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Design and content of classroom activities are crucial to foreign/second (L2) language learners' motivation, be they children or adults. Lifeworld relevance and learner autonomy are two important aspects in building motivational L2 curricula for adults (e.g.), but such considerations rarely filter through to primary school learners due to institutional-curricular priorities. Presenting a single-case micro-analysis of the interactional practices that ensue from a pupil's presentation of her favourite song and music video in a 4th grade English as a Foreign Language (EFL) classroom in Denmark, this paper showcases an example of a classroom activity with a participation framework that is sustained by the pupils' participation and substantiated by the pupils' own interests without losing pedagogical impetus. Our data come from an audio-video corpus of EFL classes in six Danish primary schools.

Diffracting a research project in a UK primary school, this paper concerns feminist materialist orientations to odd-ness as a relational, distributed, and affective form of "thinking-feeling". It suggests that attuning to affect as it moves through a context resistant to disruption, involves becoming "bad researchers"; bad for composing an unruly research problem, for embracing a transgressive methodology, and for writing in willfully inconclusive ways. It comments too on the dangers of embracing badness as an identity if used to conceal rather than acknowledge ongoing inequalities between researchers and children and between privileged researchers and others routinely marginalised.

Around 28 per cent of state primary school children attend 'faith' establishments in England, the majority in Catholic or Church of England schools. Research suggests 'faith' schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also under-admit children 'disadvantaged' according to another key dimension: having special educational needs and/or disability (SEND). Descriptive statistics and modelling use the National Pupil Database census and span 2010-2020. Across years, 'faith' primary schools are less likely to include children with SEND, and less likely to admit children with SEND to the first (Reception) year. Accounting for area-level factors, indications of under-admission to Catholic schools become more pronounced. Some disproportionality for Church of England schools is explained by confounders -- but even after attenuation, they remain less likely to serve children with SEND than non-'faith' schools. Together, FSM and SEND predict a substantively meaningful lowered likelihood of children attending 'faith' schools, so these schools, at the national level, seem to have become hubs of relative 'advantage'. Findings therefore demand interrogation of whose interests these institutions serve, and of their part within the current English system.

In this paper, we investigate how professional cultures and situated, material and external contexts relate to dynamic low- and underperforming schools in Scandinavia, particularly how the leadership is constructed through the leader, the followers and the situation. The first school studied was a low-performing school in Norway called "Toppen", which has shown improved student outcomes. The other school, Seaside, is a Swedish school that is considered underperforming because student outcomes are lower than expected based on the contextual prerequisites. Our results show that Toppen can be described as a turnaround school and Seaside can be described as a cruising school. Analysis reveals that, at Toppen, the principal has been developing a culture that can be described in terms of community and motivation. At Seaside, on the other hand, the culture can be described in terms of individuality and conservatism. From this analysis, we can detect how different contexts impact two low- and underperforming schools and how they are affected by different prerequisites linked to the situated, material, external and professional contexts. However, the development of a collective professional culture with a shared sense of commitment seems to be an important tool to plan and communicate organizational improvement strategies.

Unsustainable palm oil production is having a devastating impact on biodiversity in producing countries in Southeast Asia. Certification schemes for sustainable palm oil have the potential to reduce these impacts. The ubiquity of palm oil in processed foods found in supermarkets is a challenge that requires intervention at the policy level and with consumers through increasing public knowledge of the problem and awareness of sustainable alternatives. Zoos are increasingly demonstrating their role in increasing awareness of multifaceted conservation issues across a range of audiences. This paper describes the evaluation of a repeat-engagement outreach programme on palm oil delivered to 7-11 year old children in UK schools by zoo educators. We conducted a mixed-method study using before-after control-treatment surveys to examine the relationship between programme participation and participants' knowledge of palm oil, sustainability, and awareness of sustainable alternatives. The analysis indicated improvements in participants' understanding of palm oil as a conservation issue, and knowledge of how and where to identify sustainable palm oil in consumer products. The analysis also indicated a smaller improvement in participants' understanding of sustainability. We discuss these findings in the context of zoo-led conservation education, and its potential role in Target-16 of the post-2020 Global Biodiversity Framework.

Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change.

