Primary School Education

This article investigates children’s views on providing peer support to bereaved children. The data (pre- and postinterviews and written documents) come from an action research study of a teacher–researcher and her 16 children aged 10–11 years old. Analysis of the data shows children’s ideas on supporting a bereaved child and how this support should be provided, taking into consideration various factors such as the relationship with the bereaved and the role of memories. The paper emphasizes that children should have structured opportunities across the whole-school curriculum to learn how loss affects people’s lives to support themselves and others.

Educational research shows a growing interest in "affect as pedagogy", a concept grounded in feminist studies, which focuses on the relationality and materiality of affect. This article addresses the becoming of affect as pedagogy, positioning its inquiry at the crossroads of feminist scholarship and the Deleuzian-Guattarian concept of affect. It presents a postqualitative inquiry that "experiments with" an agentic assemblage of 76 public schools in Brazil, 78 responses to a qualitative survey, 12 teachers interviewed, and the researchers' fieldwork observations. The result of this experiment is a collective narrative organized as a Voice without Organ (VwO), which shows interlocking elements of challenging, disadvantaged educational scenarios and a teaching practice traversed by affect. The VwO answers the question of how affect becomes pedagogy, describing events that can be characterized as embodied history, affective labor, and the capacity to be affected. In these events, an intense connection between bodies occurs. This pedagogy also shows the capacity to affect, by creating affirmative desires that materialize in alternative narratives for the students' futures. In the face of limited and precarious resources, lack of public support, and an environment of violence, affect as futuremaking pedagogy becomes a means of working against exclusion and social injustice.

Education is widely regarded as the key to economic prosperity, the key to scientific and technological advancement, the means to combat unemployment, and the foundation of social equity. Based on this fact, the Federal Government of Nigeria like other developing nations has at different times made serious efforts in increasing the number of children enrolled in primary schools though there are still many more who are not enrolled and who do not complete the primary education. This massive expansion has been possible by the allocation of large sums of monetary allocation to primary education. Although the functionality of this level of primary education is not doubted, in addition to the structural changes made to improve the system, it has been saddled with problems ranging from issues of enrolment, funding, infrastructure, teaching personnel and curriculum provisions. This paper discusses the productivity of primary education and some of the structural changes made to meet the demands of the society. More so, this paper discusses the issues earlier mentioned as the affect primary education system in Nigeria.

40 Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which games to introduce in their classrooms? In this paper we attempt to support teachers to address this question through presenting five principles of good mathematical games. Rather than operating as definitive criteria, our intention for presenting these principles is to stimulate critical discussion and to guide teacher decision-making. Examples of mathematical games that we believe appropriately capture each principle are provided.

The article was published in April 2018 in Education Technology Solutions (ETS); it was co-jointly written with a primary classroom teacher Gaya Pillai who was a teacher in STEM research in a NSW public school in 2017.
ETS is now online and can be subscribed to and accessed here
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This study focuses on teachers' perspectives concerning information literacy teaching in two primary schools in Israel-one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school's curriculum. A significant gap was discovered in both schools between the teachers' perceptions-who understood the importance of teaching information literacy and its actual implementation.

Tujuan penelitian ini adalah mengungkapkan penerapan paradigma integrasi-interkoneksi untuk pengembangan Kompetensi Dasar sikap spiritual bagi peserta didik pada materi IPA Sekolah Dasar Kelas 6, dan untuk mengungkapkan pemanfaatan keterampilan berpikir kritis sebagai salah satu keterampilan abad 21 untuk penempaan Kompetensi Dasar sikap spiritual bagi peserta didik pada Siswa Kelas 6 di Sekolah Dasar Islam Terpadu Sunan Averroes. Penelitian ini menggunakan pendekatan kualitatif, dengan memanfaatkan wawancara mendalam, observasi, dan dokumentasi sebagai metode pengumpulan datanya. Fokus kajian penelitian ini adalah penggunaan keterampilan Abad 21 sebagai sarana implementasi sikap spiritual dalam pembelajaran IPA. Temuan penelitian ini menunjukkan bahwa SDIT Sunan Averroes berhasil mengembangkan Kompetensi Dasar sikap spiritual dalam materi IPA Kelas 6 Semester 2 dengan mengembangkan paradigma keilmuan integrasi-interkoneksi serta didukung semangat sejarah penamaan SDIT Sunan Averroes itu sendiri. Strategi penggunaan keterampilan Abad 21 sebagai sarana implementasi sikap spiritual dalam pembelajaran IPA Kelas 6 adalah dengan cara menyisipkan pertanyaan siapakah Pencipta dari segala eksistensi dan peristiwa alam tersebut. Dengan menanya Pencipta, guru sedang mengasah salah satu ketrampilan Abad 21, yakni critical thinking. Kata Kunci: Berpikir Kritis, Ilmu Pengetahuan Alam (IPA), Integrasi-Interkoneksi, Keterampilan Abad 21, Sikap Spiritual.

