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Due to the lack of life experience and situational experience, it is difficult to arouse pupils' inner motivation and interest in writing. Therefore, the early stage of Chinese writing may be a challenge for Chinese pupils. In order to solve this problem, a spherical video‐based virtual reality (SVVR) experience learning system was developed to help pupils improve their writing performance and interest. To evaluate the effectiveness of the proposed approach, an experiment was carried out in a primary school in Zhejiang province, China. First, a writing pretest was administered in two grade 4 classes. The researchers then randomly selected 40 pupils of about 10 years old with similar writing abilities, and assigned them to an experimental group, which used the SVVR learning method, and a control group, which used the traditional learning method. The researchers observed and recorded the pupils' writing process and then, interviewed them. The results showed that there was a significant difference in the comprehensive writing performance of the two groups (F = 6.272; p =.017 <.05). The mean of the experimental group (Mean = 73.85) was higher than that of the control group (Mean = 70.00). Moreover, there were significant differences between the two groups in terms of the thematic coherence, structural integrity and linguistic expressiveness of their writing performance. However, there was no significant difference in the achievement of creative thinking. In the experimental group, different levels of learning behavior engagement could affect the structural integrity and language expression of writing achievements, and the degree of writing learning behavior engagement was highly correlated with reading time. Through the interviews, it was found that the pupils in the experimental group were more satisfied with the SVVR learning method than the control group pupils were with the traditional learning method. Practitioner NotesWhat is already known about this topic? Spherical video‐based virtual reality (SVVR) set a simulated environment enabling students to have in‐depth experience in learning contexts.Most SVVR studies focused on speaking and writing in middle schools and colleges, while its impacts on young children's writing performance is generally ignored.What this paper adds? An SVVR system based on experiencing learning theory was developed to promote young students' in‐depth experience and perception in descriptive paper writing.The proposed approach promoted students' writing performances, writing experience and learning behavior engagement.Implications for practice and/or policy SVVR is a potential technology for implementing experiential learning activities, especially in improving thematic coherence, structural integrity and linguistic expressiveness.It is worth promoting such a low‐tech and low‐cost experiential learning approach to other courses. [ABSTRACT FROM AUTHOR]

This paper provides an in-depth exploration of the historical factors shaping Greek elementary education and the contemporary pedagogical approaches and curriculum implemented in Greek elementary schools. Beginning with a historical analysis, the paper examines influential factors and developments spanning ancient times to the present day, including the legacy of ancient Greek education, Byzantine educational traditions, and modern educational reforms. By synthesizing historical insights with contemporary educational practices, this paper offers a holistic understanding of Greek elementary education. It underscores the enduring influence of historical legacies on present-day educational philosophies and methodologies while highlighting the innovative approaches adopted to meet the needs of modern learners. Ultimately, this comprehensive overview aims to contribute to scholarly discourse and inform ongoing efforts to enhance elementary education in Greece. [ABSTRACT FROM AUTHOR]

There are sound educational and examining reasons for the use of coursework assessment and practical assessment of student work by teachers in schools for purposes of reporting examination grades. Coursework and practical work test a range of different curriculum goals to final papers and increase the validity and reliability of the result. However, the use of coursework and practical work in tests and examinations has been a matter of constant political as well as educational debate in England over the last 30 years. The paper reviews these debates and developments and argues that as accountability pressures increase, the evidence base for published results is becoming narrower and less valid as the system moves back to wholly end-of-course testing. [ABSTRACT FROM AUTHOR]

The research field on textbooks for Music Education is relatively recent, a fact that brings yet a timid corpus or researches. Concerning digital textbooks, those researches are even scarcer. This paper discusses the digital solutions for Music Education in basic schooling in Brazil, and elect as study objects the «Teacher's digital textbooks» for Art/Music Education, distributed by the Brazilian federal textbook program known as PNLD, in its 2020 edition. The theoretical framework is related to "manualistics" and studies connected to the concepts of schooling culture. The main method of this research is the document analysis taking as object the twenty eight digital art/music textbooks approved by the 2020 PNLD program. The results show that: digital textbooks became a reality in the Brazilian public textbook programs; the nature of those textbooks are still being shaped what is revealed by a variety of contours and structures, different of what happens in the printed version of textbooks, usually seen as more uniformed; the didactic models of those digital textbooks are, in general, still conservative, revealing a tendency of maintaining methodological models of the printed books. Finely, this research allows highlighting the efforts in offering better Art/Music digital textbooks to Brazilian students, enabling a dialogue with aspects of the contemporary world. [ABSTRACT FROM AUTHOR]

Introduction: Fluent speech requires inhibitory control for the modification of speech interruptions before the onset or during the speech. The current study aimed at comparing the inhibitory control skill in 6 to 8-year-old children with fluent speech and developmental stuttering. Materials and Methods: This research is a descriptive-analytic cross-sectional study. The participants included 31 children with developmental stuttering (6-8 years old) selected based on the convenience sampling method. Also, 32 healthy children were selected from elementary schools in Tehran Province that matched in terms of age and gender with the first group. The children of two groups were selected from the same district (The fifth district) of Tehran Province. Visual Go/No-Go task was used to measure inhibitory control. The Mann-Whitney U test was used to compare the groups. Results: The result showed that the mean score of children with stuttering in the inhibition index was lower than normal children. According to the Kolmogorov-Smirnov test, the data distribution was not normal (P=0.042). Therefore, the parametric test of the Mann- Whitney U test was used. Despite the lower mean score of inhibition in children with stuttering than healthy children, there was no significant difference in the inhibition index between the groups (P=0.550). Conclusion: The findings indicated that Children Who Stutter (CWS) had less efficiency in inhibitory control skill compared to normal children, and this problem could be because of the exacerbation or persistence of stuttering. [ABSTRACT FROM AUTHOR]