At least 16 states have limited exclusionary discipline for elementary age students, but little is known about the effects of these policies on discipline rates and disproportionality. This paper tests whether a limit on exclusionary discipline in grades K-5 in Arkansas impacted the likelihood of suspension and expulsion overall, for different student subgroups, and in different types of schools. Using a comparative interrupted time series approach, we find the policy - which included exceptions that could be interpreted subjectively - reduced the risk of suspension or expulsion in grades K-5, but that students who are not Black, students without disabilities, and more economically advantaged students experienced larger reductions in suspension and expulsion risk. Implications and limitations are discussed.

Although the notion of assumptions is important in mathematical activity as early as the elementary school, there is limited research on how to help elementary teachers develop mathematical knowledge for teaching related to assumptions. In this paper, we discuss the theoretical foundation and implementation of an intervention that aimed to promote three key elements of this knowledge among prospective elementary teachers. We developed the intervention in a 4-year design experiment that we conducted in an undergraduate mathematics course for prospective elementary teachers. The intervention's design utilized the notion of productive ambiguity in the context of a deliberately ambiguous task where the role of assumptions surfaced and was reflected upon in purposefully organized ways. We focus on the implementation of the intervention in the last of 5 research cycles of our design experiment to exemplify our theoretical framework and to discuss the promise of the intervention to promote the three targeted elements of knowledge. The approach to promoting mathematical knowledge for teaching that we discuss in the paper offers a paradigmatic case of how teacher educators can use productive ambiguity to design learning opportunities for prospective teachers to intertwine mathematical learning with pedagogical awareness thus developing pedagogically functional mathematical knowledge. [ABSTRACT FROM AUTHOR]

Integrating socioscientific issues (SSI) into education is gaining widespread adoption in classrooms due to its positive impact on student's critical thinking, environmental awareness, holistic knowledge and/or the idea of combining science and mathematics. This paper explores the idea of using comics as appropriate media for elementary school students to engage with SSI content. Because of the difficulties in integrating SSI into classrooms, SSI-based learning is more commonly applied in high school and higher education settings, with limited implementation in earlier education. To answer this gap, we developed comics that have SSI content for elementary schools. Comics are chosen as reliable tools for visualising and simplifying complex concepts and making SSI content more accessible and engaging. This paper describes our comics on earthquake-related issues in Indonesia and the principles that guided its design. SSI inherently involves multiple perspectives, so the integration brings together science, and mathematics within the one comic. In integrating different disciplines of comic content, we utilised the rule-of-five framework, widely employed to merge five representational models (experiential, verbal, numerical, visual, and symbolic) commonly used in developing content combining two or more different academic disciplines. [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]

To address the existing challenges in keeping school records, this study centered on analyzing the development and implementation of an online school management system. Efficient, accurate, Data-organized, reliable, and adaptable systems were the outcomes of the study's investigation of user feedback and potential enhancements to current educational systems. The methodology sought to identify possible areas for improvement in teaching and learning processes by conducting interviews, making observations, and using system analysis tools. The system design phase materialized analytical models by drawing attention to the physical and logical aspects of the design. Issues such as information mismanagement, slow retrieval, security risks, lack of organization, and space limits were brought to light by the findings, which revealed shortcomings in the current manual system. With benefits like better organization, accessibility, security, and tracking capabilities, the paper advocated for electronic document management solutions. The study's findings ultimately lend credence to the idea that digital technology may optimize and enhance efficiency in various settings, including educational institutions. [ABSTRACT FROM AUTHOR]

This paper presents a new methodological model that was developed whilst carrying out an Institutional Ethnography to explore school food working practices. The model brings together two complementary approaches; Institutional Ethnography and Systems Thinking, to offer a novel approach to the analysis and visualisation of ethnographic data as systems maps that show how power shapes practices. This novel contribution allows for the mapping of complex working practices to show interdependencies and flows, and addresses limitations in the applicability of Institutional Ethnography to policy research. This approach will be useful for researchers and practitioners who want to utilise findings from Institutional Ethnography to design effective interventions, change outcomes of working practices, or tackle policy problems. [ABSTRACT FROM AUTHOR]