В статье рассматриваются особенности развития пространственного мышления детей младшего школьного возраста. Утверждается, что развитие данного вида мышления зависит от физического и психического состояния ребенка, его личного опыта оперирования пространственными образами, школьной программы, социального окружения. Показана связь между развитием пространственных способностей ребенка и социально-экономическим статусом семьи, в которой он воспитывается. Автор приводит несколько точек зрения к вопросу о гендерных различиях в формировании пространственного мышления детей. Также в статье рассмотрены методы диагностики пространственных способностей младших школьников.
Ключевые слова: пространственное мышление, пространственные способности, пространственное мышление младших школьников, диагностика пространственного мышления.

The study investigated the availability of safety and security facilities in public primary schools in Kaduna state. The study adopted a descriptive survey research design. A questionnaire titled " Availability of Safety and Security Facilities in Public Primary Schools " (ASSFPPS) was used for data collection. Twenty (20) randomly selected primary schools were used for the study. A total of Fifty (50) head teachers and teachers participated by responding to the items on the questionnaire. The data collected were analysed using frequencies and percentages. The findings of the study revealed the dearth of safety and security facilities in primary schools in Kaduna, as there were only very few of such facilities available in the schools that were visited. It was recommended as a matter of urgency that government should provide safety and security facilities such as fences with security barbwires, lockable gates, metal detectors, fire extinguishers, uniformed armed security personnel, close circuit television cameras, among others. Head teachers and other school personnel should be security conscious and alert at all times. School authorities should beef up security in all nooks and corners of their schools to make their schools safe havens for teaching and learning. All staff should be trained in safety and security management. Safety and security concepts should be included in the universal basic education curriculum across all classes to create the necessary awareness in the most vulnerable children in our society. A school environment devoid of crime, abduction, rape, violence and the likes is a place where

Esta comunicación pretende ofrecer una guía para la utilización de la novela Claudine en la Escuela 3 de Colette como recurso didáctico en las asignaturas de historia de la edu-cación. Se entiende que esta novela constituye una vía fructífera, a la vez que amena y sugerente, de aproximación a las características fundamentales del sistema educati-vo republicano francés de finales del siglo XIX, concretamente al subsistema primario destinado a las clases populares. El objetivo es trabajar las características de la escuela republicana, la oferta de movilidad social a través de los estudios de magisterio que esta escuela ofrecía a los sectores populares y el carácter meritocrático que presidía todo el proceso. Objetivo La propuesta tiene como objetivo la redacción de un ensayo en el que el alumnado iden-tifique las principales características del sistema educativo francés del cambio de siglo. Se trata de una aproximación global en la que el alumnado debería enunciar la caracte-rística en cuestión, contextualizarla, localizarla en la novela y comentarla. Debe quedar siempre muy claro que se trata de un ejercicio histórico y no de un comentario literario o de contenido. Para ello se ofrece un guión de trabajo pautado y detallado que pretende centrar al alumnado en las cuestiones relevantes. El guión no incluye un apartado espe-cífico dedicado al género. Se entiende que, al tratarse de un trabajo sobre la educación femenina, la perspectiva de género es trasversal y está presente en todo el trabajo.

本稿では、COVID-19（新型コロナウイルス感染症）の世界的・全国的拡大による学校教育への影響をふまえた、地域学習（郷土学習）の在り方を検討する。2020年7月19日に、「新型コロナウイルス感染症（COVID-19）とESD地域学習―『Withコロナ』の経験を共有し『Postコロナ』に活かそう―」をテーマに、Zoomを用いたオンラインシンポジウムを企画実施した。本稿ではまず、このシンポジウムの開催経緯と内容、実践報告を示す。そのうえで、シンポジウム内でおこなわれた議論および開催後の参加者アンケートをもとに、COVID-19の流行の経験をふまえた今後の地域学習の在り方を検討する。結果は3つに大別できる。第一に、地域をめぐるフィールドワークは、地域のリアルな状況を把握するうえで重要であり、関係者の理解を得たうえで積極的に実施する必要がある。第二に、オンライン環境の活用可能性が増していることは地域学習にとって好機になる。第三に、学びの対象としてのコロナ禍が加わった。ローカルな地域の様々な要素とグローバルな要素がリンクしていること、社会構造や政治が私たちの行く末を大きく左右することが実感できる。以上を組み合わせることで、地域学習を通じて、学習者は持続可能な社会の構築を自分事にできる可能性がある。

This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use.  There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.

