The use of Emotional Freedom Techniques (EFT) as a class exercise was investigated to ascertain its effectiveness for student wellbeing. Although EFT has been validated in clinical settings, studies ...have not yet established whether
this approach could be applied in classrooms to curb anxiety and improve wellbeing. A pragmatic, mixed methods study was conducted with 138 students in northern Australian primary schools. Student anxiety dissipated over two stages of
intervention. Aside from class tapping sessions, students sometimes tapped surreptitiously, and teachers applied tapping for themselves on occasions. Students generally preferred a quieter, individual approach during class tapping
sessions. Broader themes derived from student and teacher data suggested that tapping is a mechanism for change, the skills are transferable, and unsurprisingly, tapping is not always effective. EFT supports social and emotional learning
and aligns with the Australian school curriculum. Findings suggest EFT used in classrooms can benefit students and teachers. Author abstract
This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and ...Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes.
This paper reports on the findings of a research project which investigated how a sample of New South Wales government primary schools understand and implement the Australian Curriculum’s general ...capabilities. The project sought to identify specific factors which facilitated or hindered the degree to which primary school teachers implemented the GCs in their classrooms. Data were collected and analysed in the period leading up to the current COVID-19 pandemic and as such, do not address current contextual factors at play in schools such as remote teaching and learning. The project’s mixed method approach employed an online survey which attracted responses from 185 primary teachers and included an invitation to provide brief written responses. Further data were assembled through 36 interviews undertaken with teachers in 12 primary schools in both metropolitan and rural NSW. Analysis of the interview data was undertaken by using Biesta’s (2010) three functions of education — qualification, socialisation and subjectification — as an interpretive lens. This enabled the researchers to identify, categorise and accord meaning to participant responses and consequently draw conclusions. The analysis of both the online survey and the teacher interviews revealed four main findings and shed light on individual teacher commitment to the general capabilities and associated classroom implementation issues.
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, ...reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature-identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Directions for future research are discussed.
In this paper we investigated the challenges facing the implementation of Fee-Free Education (FFE) in primary schools in Tanzania. We adopted a qualitative approach with a case study exploratory ...design. The study was carried out in the Geita District Council, involving 28 participants. These were 12 school committee members, 10 headteachers, 5 Ward Education Officers (WEOs), and a District Education Officer (DEO). Data were collected through interviews, Focus Group Discussion (FGD), and documentary review. Thematic and content analysis were used to analyze the data. The findings indicate that FFE contributed to an increased enrolment rate of pupils from poor families and it improved the retention and attendance rates in primary schools. However, the findings indicate that the visited schools faced a shortage of teachers, school infrastructure such as classrooms, toilets for pupils, and desks because of an increased pupils' enrolment that affected the implementation of FFE. The findings also indicate that headteachers did not receive any in-service training for them to manage the schools’ financial resources. We argue in this study that for effective implementation of FFE in primary schools both headteachers and teachers need in-service training and seminars on financial management. The government also needs to employ more teachers if the quality of education is to be sustained in primary schools. Nevertheless, increasing the budget for education for classroom construction is equally imperative.
Computational thinking (CT) education in K-12 requires extensive teacher development. This research investigates the effectiveness of a scalable and sustainable teacher development programme in ...promoting CT in primary education. This report presents two studies. Study 1 reports on the effectiveness of two 12-h courses using Scratch and App Inventor programming environments for CT development of teachers respectively, which involved 245 teachers from 47 primary schools. With teaching practices embedded, the programme, which used the framework of technological pedagogical content knowledge (TPACK), significantly enhanced teachers' content-related knowledge dimensions. The results indicate that the programme helped teachers develop advanced CT concepts such as data structures and procedures. Study 2, using thematic analysis, reports on CT strategies implemented in 47 schools through 94 school visits. The most mentioned strategies were the formation of teaching teams, lesson co-planning, and the integration of CT with subject teaching. The most mentioned challenges were teacher readiness, lesson time, and diversity – learners' abilities, interests, and approaches. Four types of support, including teacher development support, continuous and communal support, teaching materials support, and financial support were identified. The results suggest that a course-based programme with mixed programming environments and embedded teaching experience effectively develops teachers’ capabilities. However, continuous support for teachers in implementing the initiative after completing the programme is important, especially in addressing learner diversity and integrating CT with subject teaching.
•We evaluate a teacher development programme involving 245 teachers from 47 schools.•The programme enhanced the content-related knowledge of TPACK of these teachers.•We examine how the schools implement the CT initiative by visiting these 47 schools.•Common strategies include team formation, lesson co-planning, and subject integration.•Teacher readiness, lesson time & manpower, and learner diversity are major challenges.
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