The adult-centric concept of 'age-appropriateness' is an arbitrary signifier and yet it commands a powerful common-sense appeal in governing the shape of sexuality education. The visibility of LGBTQ+ lives in primary schools is deeply impacted by the cis-heteronormative ways in which age-appropriateness is commonly understood and mobilised; very often resulting in silence and delay. The concept of age-appropriateness also becomes entangled with moral panics about 'promoting' LGBTQ+ lives, or children being somehow 'recruited' to identify as LGBTQ+. This paper draws on findings from a study with the parents of eleven trans and gender diverse children (then aged between 5 and 13) conducted in 2017, as well as a follow-up study conducted with seven participants from the same group of parents and children in 2022. The paper explores how the politics of age and agency intersect and become intensified as trans and gender diverse children and their parents navigate and make decisions about their bodies, lives and everyday worlds in primary schools. These stories of trans and gender diverse children provide an arresting invitation to adults to attend closely to the rich stories of children themselves in (re)considering the potential of sexuality education across contexts. [ABSTRACT FROM AUTHOR]

Background: It is critical to analyse and evaluate elementary school students' scientific inquiry skills to promote inquiry-based teaching and learning and to develop students' scientific inquiry skills. Compared with the analysis of students' scientific inquiry skills based on paper and pen tests and classroom teaching videos, the direct analysis of primary school students' video works on the scientific inquiry can more intuitively and comprehensively reflect students' actual scientific inquiry ability. Purpose: This study aims to analyse scientific inquiry abilities of students in Chinese elementary school through video works and to reflect students' scientific inquiry abilities authentically and comprehensively by using performance assessment. Sample: 32 high-integrity physics videos on material science topics were further evaluated for analysis. Design and Methods: The study proposed the analytical framework of students' scientific inquiry skills combined with the existing research, and the content analysis of the participating videos was carried out accordingly, which realized the performance assessment of students' scientific inquiry skills. Results: Only 40.59%entries had completed elements of scientific inquiry. The scores for hypothesis making and reflection evaluation were 1.37 and 1.71, which were relatively complex and showed that students' performance was weak. The highest scores for the ability to inquire and the view of scientific inquiry were gotten by the students in grade 4 and no outstanding performance was shown by the students in grade 6. Conclusion: First, the lowest level of scientific inquiry was found in making hypotheses and reflective evaluation performance. Second, students' scientific inquiry skills did't show a dominant correlation with grade, and students' inquiry skills don't necessarily increase naturally with increased knowledge and skills. In addition, the degree of openness to inquiry did not fully characterize students' inquiry skills. Finally, students with a more systematic view of scientific inquiry had relatively higher inquiry skills. [ABSTRACT FROM AUTHOR]

This article provides a clearer understanding of head of panel (HoP) leadership in Malaysian primary schools. The research on HoP leadership is still in its early stages and requires further expansion. Additionally, this paper discusses the role of HoP leadership using the models developed by Turner and Bolam (1998). The research also revealed that the HoP needs to possess the necessary skills to guide the team members and set an example for their roles and [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The COVID‐19 pandemic created a unique learning experience, characterised by school closures and a shift to online learning. Research suggests that online learning during the pandemic negatively impacted the reading development of elementary school children. However, little is known about the challenges of learning a second language (L2) remotely. Therefore, this study investigates the impact of online learning during the pandemic on language and reading development among French immersion (FI) students who learn French as an L2. Methods: A total of 137 Grade 1 and Grade 2 students from two cohorts were included in the study. The in‐person cohort consisted of 72 students who attended school in person and were tested in person before the pandemic. The online cohort consisted of 65 students who received virtual instruction during the pandemic and were tested online. Measures of vocabulary, word reading accuracy and fluency, and phonological awareness were administered in English and French to both cohorts. Analyses of covariance (ANCOVAs) were carried out to assess the effects of cohort and grade on the measures, with guardian education as a covariate. Results: Students in the in‐person cohort performed significantly better on French vocabulary and English word reading accuracy than students online. The cohort effect was not significant for other French and English measures. Grade 2 students significantly outperformed Grade 1 students in both English and French vocabulary and word reading. Conclusions: The current results suggest that online learning may have had a moderately negative effect on French vocabulary but no impact on French phonological awareness or word reading. FI students' English skills were also largely unaffected. Therefore, FI students made progress on their language and literacy skills through online learning during the pandemic. The findings point to the importance of enhancing L2 vocabulary input during online learning. Highlights: What is already known about this topicElementary school children experienced learning losses in reading due to school closures and online learning.Learning losses were more pronounced for younger students, students from lower socioeconomic backgrounds and immigrant children.The very few studies that have investigated the impact of online learning on reading development in bilinguals have focused primarily on English second language learners who are educated in the societal language with ample exposure to English at school and in the community. What this paper addsThis study examines how online learning during the pandemic affects the language and literacy skills of Grade 1 and Grade 2 French immersion students, who only learn French at school.This paper provides a comparison between an in‐person and online cohort in English and French vocabulary, word reading accuracy and fluency, and phonological awareness.Students in the in‐person cohort demonstrated significantly higher scores on French vocabulary than students educated online during the pandemic. Implications for theory, policy or practiceLower French vocabulary during the pandemic may be due to reduced French language exposure in an online setting.Language teachers should intentionally increase second language exposure to directly target vocabulary development in an online environment. [ABSTRACT FROM AUTHOR]

