This report finds that in developing countries over the past 15 years, high priority was accorded to increasing enrolments in primary schools, but much less attention was directed to the crucial ...issue of whether children are learning adequately. The report recommends that countries, the World Bank and development partners give the same emphasis to learning outcomes as to access, so that the world's increasing investments in primary education have a far greater impact on poverty reduction and national development. The World Bank is the largest provider of external financial support to education in developing world. Since 1963, it has transferred about US$36.5 billion for education, over $14 billion of which has been for primary education. Its current lending portfolio consists of about 143 operations in 88 countries amounting to US$8.4 billion. (DIPF/Orig.).
The purpose of this study was to research the relationship between executive functions and academic performance in primary education (6-12 years). Based on 21 samples (
= 7,947), a meta-analysis of ...random effects demonstrated a moderately significant weighted effect size (
= 0.365) and was found to be a good predictor of academic performance. For the subjects of language and mathematics, the results of the random effects model were similar and slightly higher for mathematics (
= 0.350;
= 0.365). Thus, the theory that executive functions have greater influence on mathematical performance is supported, especially in aspects such as coding, organization, and the immediate retrieval of information. Regarding the different executive function components (working memory, inhibition, cognitive flexibility, and planning), working memory had the highest presence (
= 14,
= 3,740) and predictive weight for performance, with an effect size of
= 0.370 for random effects, with a moderate level of significance. The moderating effect of variables such as gender and age were also analyzed. After performing a meta-regression, gender resulted in a value of
= 0.49; the age variable was not significant. This result is especially important since age has traditionally been considered to be the moderating variable of executive functions. The review reveals a good predictive power of executive functions in the primary education stage, and it is even higher at the early ages, indicating its great significance in describing future performance. The study also revealed the competencies and specific aspects of the executive functions that affect the way in which its components intervene in the academic area, demonstrating the mediating effect of variables such as physical fitness, motor skills, and memory processes.
The theoretical case for universal pre-primary education is strong. However, the empirical foundation is less so. In this paper, we contribute to the empirical case by investigating the effect of a ...large expansion of universal pre-primary education on subsequent primary school performance in Argentina. We estimate that one year of pre-primary school increases average third grade test scores by 8% of a mean or by 23% of the standard deviation of the distribution of test scores. We also find that pre-primary school attendance positively affects student's self-control in the third grade as measured by behaviors such as attention, effort, class participation, and discipline.
This work studies whether the 5E inquiry model can be effective for science teaching in primary education. A series of activities related to the senses have been designed for each of the phases ...established by the model (Engage, Explore, Explain, Elaborate and Evaluate). The written productions and video recordings of the sessions carried out with 54 first-year Primary students are analyzed. The results have made it possible to verify a successful acquisition of content related to the senses by the students.
Upper-primary students struggle with writing, focusing on surface aspects when writing and rewriting. Dialogic talk between writers and readers may increase audience awareness and feedback ...engagement, which can lead to more meaningful comments and text revisions.
This quasi-experimental study investigates the effects of a dialogic writing intervention on the nature and focus of the dialogic peer conversations, and on students’ revision behavior.
Participants were 84 grade six students from four regular classrooms including monolingual (n = 59) and multilingual students (n = 25). Two classes were randomly assigned to the dialogic writing intervention and received support for dialogic talk by a conversation card for students and a practice-based professional development program for teachers. The other classes formed the control group.
All students wrote four argumentative texts by writing a first draft, discussing the text in groups of three, and revising the text. We collected all the drafts and revised versions of students’ texts, resulting in 204 texts in total. We also recorded peer feedback conversations in each class and for each writing task, resulting in 86 peer feedback recordings – 37 in the intervention condition and 49 in the control condition. We adopted a mixed-methods approach to the data, with discourse and conversation analysis to evaluate the nature and focus of the dialogic peer conversations and text analysis to examine text revisions.
Students who received additional support for dialogic talk engaged in more exploratory peer conversations marked by open-ended questions and collaborative reasoning. Qualitative results showed that both the teacher and the conversation card have a crucial role in shaping meaningful dialogic peer conversations. These dialogues led to a shift in peer comments from a focus on lower to higher-order aspects of the text, resulting in higher-order text revisions.
This study suggests that a dialogic writing intervention with support for students and teachers enhances students' ability to engage in meaningful discussions about their writing. This promotes comments on higher-order aspects and effective text revisions.
•Mixed-method study on dialogic writing intervention in upper-primary grades.•Conversation cards support students to have meaningful dialogues about writing.•Dialogic talk promotes audience awareness and shifts focus to higher-order aspects.•Dialogic writing intervention enhances peer feedback and text revision.•Teachers play a crucial role through modeling & facilitating dialogic peer talk.
Computational thinking (CT) is a key skill in the 21st century. However, it is not clear which is the most effective way to acquire and improve CT. Big research efforts are made to determine which ...pedagogical means should be used. One research trend is based on the idea that teaching programming since Primary Education suffices to improve CT. In our previous work, we proposed and validated a methodology based on metaphors and used of Scratch (MECOPROG) to teach basic programming concepts to children. It is our hypothesis H that by applying MECOPROG, students will develop their CT. To check H, we carried out an experiment with 132 Primary Education Students (9–12 years in age). At the beginning of the experiment, all students were asked to fill in a programming concepts test and two tests to measure their CT. During the sessions, all students were taught according to MECOPROG. Finally, they took the three tests again. A significant increase in the results on all the tests has been measured, supporting the use of metaphors and Scratch to teach computer programming concepts to Primary Education students to develop their CT.