Part of the research community that has followed the Early Algebra paradigm is currently delimiting the differences between arithmetic thinking and algebraic thinking. This trend could prevent new research approaches to the problem of learning algebra, hiding the importance of considering an arithmetico-algebraic thinking, a new approach which underpins the construction of a cognitive structure that links both types of thinking. This paper proposes a theoretical and practical framework for a learning approach that supports the construction of a cognitive structure which fosters arithmetico-algebraic thinking at the beginning of secondary school by means of cultural and technological activities relating to polygonal numbers. [ABSTRACT FROM AUTHOR]

This study aims to understand the differences in student learning outcomes and classroom behaviour when using the interpersonal computer, personal computer and pen-and-paper to solve arithmetic exercises. In this multi-session experiment, third grade students working on arithmetic exercises from various curricular units were divided into three groups. The first group used personal computers (netbooks), the second group used an interpersonal computer (ie, one projector with a screen, one computer and one mouse per child) and the third group used pen-and-paper. The results of the experiment indicate that all three groups achieved an increase in learning, as shown by the pretest and posttest scores. No significant difference was found between the interpersonal computer and personal computer groups. This suggests that the key characteristic shared by the two groups is the provision of feedback. The format that such feedback takes, either private (through a personal screen) or public (through a shared screen), is shown to make no difference. However, the results significantly favour groups that are provided with instant feedback (interpersonal computer and personal computer) as opposed to delayed feedback (pen-and-paper). [ABSTRACT FROM AUTHOR]

The main goals of Sarva Shiksha Abhiyan (SSA) are to achieve primary education for all school children aged 6–14; reduce gender, regional and social spaces, and complete 100% retention of school children. Although, some obstacles and lacunas are pointed out here and there. Therefore, this paper attempted to analyze infrastructure facilities, academic facilities, community participation, and co-curricular activities from the stakeholders in the primary schools of Mahaboobnagar, Nalgonda, and Ranga Reddy under the Jurisdiction of Telangana state. The survey found that 70% of Heads of Institutions agree with SSA plans. [ABSTRACT FROM AUTHOR]

This article presents a systematic literature review of Bhabha’s Third Space theory in empirical research focussing on children (aged 4–12 years) in multicultural educational institutions. Communities around the world are becoming ever more diverse and, within educational policy, there is a resultant paradox between increasing diversity on the one hand and complexity reduction through curriculum standardisation on the other. Third Space theory has gained significant popularity within educational research as a powerful lens which practitioners can adopt to support children in culturally diverse communities to fuse knowledge from home and school contexts. This paper reviews empirical research that utilised the third space to support children’s development of academic skills while simultaneously nurturing their agency and identities. The paper also draws attention to contemporary applications of Third Space theory with some cautions. While modifications to theory over time are inevitable, some adaptations are far removed from its founding principles of transformation and liberation. Hence, the appropriateness of using the term Third Space becomes questionable. The article concludes with recommendations for future practitioners, policy makers and researchers to consider when adopting Third Space theory as a framework for supporting children’s learning and identity development in educational institutions. [ABSTRACT FROM AUTHOR]

The work of elementary science teaching is challenging given the wide array of subject matter most teachers are expected to teach and a systematic de-prioritisation of science at these grades. In this literature review (63 papers; 2010–2020), we use a framework of readiness for science teaching. Using this framework allows us to illustrate foundational characteristics and abilities that preservice teachers may start with and develop as they become well-started beginners for elementary teaching in the face of systemic challenges. To this end, we identify what is known from the research literature about the strengths that preservice elementary teachers bring to this difficult work with regard to their characteristics and abilities in addition to the challenges they face, describing a foundation on which preservice teachers can build. We also highlight additional studies that show how teacher education can build on preservice teachers' strengths and support them in areas that are challenging. We identify themes around novices' identities, dispositions, emotions, beliefs, attitudes, self-efficacy, knowledge, engagement in and with science practices, lesson planning, and lesson enactment. Finally, we highlight four implications for science teacher educators, noting focal areas that may compensate for challenges preservice elementary teachers face while building on their strengths. [ABSTRACT FROM AUTHOR]

Human breastfeeding presents characteristics of socioscientific problems, identifying in it different controversies, among which is the one related to the use of breast milk or formula milk. This paper analyzes the influence of an instructional module, which combines three teaching strategies: label analysis, roleplaying and controversy mapping, on the reasoning of 62 preservice elementary teachers on this controversy. For this purpose, a pretest and posttest task were used asking for their reasoned position on which breastfeeding model is better: with breast milk or formula milk. The instructional module has influenced the number of reasons and the types of reasoning made by the participants, but not their positions with respect to the controversy, which were clearly in favor of breast milk. Likewise, a significant increase is found in the number of reasons showing adequate scientific knowledge. Finally, some teaching and other implications for further research are raised. [ABSTRACT FROM AUTHOR]

It is important for university students studying elementary music education to master basic conducting gestures. We have developed a VR training system for self‐study of Saito's music conducting method. The system uses a depth camera and magnetic motion capture system to measure hand movements, and an HMD to superimpose the teacher's hand on the trainee's own hand. With the system, trainee can self‐study while visually and three‐dimensionally checking the motion and timing of the teacher's and the trainee's own hand gestures. In this paper, we describe an evaluation experiment with our system. The results showed that the VR environment is effective for learning three‐dimensional movements, and that the addition of a visual line display function for trajectories, a function to display trajectories from different viewpoints, and a replay function improves the learning effect. Specifically, the results of a short training session of 5 min revealed that the developed system was effective in bringing 75% of the trainees closer to the teacher's gesture. © 2023 Institute of Electrical Engineer of Japan and Wiley Periodicals LLC. [ABSTRACT FROM AUTHOR]