Background: With the growing integration of technology in education, the adoption of blended learning (b‐learning) has gained attention. B‐learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K‐12 education, particularly in rural settings. Objectives: This qualitative study aims to propose recommendations for successful implementation of blended learning in rural K‐12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success. Methods: We performed a content analysis of grey literature documents detailing the implementation of b‐learning in K‐12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b‐learning adoption in these contexts. Results and Conclusions: The study identifies pivotal stakeholders for effective b‐learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b‐learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning. Lay Description: What is currently known about this topic: Blended Learning Definition and Benefits: Blended learning combines face‐to‐face and online instruction, enhancing student engagement and personalization by providing diverse learning pathways.Growth in K‐12 Implementation: Blended learning gained traction in K‐12 education, boosting academic outcomes, driven by recognition of learner diversity and potential in meeting students' needs.Contextual Challenges: Implementation challenges arise in low‐income households and rural areas, including limited access to technology and internet connectivity, impacting student engagement and success. What does this paper add: Focusing on Rural Dynamics: This study helps to fill a gap by investigating blended learning in rural K‐12 settings, spotlighting key players and success drivers in these unique contexts.Recommendations from Various Sources: By combining interviews and grey literature, this research generates comprehensive, practical recommendations grounded in both empirical insights and real‐world perspectives.Insights into Rural Hurdles: This paper extends the discussion on blended learning by addressing specific rural barriers, proposing family involvement, private sector partnerships for training, and tailored pedagogical strategies. Implications for practice or policy: Leadership and Collaboration: Effective school leadership and collaboration with local governments are pivotal for fruitful blended learning implementation, ensuring defined roles, responsibility, and accountability.Adaptable Curriculum Design: An adaptable, centralized curriculum aligns with recommendations, fostering efficient tracking of student progress and enabling customized learning.Engagement‐Centric Pedagogies: Recommendations spotlight interactive, student‐centered teaching methods, tailored to diverse student needs, nurturing active participation and elevated learning outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Arid Land Geography is the property of Chinese Academy of Sciences, Xinjiang Institute of Ecology & Geography and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers. Design/methodology/approach: This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome. Findings: Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools. Research limitations/implications: One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people's viewpoints to support the perceptions of the participants, which could not be validated. Practical implications: Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded. Social implications: The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered. Originality/value: Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers' perspectives. [ABSTRACT FROM AUTHOR]

At least 16 states have limited exclusionary discipline for elementary age students, but little is known about the effects of these policies on discipline rates and disproportionality. This paper tests whether a limit on exclusionary discipline in grades K-5 in Arkansas impacted the likelihood of suspension and expulsion overall, for different student subgroups, and in different types of schools. Using a comparative interrupted time series approach, we find the policy—which included exceptions that could be interpreted subjectively—reduced the risk of suspension or expulsion in grades K-5, but that students who are not Black, students without disabilities, and more economically advantaged students experienced larger reductions in suspension and expulsion risk. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Praxis Sprache is the property of Schulz-Kirchner Verlag Gmbh and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The application of STEM (Science, Technology, Engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STEM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students' STEM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STEM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LED light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students' STEM knowledge and skills as evidenced from the post-written test. The relationships between the students' STEM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STEM learning outcomes; the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students' learning outcomes and learning attitudes in STEM education. [ABSTRACT FROM AUTHOR]