The Committee on Lesbian, Gay, Bisexual and Transgender History’s scholarly Making the Framework FAIR report (2014) recommends substantial revisions to California’s K-12 History-Social Science Framework in order to bring it into compliance with the FAIR Education Act. The law, passed in 2011, mandates inclusion of the roles and contributions of LGBT Americans and people with disabilities in the state’s primary and secondary school U.S. history education. To date, efforts to get state agencies, school districts, and educators to fully implement the FAIR Education Act have been insufficient, particularly in relation to transgender history. As the state undergoes History-Social Science Framework revision, it should adopt the transgender-inclusive changes suggested by Making the Framework FAIR report for grades 2, 4, 5, 8, and 11. This represents a golden opportunity to create comprehensive and lasting change across elementary, middle, and high school, in California and beyond.

Malta+5  is a study on the pedagogical culture in Maltese primary schools.  It follows Carnoy’s (2006) call for the internationalisation of comparative education by adding Malta to the five systems in Alexander (2001).  This chapter outlines the methodology used and the definition of pedagogy adopted – “Pedagogy is the act of teaching together with its attendant discourse” (Alexander, 2004).  It shows how the methodology adopted has enabled the researcher to shed light on three main traits of the pedagogy in Malta: teacher-based teaching; segmented-collectivism; and uniformity.  In line with the definition of pedagogy adopted, the author argues that one way to better understand these traits is by looking at the history of Maltese primary schooling.

UNESCO stated that “Global Citizenship Education (GCE) is a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable” (UNESCO, 2014).
This paper reports a study associated with variables that construct Global Citizenship Education (GCE) according to the conceptual framework model and looks to which extent these are in included in Primary school curricula in Curaçao. The researcher compared the national school curricula standards set by the Curaçao’s department of Education, Science, Culture & Sports and Global Citizenship Education inclusion in Primary school curricula according to international standards (Oxfam, United Nations).
In order to gather data from the content of Primary Schools Curricula questionnaires were used including questions about GCE, whose validity and reliability were determined. After conducting the questionnaire, the respondents' answers were counted manually and then were analyzed (independent T-test).
The main findings showed presence of concept knowledge, curricular implementation and performance of the identified GCE variables, namely Education for Sustainable Development, Inter/Multicultural Education, Human Rights Education and Civic and Moral Education. Cultural Education proved to be the variable with the strongest presence at research sites.
In conclusion this research shows that Curaçao is consistent in including GCE concepts in the Primary Schools Curricula. There is also consistency on a national level if one looks at standards of the Min. OWCS (Curaçao), the principals (Primary School Curricula) and the teachers (Curricular Implementation and direct contact with students).

Tematem rozważań podjętych w ramach niniejszego artykułu jest teatr w jego edukacyjnym wymiarze. Zaproponowana problematyka obejmuje zasięgiem edukację teatralną na etapie kształcenia wczesnoszkolnego. W pierwszej części artykułu poruszone zostały kwestie definiowania i umiejscowienia edukacji teatralnej w kontekście szerzej ujmowanych koncepcji wychowania estetycznego i wychowania przez sztukę. W tej części zostały również ukazane edukacyjne i wychowawcze walory oddziaływania edukacji teatralnej na uczniów klas młodszych oraz egzemplifikacje form i rodzajów jej realizacji. Drugą część artykułu poświęcono krytycznej refleksji nad trzema ostatnimi podstawami programowymi dla edukacji wczesnoszkolnej i w głównej mierze zostały w niej przedstawione wnioski dotyczące formalnych możliwości realizowania edukacji teatralnej na etapie kształcenia wczesnoszkolnego.

This paper attempts to analyze the perceptions and practices of primary
school teachers regarding the eeffectiveness of cooperative learning (CL) method and to
identify the challenges that are encountered while implementing CL in schools. Sample was constituted by 65 teachers from a private sector school system with the help
of stratied sampling technique. Questionnaire was used to collect data. Descriptive
statistics was used to analyze the data. Data analysis reveals that lecture method is
highly used teaching method at primary level whereas teachers use other teaching methods as well, such as lecture demonstration (LD), CL, project based learning (PBL) and
inquiry based instructions. Findings of the study indicate that teachers have positive
perceptions about the use of CL approach in terms of academic achievement, better
understanding about subject matter and improvement in interpersonal skills. Whereas,
teachers showed their concerns with reference to classroom size, non-availability of
learning resources, lengthy syllabus and lack of support from school administration.
The study recommends the implementation of CL by providing administrative support
and conducive learning environment as well as engaging teachers in continuous professional development programs to equip them with interactive teaching methods.
Keywords: Cooperation, Interaction, Academic Achievement, Social Skills.