This paper explores development in teacher beliefs and ideas for adaptations with respect to students who display challenging behaviour. These students have the same right to inclusive education as other students, but evidence suggest that this still is a partially unsolved issue. The study's context is an elementary school using Lesson Study as method for professional development over a four-year period. We have used content analysis and compared teacher talk during planning meetings at the beginning and end of the four years. The main findings are increased attention towards student behaviour, increased use of contextual explanations for student behaviour, a marked increase in ideas for adaptations, and ideas changing from exerting external control to engaging students in learning activities. The findings are discussed as to whether they support inclusion and how Lesson Study might have contributed. [ABSTRACT FROM AUTHOR]

While AI has become more prevalent in our society than ever, many young learners are found holding various naive, erroneous conceptions of AI due to the influence of their technology and media environments. To address this issue, this study seeks to propose a novel pedagogical solution to improve upper‐elementary school students' scientific understanding of AI. Following a theory‐informed design convention, we propose an embodied, analogical and disruptive (EAD) approach which is centred on a human–AI comparison through analogical teaching and embodied interaction. To evaluate the impact of this approach, a matched‐group experimental study with pre‐ and posttest interviews was conducted among 77 Grade 6 elementary students in China. The statistical analysis showed that the experimental group, learning via the EAD approach, significantly outperformed their counterparts receiving direct instruction in terms of student growth in understanding. Qualitative analyses revealed the strengths of the EAD approach in supporting student engagement, abstract thinking and system thinking, and its limitations in cognitive overload and communication issues. Patterns of student learning were identified, including their mental schemas and strategies. The EAD approach, as an evidence‐based, age‐appropriate pedagogical solution, demonstrates the value of embodied cognition and human–AI analogy in AI education in elementary education. Practitioner notesWhat is already known about this topic Many young students hold naive, erroneous conceptions about AI.Pedagogical design has long been a critical challenge in teaching AI in K‐12 schools.Human–AI analogies are often used to teach AI, but with obvious pitfalls to be fixed.What this paper adds An embodied, analogical and disruptive (EAD) approach is proposed to improve students' understandings of AI.An experimental study shows statistically significant greater gains in students' understanding with the EAD approach than with the conventional AI‐only direct instruction approach.Qualitative analysis shows the strength of the EAD approach in supporting student engagement, abstract thinking and systems thinking, and its limitations in cognitive overload and communication issues.Implications for practice and/or policy The EAD approach offers a novel pedagogical solution to promote inclusive and quality AI education for young learners.The EAD approach highlights the pedagogical value of embodied cognition and human–AI analogy in AI education.The EAD approach can complement programming and other plugged activities in AI, and more broadly technology and engineering education. [ABSTRACT FROM AUTHOR]

It is well‐established that being a self‐regulated learner is beneficial academically, motivationally and is considered essential for productive life‐long learning. Despite this, there is limited evidence examining how different measures of self‐regulation for learning (SRL) relate to task performance for young students learning in digital contexts. This study investigated the relationships between different measures of SRL of elementary school students (N = 48, Mage = 10.75) while using a computer‐based learning environment, and their association with task performance and teacher rating of student SRL ability. Results confirmed the most effective measure of SRL, in terms of its relationship with, and predictability of task performance, was a self‐report written response, whereby students identified and explained known SRL strategies, such as how to plan, monitor or complete their work. Teacher ratings of their students' metacognitive capability were significantly correlated with task performance and with two self‐report instruments: the Junior Metacognitive Awareness Inventory and the SRL written response. Associations between actual observed self‐regulation behaviours in a computer‐based learning environment, using Azevedo et al.'s coding framework and how students self‐reported their knowledge and understanding about SRL, were weak. Observations of young students' SRL behaviours in computer‐based learning environments were not significantly related to task performance. Better understanding of these relationships will help educators and researchers to know where they should focus their attention in terms of developing elementary school students' self‐regulatory capabilities in digital contexts, as well as the reliability of self‐report measures of SRL as relative to observations of self‐regulation and task performance. Implications for teacher practice are also discussed. Practitioner notesWhat is already known about this topic Students need to use self‐regulation for learning (SRL) strategies in digital contexts.Self‐regulation strategies need to be explicitly taught to students as they are not guaranteed to become automatically acquired.Being a self‐regulated learner leads to improved academic performance, engagement and motivation.What this paper adds Empirical evidence addressing the associations and patterns between various measures of SRL for young students learning in digital environments.Student self‐report explanations of known SRL strategies was the only significant predictor of student task performance.Coding of young students' SRL behaviours in digital environments do not relate well to task performance.Implications for practice and/or policy Understanding the associations between young students' self‐report of SRL and how this relates to their actual SRL behaviour while using digital technology is critical to supporting student learning and success.Learning to better articulate self‐regulation strategies may result in greater consciousness and application of self‐regulation strategies in digital contexts, which in turn could improve task performance.Eliciting explanations from students about SRL strategies may be more informative and expedient than conducting and analysing individual observations in digital contexts, to determine the general self‐regulatory knowledge and understanding of young students. [ABSTRACT FROM AUTHOR]

This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children's learning with digital technology. The findings of the study, the first of its kind in South Africa, show the consistency of qualities and experience of play, but also reveal socio-economic, linguistic, ethnic, gender and racial inequalities in the play environments of both groups of 3–11-year-olds. Yet, despite these structural inequalities, the play ecologies of children in resource-constrained environments show their creativity within the digital/non-digital environment. The paper discusses some of the analytical tools used and the geo-political issues raised, and considers these in conjunction with selected data. We conclude that the different socio-cultural conditions and geo-political realities offer new insights about the role global education research can play in helping combat structural inequalities in resource-constrained environments. [ABSTRACT FROM AUTHOR]