This study examined deaf learners' academic and social difficulties as well as their coping mechanisms in Ethiopian elementary schools. To do this, the study adopted a phenomenological design from qualitative research methodology. Purposive sampling methods were used to choose nine deaf students for semi-structured interviews. Using word-by-word narrative analysis, data were analyzed. The lack of sign language interpreters and teachers' exclusionary behaviors were found to be some of the academic and social obstacles faced by deaf learners in the research area. The study also found that deaf learners in participating schools used problem-focused coping techniques, including pen-and-paper techniques for interpersonal communication, and maladaptive coping mechanisms like ignoring and social withdrawal. According to the report, local authorities should organize awareness workshops for instructors from participating schools on how to instruct deaf learners in inclusive environments. [ABSTRACT FROM AUTHOR]

Taking a languaging perspective, this paper considers how kindergarten students and their teacher are relationally and intellectually responsive to one another in authoring conversations by constructing a sense of copresence. Copresence is defined by Goffman (1966) as being "uniquely accessible, available, and subject to one another" (p. 22). In this paper, I make Goffman's construct visible by showing how students and their teacher discursively align with each other. Microethnographic discourse analyses of sharing time events in writing workshop reveal that copresence is performed as playfulness, empathy, and disagreement. Implications include using the construct of copresence to assess the relation between the performance of authoring and the social life of the classroom as well as drawing upon the dialogic, improvisational nature of copresence as a point of pedagogical leverage. [ABSTRACT FROM AUTHOR]

Support for school-age children with speech, language and communication needs (SLCN) usually takes place within the school setting. Successful outcomes for children with SLCN rely on effective collaborative working between speech and language therapists (SLTs), school staff and families. We need to understand the current evidence regarding the joint working practices, relationships and collaboration experiences of SLT and teaching staff within mainstream primary schools, in order to identify whether sufficient research exists for a systematic review within this field, and to inform practice. The purpose of this scoping review was to identify what research currently exists regarding collaboration, roles and relationships of SLTs and teaching staff within mainstream UK primary schools, and clarify the nature, participants and concepts described within this literature. A scoping review framework was used, consisting of identification of the review objectives, identification of relevant studies, study selection and iterative searches, data charting and reporting of the results. Information regarding research question, participants, data collection and analysis and terms used for key concepts was extracted. This scoping review identified 14 papers, however, collaboration was the primary focus of only 5 of these. Clarity and perceptions of roles were key themes within six of the papers. Whilst facilitators and barriers to collaboration are discussed in all 14 papers, only 4 studies aimed to investigate barriers and facilitators. Teaching assistant (TA) views are underrepresented within the research. Drawing conclusions from the body of research is challenging due to the varied ways in which the key concept 'collaboration' is used. Currently, there is insufficient literature to carry out a systematic review. This scoping review highlights the need for research that considers collaboration within the complex social network of school staff (including TAs) and SLTs, in order to ensure that future guidance is rooted in research. [ABSTRACT FROM AUTHOR]

In the field of education, work discussion groups focus on teachers' emotional experience with their students and offer a safe environment in which professionals can freely interact and explore the dynamics and relationships in their workplace. A psychoanalytic therapist usually leads them. They are considered particularly important for preschool education, as young children provoke intense emotional reactions in adults. Although the effectiveness of work discussion groups in preschools has been positively evaluated, their application is considered financially unaffordable. This paper presents the function of a work discussion peer group in preschool education, that is with a preschool teacher as facilitator. To do so, the facilitator's point of view is presented in this paper in the form of a reflective account. A group consisting of six kindergarten teachers was formed. It met for seven sessions. After each group meeting, the facilitator kept a reflective diary. The topics of the meetings included the facilitator's struggle to be seen as a peer, the group dynamics, the development of the group and the importance of supervision, which are all discussed. [ABSTRACT FROM AUTHOR]