A pedagógus szakmai önreflexiójának szerepe énhatékonyságának alakulásában BEVEZETÉS Munkámban arra szeretnék rávilágítani, hogy a pályakezdő pedagógusok pályaszo-cializációjában mely területek azok, ame-lyek nehézséget okozhatnak énhatékonyságuk fejlődésében. Kutatásom során egy főiskolai évfo-lyam óvodapedagógus hallgatóival készített 103 életinterjú elemzését végeztem el. 1 A szövegek-ben olyan utalásokat, kife-jezéseket kerestem, amelyek az "ideális pedagógus" munkájára, személyére irá-nyulnak. Ezeken keresztül bepillantást nyerhettem a hallgatók belépő nézeteinek természetébe. 2 Kutatásom eredményeire alapozva kidolgoztam, valamint saját tapasztala-taim alapján összegyűjtöttem és némileg átalakítva felhasználtam olyan "komoly já-tékokat", amelyek a pedagógusok szakmai önreflexiós gyakorlatát segíthetik. Mun-kám második felében néhány ilyen játékról és kipróbálásuk tapasztalatairól számolok be röviden. A PÁLYAKEZDŐ PEDAGÓGUS Napjainkban már tudományos kutatások által alátámasztott tény, hogy az utóbbi években a pedagógusokkal szemben állí-tott követelmények halmaza megváltozott, kibővült. Ez pedig nemcsak a társadalom pedagógusról alkotott képét, hanem a pe-dagógus saját pedagógus-képét is befolyásolja (OECD, 2007). Az OECD vizsgá-latai is azt a tenden-ciát mutatják, hogy a tanároknak az utóbbi időkben új szerepekben kell helytállniuk (2007). E szerepek olyan kihívások elé állítják a pedagógust, amelyekre a korábbi évek tapasztalatai még nem készíthették fel. A változások a pedagógustársadalom egészét érintik. A pedagógusok gondolkodását, s így közvetve későbbi pedagógiai tevékenysé-güket a felsőoktatásba való belépéskor ma-gukkal hozott személyes pszichikus konst-rukciók és nézetek befolyásolják leginkább (Dudás, 2005). A belépő nézetek rendszere a hallgató korai-óvodai, általános iskolai vagy akár középiskolai-személyes élmé-1 E munkám kisebb vizsgálati egysége volt egy nagyobb pedagóguskutatásnak, amely a Kecskeméti Főiskola Tanító-képző Főiskolai Karának Pedagógiai Műhelyében zajlik Dr. Hercz Mária vezetésével. 2 Az alábbiakban idézett szövegrészletek mind ezekből az interjúkból valók. Az egy blokkban egymás után következő idézetek minden esetben más-más interjúalanytól valók. a belépő nézetek rendszere a hallgató korai-óvodai, általános iskolai vagy akár középiskolai-személyes élményeiből táplálkozik

This study investigates the impact of adventure education visits on teamwork with year four and five children. With a sample of ten students from a school in North Worcestershire, the research was conducted over five weeks at an outdoor education facility outside of the Worcester city. Questionnaires, observations and interviews were conducted to see how teamwork was developed over the period of five weeks. Perspectives from class teachers and support staff were included in the study along with previous researchers in the field of outdoor adventure education.
There were good levels of development throughout the five-week programme, along with improvement of group dynamics and teamwork. The findings in this study demonstrate that a five-to ten-week adventure education visit improves teamwork within primary groups.

The study was intended to explore the teaching of moral and ethics in primary education. It also interpreted and conceptualized student's moral values which affect the next schooling steps. In the process of teaching learning, student's moral values are considered as a long life process. This study examines how moral and ethical development is promoted by the school curriculum, textbooks, teacher's performances, classroom practices, school culture, and school learning. The study was carried out qualitative in nature and was guided by the explorative approach. Data were collected from two government primary schools of one upazila in a District of Bangladesh. An in-depth interview with the teachers, focus group discussion, whole school observation and document review methods were used to collect information. After collecting data, it was managed and analyzed using content analysis technique according to the different themes emerged from the research questionnaire. Most of ...