The present study assessed the effectiveness of the ECRIMO educational application designed to build first‐grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/posttest design was implemented with 311 first‐graders divided in four groups: no training, paper training, the ECRIMO app with gamification features, and the ECRIMO app without gamification. Spelling, reading and phonological awareness abilities was measured at both pretest and posttest. The training was conducted over a 7‐week period (4.40 hours in total). The experimental design allowed us to answer three questions: (1) Is spelling training effective regardless of the medium used? (2) Is training through the app as efficient as paper‐based training? (3) Does gamification impact students' learning performance? Mixed‐model analyses revealed (1) a positive effect on the training outcome depended on the initial spelling ability of participants, (2) a comparable efficiency between autonomous training using the ECRIMO app on tablets and the same training provided by teachers using paper exercises and (3) a marginally positive effect of gamification that is greater for the weakest students. The present study proposes an original and pertinent experimental design to test the relevance of educational applications. The design features of learning apps can impact students' learning differently depending on their initial level. A critical step should be verifying that using online apps for training is at least as effective as the same training using paper exercises. Practitioner notesWhat is already known about this topic A significant number of children experience difficulties in reading and spelling from the first years of learning.The use of new technologies to support classroom teaching is rapidly developing as a topic of interest for educational professionals and researchers.Evaluations of new technologies developed to enhance literacy skills suggest that many factors can vary their effectiveness.The effectiveness of a digital educational application can be enhanced or undermined by design choices, such as gamification.What this paper adds Spelling training with the app ECRIMO seems effective for first year students, especially those with the lowest and middle level.Comparable effects of both the tablet‐based and paper equivalent training on participants' spelling were found.The use of gamification in ECRIMO could be more suitable for the weakest students.Implications for practice and/or policy Educational technologies should be evidence‐based and should be evaluated with both a passive and an active control group.The design should be carefully considered and tested, as it may be advantageous for some students and disadvantageous for others.The use of digital technology in education can be beneficial for classroom practice, when the activity can be carried out in total autonomy, leaving the teacher available for a group of pupils with specific needs. [ABSTRACT FROM AUTHOR]

This paper addresses the provision of instruction to teachers and learners on becoming digitally literate and skilled with corpus-based tools. It proposes the compilation of specific pedagogic corpora, in this case in Geography and Science, to be used in the English young learners' classes in elementary education. The paper also illustrates the handling of user-friendly concordancer's tools of #LancsBox 6.0 to perform basic analysis of the corpora language through a more accessible technology. It concludes by summarizing the possible benefits of an alternative approach to expose learners to customized corpus-informed language in English. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate whether personalization of mathematical word problems affects student achievement; and if it does, to find out whether the outcomes vary depending on computer and class environment in the teaching of mathematics. The sample of the research, conducted in the 2006–2007 fall semester, consists of 90 seventh grade in four sub-groups. During the application in the classroom, paper-based personalized and paper-based non-personalized problems were given. As to the computer environment, web-based personalized and web-based non-personalized problems were presented. After the application, an achievement test was performed as an achievement post-test parallel to the pre-test. The results show no significant difference between the scores of the groups who used personalized materials and the groups who used non-personalized materials. The results also indicate that no significant difference exists between those who studied in the computer-based environment and those in the paper-based environment. [Copyright &y& Elsevier]

Aim of this study is that to determine effect of reading from printed materials and screen on Elementary School 4th Grade Students' reading comprehension, reading speed and attitudes. For this purpose, in the 2013-2014 academic year, 46 females and 68 males, including a total of 114 4th glass students were selected as examples from study private and public schools that is located in the district of Kütahya Province Tavşanlı center. According the sturdy results, there is not meaningful impact reading both narrative and expository texts from screen or printed materials fourth-grade students' text comprehension and reading speed. But students are very interested reading narrative text printed material rather than on the screen. [ABSTRACT FROM AUTHOR]

The paper focuses on work undertaken in Cambodia to develop a monitoring framework that integrates Multi-lingual Education (MLE) with Child Friendly School (CFS) indicators. I begin by comparing CFS dimensions and indicators in Cambodia with those of the Philippines, and Nepal, and aligning MLE principles, arguments and foci with the CFS framework. I argue that an evidence-referenced system, such as the use of a rubric, is a model for giving meaning to achievement by linking it to evidence of growth or progress and measurement along a developmental continuum. Rather than just monitoring against a summative checklist, an evidence-based system describes the evidence so that progress can be benchmarked, and programs can be improved. Based on analysis of this research, I suggest an approach that could be used to reflect MLE indicators within the CFS framework, using an evidence-based rubric to monitor progress along a developmental continuum. [ABSTRACT FROM AUTHOR]

Despite the importance of writing skills to school and life success, there is scant research into the enabling and constraining conditions that shape elementary students' views about their writing practices. This paper examines students' views about writing through the lens of reflexivity theory. Applying an explanatory sequential model of mixed-method design, it first describes the development of a self-report questionnaire to investigate the views of 570 elementary students about themselves as writers. Second, it draws on semi-structured interviews with 46 students across Years 3 to 6. The results show that the majority of students see themselves as autonomous and meta-reflexive writers. In addition, results indicate time, teacher pedagogy and the place to practice writing as contextual conditions experienced by learners and place an emphasis on the personal conditions such as students' lack of confidence, persistence and ideas. We discuss implications for further practice in elementary schools. [ABSTRACT FROM AUTHOR]