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

STEM education, which stands for science, technology, engineering, and mathematics, is an important educational model in primary and secondary schools, including elementary schools. STEM education is being emphasized in many countries around the world. In Southeast Asia, the current state of STEM education is quite diverse and there is a discrepancy between countries. This study focuses on analyzing quantitative scientific indicators based on 490 publications on STEM education in elementary schools from 2000 to December 2022 in the Scopus database. The data is analyzed by bibliometrics software Biblioshiny and VOSviewer on the collaboration network between scientists in the field of STEM education in elementary schools, countries with the most publications, emerging keywords and related keywords, as well as research trends on STEM education in elementary schools for Southeast Asian countries. The results of the study show that publications on STEM education in elementary schools in Southeast Asian countries started to be studied from 2008 and have been increasing rapidly; scientific papers published in some high-impact factor journals; the countries with the most publications are not necessarily Southeast Asian countries, mainly in the Americas, Europe, Asia, with Indonesia being the only Southeast Asian country in the top-5 countries with the most publications on this research trend. Based on the analysis, the article proposes some directions for STEM education research in elementary schools in Southeast Asian countries to achieve high effectiveness in training at elementary schools. [ABSTRACT FROM AUTHOR]

Primary education is the foundation of learning and discovery, igniting curiosity and equipping children with the essential skills to navigate the world. In this stage, teachers unlock children's potential and transform them into effective individuals in the future. The objective of this study was to compare the effectiveness of female instructors in schools for girls with schools for boys. The study utilized a quantitative research approach and employed a closed-ended questionnaire with a five-point Likert scale to deliver the survey. The research design followed in this paper was casual comparative. A sample of 327 female elementary teachers (174 from schools for girls and 153 from schools for boys) and 400 primary/elementary grade children (200 from each group) were chosen using the stratified proportional sampling approach. The results showed a significant difference in female teachers' performance between elementary schools for boys and girls, with female instructors performing better in the latter. Based on the results, the authors suggest that only female teachers should be hired for schools catering to females. [ABSTRACT FROM AUTHOR]

This paper presents findings from a literature review on relationships and sexuality education for primary (elementary) school programme effectiveness. Using a theory-generating approach informed by realist evaluation, the review takes a deep dive into the literature to identify contexts, mechanisms and outcomes likely to influence the effectiveness of programmes. This paper will be of interest to researchers, evaluators, RSE programme designers and practitioners as findings provide a catalogue of factors (variables) that can be considered for application in future programme evaluations and for inclusion in programme logic models. It identifies areas of opportunity to incorporate children's voices into research and points to the need for longitudinal studies to address the context- and time-sensitive nature of relationships and sexuality education. [ABSTRACT FROM AUTHOR]

News recommender systems (NRS) are crucial for helping users navigate the vast amount of content available online. However, traditional NRS often suffer from biases that lead to a narrow and unfair distribution of exposure across news items. In this paper, we propose a novel approach, the Contextual-Dual Bias Reduction Recommendation System (C-DBRRS), which leverages Long Short-Term Memory (LSTM) networks optimized with a multi-objective function to balance accuracy and diversity. We conducted experiments on two real-world news recommendation datasets and the results indicate that our approach outperforms the baseline methods, and achieves higher accuracy while promoting a fair and balanced distribution of recommendations. This work contributes to the development of a fair and responsible recommendation system. [ABSTRACT FROM AUTHOR]

This paper presents a study guide and an analysis of its use in the computer programming learning process of an 8-year-old elementary school student through the Scratch program. The research's objective is to explore and understand how this individual student approaches learning programming skills and tackles challenges within the Scratch environment. An individual case study approach was adopted at home, combining qualitative and quantitative methods to gain a comprehensive insight into the student's learning process. The study was conducted without grant support, and the researcher actively participated as an educator and observer in the student's learning sessions. Performance was assessed, and a semi-structured interview was conducted to inquire about the student's experiences, motivations, and interests regarding programming in Scratch, as well as their feelings after the training. Additionally, the student's activities during programming sessions were meticulously recorded, and projects created in Scratch were analyzed to assess progress and understanding of concepts. The findings of this research have the potential to contribute to the field of programming education and provide valuable insights into how young elementary school-aged individuals can acquire computer and programming skills in an interactive environment such as Scratch. The results obtained demonstrate that using the proposed guide to introduce elementary school students to programming at home, with parents acting as educators, is feasible. Therefore, it helps facilitate access to this knowledge, which is currently limited for many individuals in an official educational setting. [ABSTRACT FROM AUTHOR]