The arts education of generalist teachers in pre-school and primary schools seems to be a matter of great importance, because it is they who mainly practice arts education in school with children up to the age of 12. The purpose of this study is to describe and evaluate the arts education offered to pre-service pre-school and primary school teachers in the departments of education of all universities in Greece. The data were collected from two sources. First, data on the characteristics of the arts courses examined were collected from university documents on the syllabus of every department in the study. Second, a questionnaire was used to collect data on what the students at the examined departments believed about the arts education they were getting. The study showed that the arts education offered in Greek departments of education has developed in a peculiar manner and has problematic aspects. Even today, it is lacking in quantity, of a lower standard than other courses, and with an orientation that either is more mechanical or more theoretical than it should be. Both the analysis of the documents and of the students’ views highlight changes that seem to be necessary to qualitatively and quantitatively improve the arts education and training provided in the departments examined

This essay is divided into two parts. Section 1 looks at official accounts over the last century of what primary aims should be; while Section 2 surveys accounts by educational theorists across the same time span. In each case, there is more emphasis on recent developments. The two sections are not wholly discrete, since educational theory has influenced policy and vice-versa.

entitled Aims as Policy in Primary Education’  Research Survey 1/1 in Alexander, R. (ed)  The Primary Review University of Cambridge

本稿は、1960 年代の山間地域における「へき地教育」について、奈良県吉野郡十津川村の大字出谷の事例を中心 とした調査により、現代的評価をおこなうことを目的とする。玉井（2016）の挙げるへき地小規模校教育の良さを指標 とした。本稿で調査した旧十津川村立出谷小学校は、標高約 600m の山頂部に位置し、児童は毎日長い時間をかけて山 道を上り下りして通学していた。また栄養状態が悪く、学習面のみならず、環境の面でも「遅れた」状態であった。し かし、児童の自然体験は豊かだった。また、授業以外にも教員と子ども、および子ども同士の信頼関係が深いことを示 す出来事が多数みられた。例えば、学校で使うための木炭づくりや、水の確保、通学路の整備などである。子どもたち はその生活を通して、リーダーシップや社会性を身につけた。こうした教育を実施するにあたり、保護者のみならず地 域社会全体が学校に対し、非常に好意的、協力的であったことがわかる。これにより、教員は一層子どもと向き合う時 間を確保でき、深い信頼関係を構築することができたと考えられる。

キーワード：へき地教育 Rural education 小規模校 Small school 山間地域 Mountainous area 十津川村 Totsukawa Village

１．はじめに １．１．研究の背景および目的 現在、 「へき地教育」 1 に関する研究は、へき地教育の 積極面をとらえ、それを広く浸透させていこうとする流 れが大きくなっている。特に、玉井康之ら北海道教育大 学が多くの研究成果を発表しており、また全国へき地教 育研究連盟や各地のへき地教育連盟等の大会でも毎年多 くの実践事例の発表がある。玉井（2016）は、へき地小 規模校教育の良さについて次の 4 つを挙げている。 ① 教師による子ども理解や教師と子どもの信頼感を 高めている点 ② 子ども間の信頼関係や相互補完力を高めている点 ③ 少人数であっても社会性を高める学級運営や集団 づくりを進めている点 ④ 複式授業の中で、子ども自身が運営する間接指導 や自立型学習を進めている点 このように、 「へき地小規模校の基本特性をとらえ、そ れを『先進面』としてとらえ直すことにより、へき地小 規模校の教育活動の良さを、今後の教育活動の可能性と してとらえることができる」ことから、全国の学校が小 規模校化する中で、これまでのへき地小規模校教育の経 験が汎用的に活きる可能性を指摘している。・・・

This paper explores the context in which the French educational laws introduced by Jules Ferry were applied in Guadeloupe, and their impact on the training of secular teaching staff (1880-1914). It analyses the tensions between partisans of the republic, the socialists in particular, and the colonial and clerical authorities, concerning the secularization of staff in the public primary schools – and what these tensions reveal about gender and race antagonism in this colonial society. The study is based on a computerized analysis of the personal files of primary school teachers of both sexes, as well as on qualitative sources (local press, official reports, staff directories, the Bulletin de l’enseignement primaire de la Guadeloupe et des dépendances (1899-1909), minutes of staff meetings at the girls’ secondary school in Pointe-à-Pitre, etc.). It aims to produce a more detailed understanding of what was at stake during the secularization of the primary schools (frequented by the least privileged children in the colony)as well as of the integration of local female teachers into colonial staff.

The aim of this study is to identify the main problems that arise in multigrade classrooms. This research was designed as a case study. The data were obtained through interviews and observations. Participants of the study consist of 10 teachers working in multigrade classrooms in a district in the Mediterranean region in Turkey. The data were analyzed by using thematic analysis. As a result of the research, it was found out that the teachers were left alone in the multigrade classrooms and had difficult times. It was determined that they had problems in planning and executing the learning-teaching process, as well as ensuring classroom management. It was also revealed that having the duty of a principal teacher was a heavy burden for teachers and this duty led them to do all kinds of work at schools. It was discovered that the inspections made by the Ministry of National Education did not contribute greatly to teachers. However, parental assistance to teachers in non-educational matters appeared to be the only support for them within their daily workload.