•Computational Thinking can be improved using metaphors and Scratch.•Primary Education students' Computational Thinking can be improved.•Primary Education students can learn basic programming concepts.
The purpose of this study was to describe the application of the Mathematics Curriculum at Intan Cendekia Islamic Kindergarten in Mataram City. The research utilized descriptive qualitative research ...and three teachers and one principal as research subjects. Data collection was carried out using observation, interviews, and documentation. The data that has been collected was analyzed using qualitative descriptive data analysis techniques, which were carried out continuously with data analysis activities, namely: data reduction, data display, and conclusion draining/verification. The results of the study show that the application of the mathematics curriculum in the kindergarten consists of planning mathematics learning, implementing mathematics learning, and assessing mathematics learning. Learning planning starts from preparing curriculum planning which consists of planning learning methods, planning space and plays centers, and planning learning process documents. The implementation of mathematics learning with the play method and the content of the initial mathematical concepts, namely matching, grouping, serialization, geometry and numbers. While for assessment applied observation assessment, an anecdotal record of performance assessment, and product assessment.
O artigo corresponde a uma revisão sistemática da literatura, em que se procura analisar como se tem estudado a relação entre a educação primária e a avaliação pedagógico-curricular e quais são os ...principais resultados dessas investigações. Para a análise, consideraram-se 61 artigos com presença na Scopus e/ou na Web of Science. Enquanto principais resultados, destacam-se três ideias. A investigação privilegia trabalhos de natureza predominantemente técnica, através da validação de instrumentos. Existe uma certa desconsideração ontológica do ensino elementar, fazendo com que a investigação reforce lógicas de fragmentação curricular, deste contexto formativo. As políticas e práticas de investigação parecem não conseguir estabelecer um discurso contra-hegemónico que melhor permite analisar, problematizar e criticar as políticas educativas dominantes.
La obesidad infantil se está convirtiendo en un problema grave de salud, por lo que es necesario el diseño de programas escolares que den solución a esta situación. Así, el objetivo de este trabajo ...es diseñar una intervención preventiva de la obesidad infantil en escolares de primaria, centrada en la educación nutricional y el aumento de la actividad física (AF), a través del uso de las nuevas tecnologías como elemento motivador. La muestra está formada por 80 estudiantes del tercer ciclo de Educación Primaria, 38 chicos y 42 chicas de edades comprendidas entre 10 y 13 años. Para el desarrollo del programa de fomento de la AF y de la alimentación saludable, los participantes se dividen en dos grupos que llevan a cabo el mismo programa, pero un grupo además utiliza la aplicación móvil (app) «Class Dojo» como refuerzo del mismo. De esta forma esperamos mejorar el conocimiento sobre alimentación saludable y el nivel de AF de los escolares y que esto en el futuro pueda tener un impacto significativo sobre su índice de masa corporal (IMC).
Palabras clave: Intervención, obesidad infantil, alimentación, actividad física, nuevas tecnologías, educación primaria.
Abstract. Childhood obesity is becoming a serious health problem, so it is necessary to design school programs that provide a solution to this situation. Therefore, the objective of this work is to design a preventive intervention for childhood obesity in primary school children, focused on nutritional education and increased physical activity (PA), using new technologies as a motivating element. The sample is made up of 80 students from the third cycle of Primary Education, 38 boys and 42 girls between the ages of 10 and 13. For the development of the program to promote PA and healthy eating, the participants are divided into two groups that carry out the same program, but one group also uses the "Class Dojo" mobile app (app) to reinforce it. Consequently, we hope to improve the nutrition knowledge and the PA level of schoolchildren and that this in the future can have a significant impact on their body mass index (BMI).
Keywords: Intervention, childhood obesity, nutrition, physical activity, new technologies, primary education.
This systematic review gives an overview of the effects of differentiation practices on language and math performance in primary education, synthesizing the results of empirical studies (n = 21) on ...this topic since 1995. We extracted 78 effect sizes from the included studies. We found that using computerized systems as a differentiation tool and using differentiation as part of a broader program or reform had small to moderate positive effects on students’ performance. Between- or within-class homogeneous ability grouping had a small negative effect on low-ability students, but no effect on others. The finding that computer technology can be a useful tool to facilitate differentiated instruction is not covered in earlier reviews. Moreover, our findings emphasize that homogeneous ability grouping alone is not enough to guarantee differentiated instruction. This stresses the importance of embedding differentiation practices in a broader educational context.
•Differentiation is considered important, but its operationalization is fuzzy.•Effect studies should report enough details on the differentiation practices used.•Grouping can create a context for differentiated instruction, but is not enough.•Embedding differentiation practices in a broader context has positive effects.•Computer technology can be a useful tool in such a supportive, broader context.
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