Too much decision-making freedom in adolescence might discourage academic effort at the level parents desire since children tend to be less patient and risk-averse. Therefore, many parents limit their child's choices in order to achieve optimal effort. In this paper, we analyze how limits on autonomy affect a child's academic effort, gauged by both official transcript and child-reported grades in four core subjects. One empirical challenge is that parents might allow more independent decisions when a child exerts more academic effort, creating a downward bias. Our approach is to employ recursive bivariate models in which community differences in conservative Protestant market share produce external variations in the number of limits. We find US parents limit independent decision-making primarily to reinforce grades in high school English and math, with gains that diminish with the number of limits. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Anemia is a global public health problem, especially common among children in developing countries, which affects their physical and mental health development. However, there is currently a lack of research on the relationship between anemia and academic performance. The objective of this study was to explore the association between anemia and academic performance, and the possible factors mediating this association among Chinese children. The data for this study came from the baseline survey of the Chinese Education Panel Survey Elementary School Cohort. The cohort was conducted from September 2018 to June 2019 in 160 elementary schools, covering 20 provinces and 40 counties/districts throughout China. Paper-based questionnaires were used, completed by 4th grade students, parents, head teachers, main teachers, and principals. The data used included questionnaire responses, physical measurements, and academic performance of 17,695 students. Based on students' hemoglobin levels and school altitude data, we grouped them into anemia and nonanemia categories using WHO criteria. The anemia group had 1,154 individuals, while the nonanemia group had 16,541 individuals. An ordinary least squares regression and mediation effect analysis were conducted. Our findings found the prevalence of anemia was 6.52% among Chinese Grade 4 students. Students without anemia had a higher average test score for three academic subjects than students with anemia (P < 0.001); their test scores for Chinese, Mathematics, and English were also higher (P < 0.05). Multivariate regression analysis showed a negative association between anemia and average test scores as well as individual test scores for the three subjects. Mediation analysis found that anemia affected academic performance directly (P < 0.05), and indirectly by decreasing the cognition score (P < 0.05). The indirect effect was 19.9% of the total effect. Findings highlighted anemia affected academic performance both directly and indirectly. Nutrition-related interventions should be implemented to prevent a decrease in academic performance among students with anemia. [ABSTRACT FROM AUTHOR]

This paper explores the effects of translanguaging on learners' ability to recall information when reading texts in isiXhosa as their home language and English as their first additional language. The study engaged a Solomon four quasi-experimental design with four groups of participants: two experimental groups and two control groups. Four rural Grade 4 schools comprising 215 learners aged between nine and 12 participated in the study. The results show a positive correlation between translanguaging techniques and learner performance on the ability to recall information in their home language. Regarding English, the results display a regressed but statistically non-significant performance. The study responds to concerns about the substandard reading abilities of African (Black) learners in elementary grades in South Africa and suggests an alternative multilingual approach, translanguaging, to enhance the reading abilities of multilingual learners. It demonstrates that substantial gains can be obtained in reading development in elementary grades when translanguaging techniques are exploited. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für interpretative Schul- und Unterrichtsforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper describes the results of a study whose main aim was to find the interrelationship between pupils’ school grades in Czech language (native), mathematics, and physics and pupils’ cognitive predispositions to problem-solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. A total of 180 pupils from the Czech Republic aged 14-15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2 and between those assessed by grades 3 or 4. Pupils’ performance in the two tests might help to strengthen the objectivization of grading at school. They might also help identify the indicators important for developing problem-solving skills. The research specifically points to the need to develop algebraic thinking, the conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning, and the ability to control variables. [ABSTRACT FROM AUTHOR]