The focus for my school based inquiry was to examine the most common misconceptions that are held by pupils when learning about Time and to explore how teachers seek to address them in their teaching (see appendix 1e for sub questions). The research thread emerged from the alliance topic ‘to investigate ways to develop deep conceptual understanding and handle misconceptions within a particular mathematical topic’. It was anticipated that Time would be a suitable mathematical realm to research due to the variety of misconceptions that are commonly attached to the objective (LittleStreams, 2015). Time appears as a statutory objective in the Primary National Curriculum under the mathematical program of study of measure (DoE, 2013), it is evident in every year group with increasing degree of complexity until year 6 (appendix 1a); by which point pupils are expected to know and be able to use all skills relating to the concept. The present description is based on a 34 interview corpus of data carried out in an inner city Nottingham school, Nottinghamshire, United Kingdom between December 2015 and March 2016. The informants included in the study represent teachers, Newly Qualified Teachers (NQTs) and Teaching Assistants (TAs). The data collected comprise of 22 questionnaires and 12 interviews. The motive for this arrangement will become clear when the methodology is discussed. The analysis was undertaken in order to understand what teachers consider to be the key issues embedded within the teaching of Time, what the observed most common misconceptions are; and how teacher’s perceptions of these and practices in response to these can implicate on future teaching.

RESUMEN | Se describe el diseño, construcción y validación de un itinerario inclusivo de enseñanza de las fracciones para 5º de Educación Primaria (10-11 años), tanto para alumnado con dificultades de aprendizaje como con talento matemático. El itinerario, que se ha diseñado con base en el Enfoque de los Itinerarios de Enseñanza de las Matemáticas (EIEM), ha sido validado por 7 expertos y 14 maestros y maestras en activo, que han valorado también la eficacia del itinerario para atender la diversidad. Por un lado, tanto los expertos como el profesorado han propuesto cambios sobre la correspondencia, la formulación y la pertinencia de las actividades del itinerario; por otro lado, el profesorado ha considerado que las actividades permiten atender la diversidad. Se concluye que esta herramienta contribuye a desarrollar la competencia matemática de todo el alumnado, partiendo de la base que para empoderar esta competencia se requiere diversificar los contextos de enseñanza-aprendizaje. PALABRAS CLAVE: Educación matemática inclusiva, Enfoque de los Itinerarios de Enseñanza de las Matemáticas, Fracciones, Prácticas de enseñanza, Educación Primaria. RESUMO | Descreve-se o desenho, construção e validação de um itinerário inclusivo para o ensino de frações para o 5º ano do Ensino Básico (10-11 anos), tanto para alunos com dificuldades de aprendizagem como com talento matemático. O itinerário, que foi elaborado com base na Abordagem de Itinerários de Ensino de Matemática (EIEM, por sua sigla em espanhol), foi validado por 7 especialistas e 14 professores do Ensino Fundamental, que também avaliaram a eficácia do itinerário para atender à diversidade. Por um lado, tanto especialistas como professores propõem mudanças na correspondência, formulação e relevância das atividades do itinerário; por outro lado, os professores consideram que as atividades permitem abordar a diversidade. Conclui-se que esta ferramenta contribui para o desenvolvimento da competência matemática de todos os alunos, partindo do princípio que para potencializar esta competência é necessário diversificar os contextos de ensino-aprendizagem. PALAVRAS-CHAVE: Educação matemática inclusiva, Abordagem dos Itinerários de Ensino de Matemática, Frações, Práticas de ensino, Ensino Básico. ABSTRACT | The design, construction and validation of an inclusive teaching fractions itinerary for 5th grade of Primary Education (10-11 years) is described, both for students with learning difficulties and with mathematical talent. The itinerary, which has been designed based on the Mathematics Teaching Itineraries Approach (EIEM, by its acronym in Spanish), has been validated by 7 experts and 14 in-service Primary Education' teachers, who have also valued the effectiveness of the itinerary to attend to the diversity. On the one hand, both experts and in-service teachers have proposed changes in the correspondence, formulation and relevance of the itinerary activities; on the other hand, the teachers have considered that the activities allow addressing diversity. It is concluded that this tool contributes to developing the mathematical competence of all students, based on the basis that to empower this competence it is necessary to diversify the teaching-learning contexts.

Primary Science article
The Fair Test came to dominate investigative science in primary schools in the last decade. This article discusses how other types of enquiry have been misunderstood and makes a particular case for the use of research as a reflection of how science is done in the real world.

