Literacy coaching has shown positive effects on teachers’ instruction and on students’ literacy growth, but research has demonstrated wide variation in literacy coaches’ practice. However, previous ...research has not addressed the sensemaking processes that might underlie variation in coaching practice. Using interviews with seven literacy coaches, we explored coaches’ mental models for coaching, their preferred coaching strategies (e.g., modeling, co-teaching, co-planning, observation, and feedback), and the teacher-level factors coaches considered when differentiating coaching practice. Specifically, we examined whether coaches adjust their practice according to teachers’ levels of knowledge and self-efficacy for teaching literacy. We found that preexisting beliefs played a powerful role in coaches’ selection of strategies. We also found that coaches differentiated based on teacher characteristics, although not necessarily knowledge and self-efficacy. These findings suggest the importance of honoring coach expertise, as well as the importance of addressing preexisting beliefs about coaching in coach training.
Este libro presenta la visión de miembros del Grupo de Innovación Docente Equidad e Inclusión Educativa (EIE-GID), de la Universidad de Murcia, sobre la enseñanza en las etapas de Educación Infantil ...y Educación Primaria. Se desarrolla aquí el posicionamiento que los autores han configurado sobre aspectos didácticos básicos, que necesariamente forman parte de la enseñanza en estas etapas: qué significa ser maestro, principios educativos y componentes curriculares. Entendemos que cualquier propuesta que se establezca cobra significado en los contextos en los que se desarrolla, pero basándose en principios y fundamentos claros; por ello, para cada uno de los tópicos mencionados se expone tanto la concepción teórica de los autores como su articulación con un caso o experiencia práctica, que inicia cada capítulo.
En definitiva, se busca favorecer una revisión de los retos y dilemas que supone enseñar en Educación Infantil y Educación Primaria. Revisión que, apoyada en documentación científica, reflexión personal y debates colegiados, propicie un cambio en la práctica educativa del profesorado y en la formación de todos los estudiantes. El libro está coordinado por Mónica Vallejo Ruiz y Mónica Porto Currás, profesoras titulares de la Universidad de Murcia, con la participación como autores de José Miguel Nieto Cano, Antonio Portela Pruaño, José María Álvarez Martínez-Iglesias, Jesús Molina Saorín, Ana Torres Soto, María José Bolarín Martínez y María Luisa García Hernández; profesores del Departamento de Didáctica y Organización Escolar de la Universidad de Murcia y miembros del Grupo de Innovación Docente EIE-GID. Texto de la editorial
Clarion Education and Skills Private Limited Patna, is a start-up promoted to address the school stationery demand–supply gap in the rural elementary education delivery system and cater to the needs ...of the rural school children in the states of Bihar, Jharkhand and West Bengal. This case documents the way Clarion pursued disrupting the school notebooks market, with a goal of making a notebook affordable at one-sixth the existing cost of a notebook in the marketplace in 2016. Clarion was promoted by The Better World Foundation (BWF), Patna, a social enterprise working in the area of rural elementary education in Bihar. BWF was of the view that the challenges of school stationery supply chain need to be addressed through a commercial enterprise only, so as to drive changes in the sector, so that BWF could focus on its core objective of creating and developing meaningful elementary educational institutions in the remote rural villages in Bihar, India.
This case study details the strategy of Clarion in developing a business model to break the shackles of high-priced branded notebooks by linking the advertising of social marketing campaigns with insertions in the notebook covers, and thus converting the notebook into an advertising medium, and meticulously campaigning for supply of affordable notebooks through various governmental and non-governmental institutions. Clarion challenged the competitive forces on one side and pursued building a cost leadership position for itself through cost-value trade-off initiatives on the other.