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

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The introduction of elementary schools in Sweden (and elsewhere) in the mid-nineteenth century required the quick hiring of many new teachers, which in turn posed challenges about their financing. This paper analyses school inspectors' reports and teachers' journals to illuminate local strategies to provide affordable teaching in the Uppsala region in central Sweden from 1861 to 1910. The feminisation of the teacher's role and the secondary occupations undertaken by (usually) male teachers during this time have not previously been studied together in this context. The main aim of studying these areas together was to contribute to social and economic research in the history of education. The methods were historical and statistical analyses of source materials, with a particular focus on local and regional school developments. The results show that hiring more women to teach in the lower school forms and providing or encouraging side occupations for male teachers were common strategies to make teaching affordable in Sweden during the period studied. In conclusion, it would have been very difficult to implement the elementary school model in Sweden without these strategies. The study confirms the notion of the local character of school funding and provides new empirical evidence of the limitations of state intervention during this period. [ABSTRACT FROM AUTHOR]

Currently, schools in the United States are highly diversified and integrated. In other words, the integration of students representing multiple identities and positionalities existing in the same educational spaces is much more common. The purpose of this study was to examine elementary school principals' perspectives on inclusive education. Grounded in social constructionism, the research design was a descriptive case study positioned using qualitative methodology. The primary data sources were semi‐structured one‐on‐one Zoom interviews with four elementary school principals from the Midwestern region of the United States; and researchers' reflexive notes in order to understand how principals understand and deploy inclusion within their respective schools. Based on thematic analysis, in this paper, we constructed the following interrelated themes: (a) building discourses around inclusion from prior educational experiences; (b) culturally responsive leadership as a practice to inclusion; (c) collective feelings of safety, comfort and harmony and (d) the negotiation of privilege. These themes highlighted that the conceptualization and implementation of inclusion heavily prioritize the perspectives of professionals within schools rather than those of the individuals being included. [ABSTRACT FROM AUTHOR]

Racial segregation can occur not only between schools but also within schools, and there has been particular concern that gifted & talented (G&T) programs may increase within-school segregation at the primary school level. This paper evaluates the contribution of G&T education to racial segregation using data on the presence and racial composition of G&T programs at virtually all U.S. elementary schools over a span of nine school years. I first show that, consistent with widespread perceptions, G&T programs do disproportionately enroll White and Asian students while Black, Hispanic, and Native American students are underrepresented. Next, I calculate the changes in the Dissimilarity and Exposure Indices that occur when G&T programs are treated as fully separate schools, which provides a transparent measure of their contribution to overall racial segregation. These calculations indicate that accounting for the within-school racial sorting caused by G&T education increases the Dissimilarity Index by 10 to 20 percent, and has little to no impact on the Exposure Index. Finally, to study the potential effects of G&T programs on enrollments over time, I estimate event-study models for schools initiating or discontinuing G&T programs, and find no large changes in White or Asian enrollment after programs are eliminated or initiated. I conclude that G&T education's impact on racial segregation in U.S. elementary schools is modest, although changes in G&T programming could still be one meaningful tool to increase integration. [ABSTRACT FROM AUTHOR]

Educators should support multilingual students' translingual writing. However, it can be challenging for teachers to support students' composing in languages that teachers do not speak. Drawing on a community translanguaging lens, this paper explores this issue by asking: How did teachers talk about and interact with language resources that were new to them while supporting translingual writing in an English-medium classroom? Data were collected using ethnographic and practitioner research methods across 1 year in one second-grade writing workshop in the U.S. Students spoke Spanish, Korean, French, Tagalog, or English, and classroom teachers spoke English and Spanish. Data analysis first involved descriptive coding of videorecorded composing interactions to identify every teacher interaction involving a new-to-them named language. These events were then re-examined using constant comparative coding to identify interactional patterns. This yielded three main findings; teachers: (1) positioned students as language experts and themselves as language learners, (2) drew on shared language resources to support student writing in new-to-teacher languages, and (3) expanded audiences to support student writing in new-to-teacher languages. Implications include pedagogical steps teachers can take to support students' use of new-to-teacher languages while writing, and ideological and social implications of teacher talk about those languages. [ABSTRACT FROM AUTHOR]