How can we conduct local learning (or community learning) in an expanded school district under the circumstances of school consolidation? In order to obtain clues to answer this question, we examine whether the consolidation of schools in the elementary schools of mountainous Totsukawa Village, Nara Prefecture has led to any changes in local studies, and whether local

Centrale nella storia dell’educazione è il rapporto natura/infanzia e scuola, che riaffora quasi come elemento ‘carsico’ nel corso dei secoli. Il volume sofferma l’attenzione su una particolare stagione di questo rapporto, quella delle scuole all’aperto. Nate ai primi del Novecento per accogliere alunni/e gracili e predisposti alla tubercolosi, esse si diffusero in tutto il mondo con caratteristiche diverse, ma accomunate da pratiche igieniche e pratiche didattiche svolte prevalentemente all’aperto, in natura, outdoor, sulla scia del recupero dei classici della storia dell’educazione. Il volume delinea il fenomeno a livello internazionale rintracciando le aree ed i network di diffusione e individuando i legami con il coevo movimento dell’éducation nouvelle. Lo sguardo poi si concentra sul caso italiano, illustrando le principali esperienze di scuole all’aperto della penisola, diffuse in maniera diversificata ma caratterizzate da un fervore di medici, igienisti, accademici, politici, amministratori e mondo della scuola, tra età giolittiana, fascismo e secondo dopoguerra. Lo studio di caso della città di Bologna permette di entrare nei segreti delle scelte politiche ed educative di un microcosmo particolare, evidenziando il ruolo dei singoli ‘attori in carne e ossa’, gli intrecci, le reti di relazioni e l’azione svolta dal mondo della scuola e dalle insegnanti per attivare il cambiamento e il rinnovamento dei metodi e dei contenuti dell’insegnamento. Volumi a stampa, riviste, fonti archivistiche e iconografiche restituiscono così una ricostruzione a tre livelli di analisi tra loro intrecciati –internazionale, nazionale e locale – che raccontano le vicende e la cultura scolastica prodotta nelle scuole all’aperto, originali istituzioni educative poste ad intersezione della storia sociale dell’infanzia, dell’educazione speciale e delle pratiche didattiche, capaci, ancor oggi, di rilanciare la sfida del rapporto tra bambini, scuola e natura, con rinnovata passione educativa, tesa tra passato e futuro.

There may only be one safe method where we can open schools for children during the COVID-19 virus pandemic.

Why do school parents want to send their kids into a building which has 3,000 other students in it, hundreds of which have deadly COVID-19 virus? Just to play football or basketball? I do not understand parents intentionally endangering their own children's lives.

On November 18, 2020 the Chicago School District admitted that they had already had 72,000 children test Positive with the COVID-19 virus. Three days earlier, the AAP Nightly News announced that a million children had already tested Positive for COVID-19 virus in America. On January 4, 2021, Nightly News said that Colleges and Universities have already had 400,000 American students test Positive for Covid-19. On January 19, 2021, AAP News announced that the United States has already gotten 2.5 million children and adolescents to test Positive for Covid-19, with 211,000 of those children newly tested Positive in just this recent week! As a parent, do you STILL want to send your child into a traditional school?

Just WHO is doing the thinking here? The Chicago School District is VERY pleased with themselves that their proposed school environment is "safer than the overall community, so send the children in!" I see. In a year, America has killed off over 400,000 people with COVID-19. So as long as the schools only kill off 100,000 children, they can BRAG about that??? NO! If even ONE child dies of COVID-19 in a year, how dare any school administration BRAG that they ONLY had 211,000 children infected with COVID-19 THIS WEEK?

None of those news reports mentioned how many Teachers have already been infected, but already more than one-third of all Teachers have decided to Retire due to the serious COVID-19 danger.

This is actually a rather old-fashioned idea, but it is amazingly safe. A hundred years ago, public schools were nearly all the same, one-room school houses. There was one Teacher and 6 to 10 children of various Grade levels.

A modern variant of this can make wonderful sense. Several local small vacant homes and some chain link fencing could separate groups of children and their Teacher from external disease carriers and even local bullies and gangs. Nice Recess playground, too!

The children can each live at home and walk each day to spend the school day with a trusted Teacher.

This one-room-school-house approach also includes a beautiful method of Contract Tracing. Since the Teacher checks all the students' forehead temperatures every morning, even if a student is found to have become infected with COVID-19 from an uncle, a few phone calls to members of that family can invite them all in to be Contract Traced within a day! Not just the students, but their hundred relatives can also be continually safe from COVID-19!