In this paper we propose a universal curricular framework that is intended to aid K-6 schoolteachers holistically and humanistically developing their students' computational thinking (CT) skills (e.g. algorithmic thinking, abstraction, decomposition, generalization, patterns recognition, evaluation, and logical thinking). This framework, which can be applied to any subject at the elementary school level, is grounded on specific principles that we have gleaned from both learning theories and considerations on child development. New media literacy skills (NML) and social-emotional skills are also targeted, as they are strongly connected with CT skills and display bidirectional linkages that can comprehensively benefit students in various ways (cognitively, imaginatively/creatively, materially, socially, and affectively/emotionally) without the need for digital technologies or coding. The universal nature of our curricular proposal rests on the following factors: it is based on a cross-disciplinary approach that can be applied in ways that mirror real life; CT is seen as a universal skill that should be learned by everyone, not just computer scientists, and is applicable to every aspect of daily life; one-sided intellectualism is avoided; and, lastly, the resulting classroom practices have an impact on and are influenced by children's cognitive, social, and emotional development. [ABSTRACT FROM AUTHOR]

Cultivating children's creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaged in meaningful projects. While current trends in education, such as maker movements and computer science education, are dramatically expanding children's opportunities for engagement in creative learning, comparatively few empirical studies explore how creative learning can be integrated into elementary school curricula. In this paper, we investigated five key design strategies for integrating creative learning in school curricula through computer programming activities. The five design strategies, drawn from design meetings with in-service teachers and two pilot studies, comprise (1) prepare an object-to-think-with for specific curricular ideas, (2) find a context that provokes a leap of ideas within a disciplinary framework, (3) facilitate tinkering through disciplinary inquiry, (4) pair students and establishing developer and researcher roles, and (5) provide feedback to connect computer programming projects to disciplinary ideas. Implementing these strategies with mixed-method analysis indicated positive support for the efficacy of these design strategies. We also provide insights into difficulties with integrating creative learning into school curricula. [ABSTRACT FROM AUTHOR]

Background: The present study analyses the design of programming literacy in the sixth grade of Primary Education, starting from the use of simple activities with visual block‐based programming, through Scratch, and progressively linking difficulty to the use of the Unity engine, and the C# language, with simple activities identical to those created in Scratch. Objectives: This research aims to evaluate future teachers' abilities and attitudes regarding programming and its educational possibilities. We intend to evaluate the viability of a teaching proposal that combines a visual block‐based programming environment and a more advanced one, based on C#. Method: In the settings of two public Spanish universities, we analyse the possibilities in the training of future teachers who are studying for a degree in Primary Education Teaching and a degree in Pedagogy. Based on a test and three scales, descriptive data and statistical inference are detailed through a quasi‐experimental design with a Student's t‐test in the first dimension, and a Wilcoxon test in the second dimension. Results: The participants improved their performance and attitudes towards programming with the intervention of the study in the use of coding. Conclusions: It can be concluded that coding is essential in teacher training, and that a greater presence of programming training in higher education is essential. The benefits are visible in the pedagogical approach of coding related to creativity, innovation, motivation, an active approach and interest, highlighting the fact that the implementation of visual block‐based programming by blocks and engines is feasible in Elementary Education. The training proposal—provided by appropriate progression, selection, and sequencing of content—fosters basic and practical teacher training, and this can be defined as an apt training solution. Lay Description: What is already known about this topic: Visual Programming Language (Scratch) provides benefits in educational contextsEducational Technology in classroom provides motivation and encouragement.Active methods and interactions are interesting and beneficial to elementary school students What this paper adds: Visual programming and game engine are feasible in Elementary Education, detailing significant improvements regarding academic outcomesWe found benefits in this pedagogical approach related to creativity, innovation, motivation, active approach and interest. Implications for practice and/or policy: Due to the benefits and positive results obtained in this research it is recommended to implement Visual Programming LanguageWe recommend the introduction to engine in educational settings in 6th grade in primary education though a cross‐curricular implementation.We recommend to apply an active approach, innovation, and learning computational concepts. [ABSTRACT FROM AUTHOR]

This paper develops a model wherein parents choose the number of children, enroll some children in school at indivisible education costs, and receive supplemental earnings from uneducated children. The model accounts for the positive relationship between enrollment ratios and parental earnings and the N-shaped relationship between fertility and parental earnings in Brazil and Indonesia. When children's living costs are high (low) relative to education costs and children's earnings, fertility increases (decreases) with parental earnings due to a dominant income (substitution) effect. A decline in the ratio of child earnings to parental earnings or a rise in education subsidy rates can increase enrollment ratios and decrease fertility. Under progressive income taxes and favorable education subsidies for poor families, educated parents' fertility could be higher than that of illiterate parents' when incomes are low. However, the relationship will be reversed partially because of the rising education subsidy. [ABSTRACT FROM AUTHOR]

Presents ideas on how to use the concepts of paper folding and pop-up books in the elementary mathematics classroom to encourage higher-order-thinking skills, problem solving and the visualization of mathematics. Guidelines in teaching children the geometric concepts needed to create their own pop-up materials; Use of hand-ons geometry activities to help students realize the practicality of mathematics.

The article discusses an integrative science, technology, engineering, and mathematics (STEM) education elementary lesson to teach students that it is acceptable to fail and that failure is an important phase in the process of engineering design and learning pathway. Topics discussed include benefits of using humor on overall learning environments, four criteria to be adhered to when using humor in educational settings, and example of a technological/engineering design challenge.

