Education 3-13

Journal Information
ISSN / EISSN: 03004279 / 14757575
Published by: Informa UK Limited
Total articles ≅ 2,200

Latest articles in this journal

, Samah Abd Al Fatah Mohamed Marzouk
Published: 29 November 2022
Journal: Education 3-13
Abstract:
The purpose of this study was to examine preschool teachers’ practices of online learning during the COVID-19 pandemic. A total of 389 preschool teachers from 48 preschools (governmental, experimental, private, and international) in greater Cairo, Egypt responded to a survey in the Fall semester of 2021/2022. The survey was comprised of seven subscales (45 items) that represented teachers’ online practices during the pandemic. The multiple linear regression analysis showed that teachers’ online learning practices in private and international schools outperformed those in other schools. Teachers who have a teaching experience (11–20 years) outperformed other teachers. Teachers who had training related to online learning showed better practices than other teachers who had not. The multivariate analysis of variance showed that there are statistically significant differences according to the type of school. The study results highlight the need to enhance teachers’ online practices during the pandemic to maximise preschool students’ learning gains.
, Ramiati, Zufriady, , Jismulatif, ,
Published: 28 November 2022
Journal: Education 3-13
Abstract:
Life in the twenty-first century requires education to integrate knowledge, attitudes, skills, and mastery of information and communication technology (ICT). An example of the skills needed in the twenty-first century is computational thinking. This study aims to develop computational thinking-skill tasks on numbers and arithmetic based on the Riau Malay culture. A research and development (R&D) method was employed with a 4-D model, which consists of four stages, namely definition, design, development, and dissemination. Furthermore, the tasks developed were validated by two mathematics education experts and tested to 33 fifth-grade students from a public school in Pekanbaru, Indonesia. The Rasch model was used to analyse the data, and the result showed that 23 valid tasks were obtained from 24 items. This implies that the tasks of assessing the computational thinking skills in the context of Riau Malay culture satisfy the valid and reliable criteria and are useful for further study.
, Melaku Mengistu Gebremeskel
Published: 25 November 2022
Journal: Education 3-13
Abstract:
Teachers’ organisational citizenship behavior has a significant impact on students learning outcome in particular, as well as the overall effectiveness of the school. The main purpose of this qualitative phenomenological study was to critically explore the practices and demurrals of primary school teachers’ organisational citizenship behaviors in Bahir Dar city administration, Amhara Region, Ethiopia. Teachers working in primary schools were selected purposively to carry out the study. A semi-structured interview was used to gather data. The data was analyzed narratively. Findings revealed that the practice of organisational citizenship behaviors like civic virtue was found to be better. But practices of OCB dimensions such as sportsmanship, conscientiousness, and courtesy were found to be weak. Altruism was found to be moderate. Lack of belongingness, aspirations, limited knowledge, experience, skill, and meager resources were major challenges constraining teachers from practicing OCBs in primary schools. Facilitating the practice of helping new teachers; creating a culture that promotes voluntarism, high engagement, and cooperative and supportive work; and arranging training and experience sharing are major suggestions.
, Paris Paris Kourtisb Centre of Pedagogical Research & Praxis (CPRP), Faculty of Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
Published: 24 November 2022
Journal: Education 3-13
Abstract:
Within the framework of the revised taxonomy of educational objectives created by Anderson and Krathwohl, this study attempted to describe the design and examine the learning outcomes of an intervention focused on the development of higher order thinking at an elementary education setting. A class of 21 sixth graders participated in the project, which had a duration of 10 months and followed a mixed methods research design. For the needs of the intervention 23 lessons and assignment tasks were designed and implemented. The analysis of the data collected illustrated that overall, students’ performance on higher order thinking tasks has improved. Furthermore, students with high academic achievements at school scored higher on thinking assignments, followed by average achievers. Low achieving students obtained the lowest scores, but in comparison to their classmates had on average the greatest progress of all. The findings of the study are discussed in the light of relevant literature to reveal that the process of developing higher order thinking is a demanding and multidimensional endeavour which requires extensive and profound changes in the practice of teaching.
Munirah Ghazali, , Rabiatul Adawiyah Ahmad Rashid, Fadzilah Amzah, Jamilah Harun, Zakiah Mohamad Ashari
Published: 23 November 2022
Journal: Education 3-13
Abstract:
Teachers’ perceptions of their teaching and learning activities are critical, especially given that the Malaysian preschool curriculum has undergone multiple revisions recently. The purpose of this study was to measure Malaysian teachers’ perceptions on teaching early mathematics. The study aimed to assess teachers’ perception of six constructs, namely, (1) knowledge about early mathematics, (2) readiness to involve in the early mathematics, (3) understanding of the importance of early mathematics, (4) past experience in mathematics, (5) attitudes towards early mathematics, and (6) importance of knowledge about teaching early mathematics. This study gauged the 76 Malaysian preschool teachers using a set of questionnaire. As this research discovered, the teachers in this study believed that they knew about early mathematics, were eager to get involved in early mathematics activities at preschool, understood the importance of Mathematics literacy, were positively disposed towards it, and considered mathematical knowledge regarding preschoolers to be critically valued.