You are an early career Elementary school teacher and it is the start of a new school year. You walk into your assigned classroom for the year and as you begin the morning session of the first day, before you are seated 26 students. From dialogues you have had in staff meetings during the days prior to the commencement of the school year you will have gained an understanding of the mix of different learners presented before you. Upon identifying the specific needs of the number of
diverse learners in your classroom, how will you manage their learning to develop a harmonious and productive learning environment for your learners? Let's look at some straightforward approaches that can be used to facilitate learning for the following:
• ESL learner
• Indigenous & Minority group learner
• Shy learner
• Gifted learner
• Autistic learner
• Classroom & School bully
• Refugee learner & State Welfare Care learner
• Disruptive learner
Let's look at some tips for managing these specific cases and how to maximize their integration into the class group.

As in other nations, in Australia, socioeconomic, educational, cultural and geographical factors collide with institutionalised curriculum and resourcing practices to produce disadvantage with respect to formal education participation and achievement in some schools. Unevenness of educational outcomes is strongly associated with poverty, with lower levels of attainment found in poorer urban postcodes and in regional and Indigenous schools. Among the many challenges faced by schools in these settings, availability of resources and provision of teacher professional learning to support curricular change is a perennial issue. This research investigated the impacts, outcomes, sustainability of a national curriculum implementation project designed specifically to support Australia’s most disadvantaged schools to implement the Digital Technologies (DT) curriciulum. The implementation project—Digital Technologies in Focus (DTIF)—was funded by the Federal govement and led by the Australian Curriculum, Assessment and Reporting Authority (ACARA). This output is the final report of external evaluation commissioned by ACARA and published on their website.
A case study design focussed on six schools selected to incorporate diversity of contextual factors (state, sector and location—urban, regional and remote) provided accounts of:
• contexts and histories of participating schools with regards to DT curriculum and resourcing;
• participation in DTIF project activities, including professional learning activities, online support, and project reporting and evaluation processes;
• outcomes of participation at for schools, teachers and students;
• impact and sustainability of new and developing practices.
The research findings contribute to understandings about challenges to implementation of DT curriculum in disadvantaged Australian schools and and factors promoting success, including transferred to other settings and other curriculum areas.

In this literature review, the authors examined three key areas that were chosen as relevant to the challenges faced by small rural schools, and collaborative practice between schools working in virtual learning environments in New Zealand. The first area was rural education, where definitions of rurality and the demographics and characteristics of small rural New Zealand schools were described, and the challenges and innovations in rural school setting were explored. The second area was collaborative practice, where features of effective collaboration were discussed as is the professional practice and theory that underpins collaboration across school networks. Finally, the third area was virtual learning, which was defined and described, along with the benefits and challenges of learning in virtual environments, and the growth of networked learning communities in New Zealand was chronicled. A comprehensive scope of the current New Zealand education landscape was included to provide the context in which this review resides.

Perkembangan smartphone menimbulkan berbagai dampak kepada anak usia sekolah dasar. Dampak positif yang timbul seringkali diikuti oleh dampak negatifnya. Sebagai orang tua dan guru, kita harus mengetahui dampak positif dan negatif smartphone untuk anak agar anak kita dapat menggunakan smartphone dengan bijak.

Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which games to introduce in their classrooms? In this paper we attempt to support teachers to address this our intention for presenting these principles is to stimulate critical discussion and to guide teacher decision-making. Examples of mathematical games that we believe appropriately capture each principle are provided.

Haikio har sin utgangspunkt i konst- och bildvetenskap och beskriver barns estetiska laroprocesser utifran ett mangvetenskapligt perspektiv. Reggio Emilias pedagogiska filosofi utgor en grundlaggande utgangspunkt i avhandlingen. Bildpedagogiska praktiker beskrivs genom fallstudier gjorda i Sverige och jamforelser med verksamheter i Italien och i Finland. Atelieristans bildpedagogiska arbete med barnen i atelje star i fokus och rollen som pedagogisk handledare eller pedagogista presenteras. Reggio Emilia-forskolornas barnsyn, verksamhet med dokumentation, pedagogiska miljoer och forhallningssatt beskrivs och analyseras. I avhandlingen beskriver, analyserar och granskar Haikio den pedagogiska praxis som ligger bakom dokumentationen som medvetandegorande metod. Utvecklingspsykologen Lev Vygotskijs fantasibegrepp bildar avhandlingens teoretiska bas. Haikio lyfter fram fantasin som en avgorande del i ett barns utveckling utifran Vygotskijs teori om fantasin som medvetandeform. Minnets och forestallandets komplementara funktion antas har utgora en forutsattning for barns larande.

The purpose of the study was to establish tutors' factors influencing quality in public primary teachers training colleges in Rift Valley Zone, Kenya. This study was based on the Malcolm Knowles (1968) Theory of Andragogy of adult learning which postulates that adult learning is self-directed and is expected to take responsibility for their decision. The study used descriptive survey research design and the instruments for data collection were questionnaires, interviews and document analysis. Purposive, stratified and simple random sampling techniques were used to select study sample.