Most children and young people (CYP) worldwide are classified as inactive because they fail to meet the World Health Organisation recommendations for physical activity. Online interventions that use devices like exergames, smartphones, social media, and wearables have the potential to improve physical activity engagement because of their extensive reach and opportunities for learning and use across contexts. The objectives of this systematic review were to update the evidence-base on online physical activity interventions for CYP since 2015, analyse the outcomes associated with online interventions across physical, cognitive, social and affective domains, and assess the mechanisms (i.e. pedagogical strategies) of online interventions that resulted in outcomes related to physical activity. A systematic search of the literature was conducted across 4 databases (MEDLINE, PudMed, EBSCO and EMBASE) using key words related to online interventions, physical activity and CYP. The inclusion criteria were: CYP aged 5–18 years in the general population; use of an online-based medium to deliver an intervention related to physical activity; outcomes related to changes to physical activity, and in physical, cognitive, social and affective domains; and quantitative, qualitative and mixed methods studies. A modified version of the Quality Assessment Tool for Studies with Diverse Designs was used to assess study quality. A mixed methods approach was used to analyse and synthesise all evidence. 26 papers were identified as meeting the inclusion criteria, including randomised control trials (n=8), non-randomised interventions (n=12), observational studies (n=3) and qualitative papers (n=3). The target population of most studies was children (<12 years) where data collection mostly took place in a school setting, in elementary schools, and in physical education lessons. The interventions reported on positive changes to CYP's physical activity behaviours, through increases in physical activity levels and emotions, attitudes and motivations toward physical activity. Gamification and personalisation were the main mechanisms of online interventions that elicited positive changes in behaviours. The studies in this review provide a convincing rationale for the use of online interventions to support CYP's engagement with physical activity, due to the positive effects on physical and affective outcomes. New evidence is provided on the key mechanisms of online interventions (gamification and personalised learning) and the contexts in which online interventions are likely to be effective (elementary school PE) that can be used by health and education practitioners, organisations, policy makers and/or researchers to reach and engage CYP in physical activity. This study had some limitations that mainly relate to variation in study design, over-reliance of self-reported measures, and sample characteristics, that prevented comparative analysis. Registration number: PROPSERO; CRD42020215597. [ABSTRACT FROM AUTHOR]

Traces the evolution of the elementary PROTEACH teacher education program. Goal of the program; Key features of elementary PROTEACH; General structure of the program; Thematic focus; Factors influencing the implementation and revision of PROTEACH.

Aim: This aggregative systematic literature review aims to explore available research evidence published between 2000 and 2018 on what educational psychologists (EPs) offer to schools and pupils following a critical incident (CI) and the reported efficacy of such services. Rationale: CIs are sudden and unexpected, impacting upon all areas of life, including school communities. Since the 1990s, CI response has become part of what many educational psychology services across the UK and USA offer (Posada, 2006). The North West Association of Principal EPs commissioned this research as a way of gaining greater insight into CI response. Methods: Two research databases and Google Scholar were searched and a total of 77 papers was found, 11 of which met the inclusion criteria; ten of these were evaluated as being of at least 'medium' level methodological quality. Findings: A synthesis of the research revealed a range of practice within three main areas: strategies and actions, models to frame response, and psychological intervention. Despite similarities, differences of approaches between services were highlighted, particularly around engagement with direct work. Implications: EP services should ensure that CI response is comprehensive, sensitive and co-produced with service users. The EP role in responding to a CI needs to be clearly communicated with others. Limitations: Limitations are discussed including the dearth of evidence from 2015 onwards and the limited 'objective' evidence summarising the impact of the effectiveness of EP CI response. Conclusions: Some educational psychologists may engage in direct work following a critical incident, whilst others focus intervention on supporting school capacity to support school recovery. [ABSTRACT FROM AUTHOR]

Preparing data‐literate citizens and supporting future generations to effectively work with data is challenging. Engaging students in Knowledge Building (KB) may be a promising way to respond to this challenge because it requires students to reflect on and direct their inquiry with the support of data. Informed by previous studies, this research explored how an analytics‐supported reflective assessment (AsRA)‐enhanced KB design influenced 6th graders' KB and data science practices in a science education setting. One intact class with 56 students participated in this study. The analysis of students' Knowledge Forum discourse showed the positive influences of the AsRA‐enhanced KB design on students' development of KB and data science practices. Further analysis of different‐performing groups revealed that the AsRA‐enhanced KB design was accessible to all performing groups. These findings have important implications for teachers and researchers who aim to develop students' KB and data science practices, and general high‐level collaborative inquiry skills. Practitioner notesWhat is already known about this topic Data use becomes increasingly important in the K‐12 educational context.Little is known about how to scaffold students to develop data science practices.Knowledge Building (KB) and learning analytics‐supported reflective assessment (AsRA) show premises in developing these practices.What this paper adds AsRA‐enhanced KB can help students improve KB and data science practices over time.AsRA‐enhanced KB design benefits students of different‐performing groups.AsRA‐enhanced KB is accessible to elementary school students in science education.Implications for practice and/or policy Developing a collaborative and reflective culture helps students engage in collaborative inquiry.Pedagogical approaches and analytic tools can be developed to support students' data‐driven decision‐making in inquiry learning. [ABSTRACT FROM AUTHOR]

This paper presents a novel process perspective on educational equality policies by examining the relationship between gender equality discourses and gender binary inequalities in the deliberative design process of the Finnish Basic Education Core Curriculum 2014. The analysis applies Nancy Fraser's theory of three-dimensional justice to feedback comments (n = 73) and the equality statements included in the draft and final core curricula. The study demonstrates how gender equality discourses affirm or transform gender binary inequalities and how they changed statements between curriculum versions. The findings show that transforming gender binarism was possibly a challenge to promoting equality in the curriculum design process: No discourse alone was able to transform binarism, and only discourses affirming binarism changed the final curriculum. This paper argues that a combination of redistributive and recognitive equality discourses can contribute to the transformation of gender binarism to make it a core element of educational equality discourses. [ABSTRACT FROM AUTHOR]