Children with higher levels of executive function (EF) skills consistently demonstrate higher levels of academic achievement. Despite the consistency of these associations, fundamental questions ...remain about whether efforts to improve an individual child's EF skills result in corresponding improvements in his or her academic performance. In the absence of experimental evidence, developmentalists have used repeated measures designs to test the nature, magnitude, and direction of the associations between EF skills and academic achievement. In contrast to previous studies, this study described how between- and within-person associations between EF and achievement address different questions. Using data from a subsample of participants (N = 6,040) from the Early Childhood Longitudinal Study-Kindergarten, 2010-2011 (ECLS-K:2011) cohort, we estimated a series of latent growth curve models with structured residuals to test the between and within-person associations between 2 dimensions of EF (working memory, cognitive flexibility) and 2 domains of academic achievement (math, reading). Whereas between-person associations between EF and achievement were large (φ = .55-.91), the within-person associations were small (βs = −.10-.25). Within-person effects of earlier reading achievement on later EF skills was the most consistent finding. Results were unchanged when analyses were repeated using the subset of children who were eligible for free and reduced-price lunch, a proxy for low socioeconomic households. Results are discussed with respect to interest in improving EF skills as a means for facilitating school outcomes.
Virtual reality (VR) has gained popularity in educational environments in recent years. Its presence and immersive characteristics enable new learning possibilities. Due to this growth, many studies ...have been conducted to assess the impact of VR on learning outcomes. The proliferation of experimental studies has created the need for meta-analyses that summarize the effect of VR in terms of learning gain. However, in the current literature there are few reviews focused on K-6 students and on analyzing the influence of some variables: the level of immersion, the length of the intervention, and the knowledge domain. The present meta-analysis aims to respond to these needs. After a pre-selection of 4658 references published between 2010 and 2021, 21 experimental studies were finally included in the meta-analysis. The results indicate that, on average, VR promotes greater student learning in comparison to control conditions (ES = 0.64). Moreover, this effect is even greater when immersive VR (ES = 1.11) is used compared to semi-immersive (ES = 0.19) and non-immersive systems (ES = 0.32). This effect does not depend on the educational level (kindergarten (ES = 0.59), 1–3 (ES = 0.69), 4–6 (ES = 0.70)), and most of the knowledge domains in which VR is used. Moreover, short interventions –less than 2 h– (ES = 0.72) are more effective than those lasting longer (ES = 0.49).
•We conducted a meta-analysis on the impact of Virtual Reality (VR) in K-6 education.•Twenty-one journal papers published from 2010 to 2020 were coded and analysed.•Virtual reality has a medium-large positive effect on students' learning gains.•Immersive virtual reality promotes larger gains than semi and non-immersive systems.•Short interventions (<2 h) were associated with larger effects on learning.
Reseña de la obra de Jaume Centelles Pastor (2020). El abrazo de la literatura. Itinerarios lectores para infantil y primaria. Barcelona: Graó. 181 pp.
•The aim of this study is to investigate the effects of programming with code.org site on reflective thinking skills towards problem solving.•Programming with code.org site did not cause any ...differences in reflective thinking skills toward problem solving.•Students developed a positive attitude towards programming.•Female students showed that they were as successful as the male students.
This study attempts to investigate the effect of teaching code.org site on reflective thinking skills towards problem solving. More specifically, this study attempts to investigate whether there is a gender difference in terms of students’ reflective thinking skills towards problem solving. This triangulation study was conducted with 32 primary school students. The quantitative part of the study was conducted in pre-test/post-test comparison design of quasi-experimental design. The scores of reflective problem solving skills were gathered through the reflective thinking skill scale towards problem solving and the students’ performances in the code-org site were examined. In the qualitative part of the research, after the five-week experimental process, focus group interviews were conducted with ten students and a reflection paper from the IT teacher was analysed. According to the t-test results, teaching programming to primary school students in the code.org site did not cause any differences in reflective thinking skills towards problem solving. However, there is a slight increment in the means of female students’ reflective thinking skills towards problem solving over the males’ reflective thinking skills towards problem solving. On the other hand, qualitative data provided more information about the students’ experiences. Students developed a positive attitude towards programming, and female students showed that they were as successful as their male counterparts, and that programming could be part of their future plans.
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