, , Muhammad Farooq Jan, Sarfraz Aslam, Laura Nivin-Vargas
Published: 22 November 2022
Journal: Education 3-13
Abstract:
Instructional practices can be strengthened when the education system allows teachers to upgrade themselves professionally, and leadership plays a key role in upgrading their professional competencies. In this regard, the current study aims to explore the role of identified leadership practices in enhancing the professional development of primary school teachers. At the same time, the moderation role of training between the association of identified leadership practices and teachers’ professional development was also examined. The study followed a descriptive survey research design headed by questionnaires to collect the data, which was analysed through the different statistical tests. The findings of the study provide evidence that leadership practices contribute significantly in developing teachers’ professional competencies by specifying the benefits of different identified leadership roles. Meanwhile, the study implied explicitly that training magnifies the positive effect of identified leadership practices on the professional development of teachers. The findings further suggest that school heads should perform their leadership tasks regularly and pay more focus to the training of teachers to upgrade their professional skills.
, Zeta Williams-Brown, Tracy Whatmore, Simon Halfhead
Published: 21 November 2022
Journal: Education 3-13
Abstract:
The paper focuses on findings from research that investigated teachers’ and key stakeholders’ perspectives on the use of Reception Baseline Assessment. Data collection was carried out in 2021–2022, which was the year this assessment was introduced into Reception classes in England. In total, 70 teachers and key stakeholders from 47 Local Authorities were surveyed using a mixed methods approach. The findings highlight that most participants considered that the assessment was not beneficial to them and negatively impacted children and practice during the crucial first six weeks of Reception Year. Many participants in the study called to scrap this form of assessment.
Published: 21 November 2022
Journal: Education 3-13
Abstract:
This article reports how Swedish teachers’ aims and practices were modified by an ecosystem services development project that introduced insect hotels, bird boxes and planting to ten preschool yards. Teachers’ understanding of ecosystem services, human–nature relationships and the impact of these on nature connectedness showed that their conceptualisations of human–nature relationships were shifting and complex, reflecting overlapping ideas about what schoolyard ecosystem services might mean to/for young children and how children’s connection with nature might best be supported. The findings suggest creating pockets of urban nature in schoolyards is a useful strategy to unpack some of this complexity through direct experience of ecosystems encouraging interest in, concern for and understanding of our mutuality with nature.
Published: 18 November 2022
Journal: Education 3-13
Abstract:
The study aimed to see primary school leaders’ practice of making schools as learning organisations. A qualitative approach with a phenomenological design was employed. Data was collected from 2 supervisors, 2 principals, 2 teachers, and 1 Education Office team leader via interview. The findings show (1) teachers and school leaders conceptualise schools as learning organisations as a place where knowledge can be acquired, created, and transferred, (2) continuous learning, dialogue and inquiry, empowerment, and leaders’ strategic leadership practiced inadequately, but schools external connection (classroom construction), collaboration and team learning and embedded system are somewhat practiced (3) lack of training and supervision, teaching without profession, lack accountability, uneven school attendances, teach walking long distances, heads low commitment, students low interest were challenges. Hence, the practice of schools as learning organisations in the study area is inadequate.
, Janet Beatus
Published: 15 November 2022
Journal: Education 3-13
Abstract:
Recently most sub-Saharan countries have successfully broadened access to basic education. However, empirical and educational reports from this region have consistently documented children not acquiring the foundational literacy skills. This study examined the differences in the level of literacy acquisition between pupils from urban and rural backgrounds in Tanzania. A mixed-method research approach under the concurrent mixed design was employed. A total of 200 early grade children, 120 parents, 20 teachers were recruited. The data were collected by the Early Grades Reading Assessment, semi-structured interviews, parent questionnaires, and documentary analyses. Findings indicated that urban children outperformed rural children when it came to every literacy aspect tested, except reading comprehension. In both areas, girls outperformed boys, although rural boys were generally over-aged. The home learning environments for children from rural areas were found to be limited with less support than even for those from the poor urban areas. Regardless of urbanicity, poor and extremely limited teaching and learning facilities, large class sizes, and curriculum issues were pointed out as the main hindrances for children to acquiring literacy skills. These findings have implications for policymakers, teachers, parents, and other stakeholders in this region calling for joint reform efforts to improve early literacy acquisition.
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