Over the last two decades the Hong Kong government has made considerable investments to develop the city into a regional education hub, with 'diversification' as a key aim. The vision is, however, delinked from the tens of thousands of young children residing in Shenzhen who commute to Hong Kong for school daily. These children embody differences that are considered undesired and their social exclusion has been widely reported. Taking a spatial perspective, this paper deepens our understanding of the in/exclusion processes impacting these children. Drawing on our policy analysis, interviews, observations in physical spaces and digital media, this paper analyses the role that intermediary spaces play in (re)producing differences and social relationships. Specifically, we examine the power geometries of the children's school journey and school-related digital space, which are arenas where social differences are played out and in/exclusion is practiced and negotiated. We analyse the network of state and non-state actors at work in these intermediary spaces, showing the complex ways in which separation and integration, exclusion and inclusion intersect and constitute each other mutually. Our paper also gives some first insights into the impact of COVID-19 on the school children within this education mobility field. [ABSTRACT FROM AUTHOR]

The article describes an activity program for elementary education which teaches third graders about iterating or counting fractions using whole-number counting concepts.

Increasing community and parental connection with schools is a widely advocated means of improving levels of student learning and the quality and accountability of education systems across South Asia. This paper draws on a mixed-methods study of accountability relations in education in the Indian states of Rajasthan and Bihar. It explores two questions: what formal platforms exist to enhance connections between socially disadvantaged families and the schools serving them; and (how) do they influence engagement with student learning? It finds that various platforms have proliferated across public, low-cost private and non-government schools. But, while they promote enrolment attendance and monitoring, a substantive focus on student learning is empirically demonstrated to be missing everywhere. The paper argues that an apparently surprising similarity of (dis)connection is located in system features that are common across school types, locations and social structures. It proposes that this is a 'field' in which connection, facilitated by various platforms, is performed according to bureaucratised norms of accountability that even pervade family and community responses. Seeing this as a socially constituted 'field' that constrains meaningful discussion of learning across schooling provision for disadvantaged families contributes new insight for accountability-focused reforms in education. [ABSTRACT FROM AUTHOR]

Students have their first contact with the subject of history in elementary education. At this point, they have still not developed the reading strategies that this type of domain requires. At elementary level, teachers must support their students to contextualize information and make explicit the relationships among ideas as a basic aspect of historical reasoning in the classroom. This paper explores the ways in which teachers with specific experience in teaching history in elementary education support their students to access the contents and relationships in history textbooks. Results show how teachers often contextualized and shared the ideas and the relationships among those ideas needed to understand the text. However, once the help provided to their students has been analysed in relation to the perceived level of complexity, the data reveal that teachers focused on the less complex ideas and relationships, rather than on the more complex ones. This seemingly paradoxical strategy could be explained by the discrepancy between the intrinsic complexity of texts and the learners' historical background knowledge. [ABSTRACT FROM AUTHOR]

This paper reports a small-scale action research project aimed at helping a school whose teachers were concerned about the behaviour and achievement of their Year 8 group. Two focus group was used to identify any worries or concerns of pupils in Key Stage 3 (Years 7–9; aged 11–14). These concerns were further explored using a ranking exercise completed by all 486 pupils across the three year groups. The same pupils then completed the 'Psychological Sense of School Membership' questionnaire. The results of the ranking exercise are reported. The pupils' scores on the PSSM questionnaire suggests that pupils in Year 8 identified least with the aims of the school. The scores did show that a third (33%) of the pupils in Year 8 scored at a level regarded as 'of serious concern'on the PSSM questionnaire indicating a negative view of the school. The results of the both exercises were shared with the teachers and a plan drawn up th improve the school's pupil management. Further development of this initiative was bought to a halt by the closure of the school in response to the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Background: Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross‐country longitudinal studies of NL accuracy over the whole course of elementary school. Aims: This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries—Russia and Kyrgyzstan. Sample(s): The analyses were carried out on the data collected from the sample of 508 schoolchildren at Grades 1, 2, 3 and 4 (aged 6.4–11.9 years) from Russia and Kyrgyzstan, who were surveyed as part of the 'Cross‐cultural Longitudinal Analysis of Student Success' project. Methods: The participants were administered the 'Number Line' computerized test task and a paper‐and‐pencil 'Standard Progressive Matrices' test at the end of each academic year. Results: During the course of the elementary school education, NL accuracy increases nonlinearly in both samples from Grade 1 to Grade 4, with a pronounced increase in the rate of improvement from the first to the second year. Cross‐country differences in NL accuracy were observed during each year of schooling as well as in the growth of NL accuracy. The development of NL accuracy is described by a model with two developmental types: (1) 'high start and growth' (93% of the pooled sample) and (2) 'low start and no growth' (7%). Conclusions: Both NL accuracy and the rate of its growth during elementary school depend on educational conditions. Cross‐country differences in the distribution of schoolchildren by these two developmental types were statistically insignificant. [ABSTRACT FROM AUTHOR]

In the United States, opposition to traditional standardized tests is widespread, particularly obvious in the admissions context but also evident in elementary and secondary education. This opposition is fueled in significant part by the perception that tests perpetuate social injustice through their content, design, and use. To survive, as well as contribute positively, the measurement field must rethink assessment, including how to make it more socioculturally responsive. This paper offers a rationale for that rethinking and then employs provisional design principles drawn from various literatures to formulate a working definition and the beginnings of a theory. In the closing section, a path toward implementation is suggested. [ABSTRACT FROM AUTHOR]

