical education will be studied throughout the contents of the homonymous subject, differentiating its groups of activities, its objectives and its specific didactic guidelines. For the categorization of groups of activities I will use two original methods, which I have called primary categorization and structural categorization, respectively. The first, created for the occasion, is necessary because in the period studied the actual pedagogy in Spain was a pedagogy of behaviors, and the second, which has already existed for some years, will allow for an interrelation between contents, insofar as this is possible. Therefore, the thesis has a broad-spectrum objective that we could synthesize in trying to give an overview of the evolution of the pedagogical ideas underlying the successive reforms of Spanish primary education between 1936 and 1970, and its possible influence on practice. I am trying with this to open a new way of accessing the knowledge of the facts based on the methodical and exhaustive data analysis, rather than on its ideological assessment, which does not mean that it should be underestimated, but, rather, empowered with the evidences found and systematized. But this assessment is beyond the aims of this research.