This paper evaluates an Environmental Education programme where the barriers and opportunities for professional development, access to specialist resources, provision through technology and partnership are considered within the context of Wales and the demands of a new curriculum. The findings reflect on the first three years of an education programme that uses a Theory of Change framework to plan for learning with 9–11 year olds in Wales, UK. Drawing on qualitative individual and group interviews with teachers and pupils across six schools, the successes and challenges of this framework are presented. I suggest that combining a Theory of Change framework with a Capability Approach—focussing on values and agency—offers a more useful planning tool for curriculums developing strategies where teacher agency is encouraged—compared to using one approach alone. [ABSTRACT FROM AUTHOR]

High quality and culturally responsive early childhood education and care (ECEC) for young children before kindergarten is seen as a way to ensure that all children enter school ready to learn. ECEC is even more crucial in the context of recovery from the COVID-19 pandemic and the disproportionate burden of trauma and stress borne by families of color in disinvested neighborhoods. Remote learning and repeated disruptions to in-person instruction as protocols shifted during waves of the pandemic placed an extra strain on families, and may have increased educational disparities in the U.S. Taken together, these challenges have implications for children's school readiness due to their impact on opportunities for learning at home and in the classroom. This paper explores how ECEC programs can be strengthened to better meet children's needs, and ways in which future research can shed light on these important issues. [ABSTRACT FROM AUTHOR]

This study examines the effects of teaching philosophy for children (P4C) on the development of non-cognitive skills among students. Although the main focus of modern schooling is on attainment, non-cognitive skills and attitudes are still within the scope of modern education. The Ministry of Education in Saudi Arabia introduced a new policy to teach critical thinking and philosophy in its public schools in 2017. Although the effects of teaching philosophy on cognitive skills have been well-researched, fewer studies have studied the effects the teaching philosophy has on non-cognitive skills. The current study is the first to explore this issue in the Saudi educational context. This paper presents findings from a quasi-experiential design using 28 students in a Saudi elementary public school. An experimental group of sixth-graders participated in Philosophy for Children (P4C) sessions for 3 months, while the other group of sixth-graders did not receive any philosophy-related training. To collect data, the researchers used a survey designed for non-cognitive outcomes. The results show that the P4C group ranked higher in measures of communication, sociability, self-confidence, determination, willingness to try new things, happiness, and solving problems. On the other hand, the results show that the P4C group lagged behind in terms of empathy, democracy, and diversity compared to the experimental group. However, the differences are minor, and the sample is small. Nonetheless, the results are promising in indicating that P4C can improve students' non-cognitive skills. [ABSTRACT FROM AUTHOR]

This article aims to present the research esatoline "Sexual Education and Sexuality in Elementary School early years".To this end, a survey was made in the Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information, Science and Technology - IBICT, with the descriptor "Sex Education" and, with this, we identified 1605 works. With the intention of refining the search, we added the descriptors: "Teacher Education" and "Elementary School", which resulted in 44 papers, among them, only 10, related directly to the study proposed here. We found with the survey that there is still much to be investigated and explored about pedagogical practices that promote qualitative learning in the field of sexual education in elementary school early years, being relevant the teacher training and guidance materials that provide security for the approach to sexuality. We can infer that it will be through dialogue and the dissemination of knowledge that the importance of sex education will be recognized. Moreover, sex education always happens, even if one is not aware, or denial occurs, because there is no way to delimit spaces for sexuality, since it is part of the human dimension. [ABSTRACT FROM AUTHOR]

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes. Practitioner notesWhat is already known about this topic Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.What this paper adds Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions.Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions.Using ARS for the teaching of fractions has a positive effect in terms of student motivation.Implications for practice and/or policy Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.Researchers should continue exploring these potentially beneficial educational implementations in other areas. [ABSTRACT FROM AUTHOR]

Reading motivation can greatly impact reading comprehension, but it tends to diminish in and beyond elementary school. This study employs knowledge building pedagogy to advance reading motivation and comprehension in an elementary Chinese language arts class. Participants were twenty‐four third graders who spent one class period (ie, 40 minutes) for 18 weeks in Knowledge Forum to study 10 lessons in a reading textbook. Data mainly came from: a reading motivation questionnaire, online interaction logs, online discourse and PILRS reading comprehension assessments. It was found that knowledge building enhanced children's reading motivation (particularly in terms of reading competence) and reading comprehension (especially at the higher levels). Most students demonstrated spontaneous engagement in advanced online activities demanding high‐level agency. A correlation was also identified between children's motivation to read and more advanced online discourse behaviours requiring higher agency, leading to a deeper understanding of reading. Implications for fostering a motivated reading community that values collective knowledge advancement are discussed. Practitioner notes: What is already known about this topic Innovating classroom‐based instruction for enhancing learners' reading motivation and comprehension has been an important challenge in reading education.Reading motivation is positively associated with reading comprehension but tends to diminish in and beyond elementary school.Technology‐supported reading and learning are further enhanced by interactive online discussions among learners.Engaging learners in collective knowledge building activities can facilitate their reading comprehension. What this paper adds Learner engagement in knowledge building activities, particularly advanced online activities, is associated with higher reading motivation (especially intrinsic reading competence).The process analysis shows that learners' online discourses focus more on higher‐level reading comprehension with extended use of knowledge building pedagogy.Learners exhibit better reading comprehension across all levels of reading comprehension with the implementation of knowledge building pedagogy. Implications for practice and/or policy Knowledge building pedagogy, featuring assuming agency, working with ideas, and fostering community practices, can be a viable approach to reading motivation and comprehension.The design of digital platforms should aim not just to foster knowledge‐acquiring and ‐sharing from reading but also to extend reading into knowledge building activities that highlight idea improvement. [ABSTRACT FROM AUTHOR]