Primary Education

Observación de procesos didácticos y organizativos de aula en Educación Primaria desde un enfoque intercultural

by Ines Gil-Jaurena

Gil-Jaurena, Inés. (2012). Observación de procesos didácticos y organizativos de aula en Educación Primaria desde un enfoque intercultural, en Revista de Educación, nº 358, mayo-agosto 2012. ISSN 0034-592X. Pp. 85-110.

La atención a la diversidad cultural desde un enfoque intercultural se considera una premisa básica de este estudio.... more La atención a la diversidad cultural desde un enfoque intercultural se considera una premisa básica de este estudio. El artículo se centra en la presentación de parte del trabajo y de los resultados de una investigación desarrollada en el marco de un proyecto de I+D nacional que abarca el análisis de diferentes dimensiones del discurso y de la práctica escolar desde una perspectiva intercultural. Este trabajo se centra en los aspectos descriptivos del análisis de la práctica escolar tal y como se ha podido observar en diversas aulas de Primaria de centros educativos en la Comunidad de Madrid. La técnica utilizada ha sido la observación, realizada a través de una escala de estimación referida a las estrategias didácticas y aplicada de forma sistemática en 23 aulas de Educación Primaria. La escala fue diseñada de acuerdo con los presupuestos del enfoque intercultural y tiene, por tanto, un valor metodológico y al mismo tiempo teórico y formativo. La recogida de información ha permitido identificar aquellas dimensiones e indicadores en los que los procesos de aula de carácter organizativo-didáctico se ajustan más al enfoque intercultural, así como identificar los ítems o las dimensiones en los que el ajuste es menor. Destacan entre los primeros el fomento del aprendizaje significativo y el cuidado de aspectos de la motivación y afectivos, y entre los segundos, la escasez de prácticas en las que se potencien la autonomía, la participación de los estudiantes y la autorregulación. Las valoraciones finales del artículo incluyen apreciaciones sobre la práctica escolar y la formación del profesorado, así como consideraciones de tipo metodológico que hacen hincapié en el valor formativo de los instrumentos de observación y en la conveniencia de recurrir a técnicas menos estructuradas, complementarias a las escalas, que ayuden a profundizar en los aspectos cualitativos del análisis de los procesos de aula.

Correlates of pupils’ sense of futility in primary education in Flanders: The role of the teacher.

by Dimitri Van Maele

Van Houtte, M., Van Maele, D. & Agirdag, O. (in press). In: M. F. DiPaola & P. B. Forsyth (Eds.), Leading Research in Educational Administration. Greenwich, CN: Information Age Publishing.

Pupils’ sense of futility with respect to school is an important predictor of lower achievement, lower study... more Pupils’ sense of futility with respect to school is an important predictor of lower achievement, lower study involvement, and school misconduct. Feelings of futility regarding school are particularly prevalent among pupils from lower socioeconomic status (SES) backgrounds. The present study examines which school and pupil features are associated with pupils’ sense of futility. Furthermore, it aims to investigate the role teachers might play in either enhancing or buffering these feelings of futility, especially in low SES pupils, by taking into account the effect of faculty trust and pupils’ perceived teacher support. By means of multilevel analysis of data collected during the 2008-2009 school year from 2,845 pupils and 706 teachers across a sample of 68 primary schools in Flanders (Belgium), this study confirms that higher feelings of futility associate with pupils’ low SES background, low ability, and low perceived parental support. These associations result in higher levels of sense of futility in low SES and low ability schools. The findings also indicate the crucial role teachers might play. Although faculty trust nor perceived teacher support seem able to buffer the development of feelings of futility in low SES and low ability pupils, having trusting and supportive teachers lowers the risk of strong feelings of futility. An important policy implication of this study is therefore that it might be rewarding to improve faculty trust in pupils in order to fight pupils’ feelings of futility. Other strategies are, however, advisable in order to buffer the higher feelings of futility in low SES pupils in particular.

Intercultural approach in primary education in Madrid: school practice at a glance

by Ines Gil-Jaurena

Gil-Jaurena, Inés. (2008). “Intercultural approach in primary education in Madrid: school practice at a glance”. Celebrating the European year of intercultural dialogue. Theory and practice in intercultural education. Inter Network Warsaw Conference Proceedings. Varsovia, 30 junio - 3 julio 2008.. ISBN: 978-3-200-01762-7. Pp. 225-235.

Independent review of the primary curriculum: Final report

by David Pepper

Co-authored international input

A wallaby and a bull-ant. Encouraging students to sing, using songs by Colin Brumby

by Cathy Aggett

The role of pupils in constructing networked learning communities

by Elizabeth FitzGerald (née Brown)

Full citation:
Thomson, Pat and Brown, Elizabeth (2004) The role of pupils in constructing networked learning communities. Paper presented at the European Conference on Educational Research (ECER2004), 22-25 Sept 2004, Rethymnon, Crete, pp1-13.

The Department for Education and Skills, through LEAs and the National College for School Leadership, has promoted the... more The Department for Education and Skills, through LEAs and the National College for School Leadership, has promoted the idea of schools working together as networks to share learnings about school improvement. A large number of Networked Learning Communities (NLCs) has been formed: over 100 networks consisting of more than 1,000 schools have been funded. NLCs are expected to research the improvement strategies they adopt, as well as to document the ways in which the network functions and develops.

This action research project added to an existing funded NLC a pupil-led ICT component. By supporting pupils to experiment with a range of ICT based communication strategies, this project aimed to help the NLC to develop their commitment to ‘pupil voice’ and to trial systematically an effective intra-communication and learning platform.

Las Universidades Españolas y EEES: Un Estudio Sobre los Títulos de Grado de Maestro en Educación Primaria

by Francisco Javier Ramos

Published in "Formación Universitaria, 5 (1), 33-44"

El objetivo de esta investigación es analizar las diferencias existentes entre doce universidades españolas en la... more El objetivo de esta investigación es analizar las diferencias existentes entre doce universidades españolas en la formación inicial de los maestros. Específicamente, el estudio se centra, en primer lugar, en los objetivos y competencias del título y, en segundo lugar, en la planificación de enseñanzas desarrollada por cada universidad. Para ello, se analizaron las memorias de verificación de los títulos de maestro de primaria de 12 universidades españolas, verificadas previamente por La Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA). Los resultados preliminares muestran que existen grandes diferencias entre los objetivos y las competencias propuestas por las doce universidades. También se han encontrado diferencias significativas en el número y tipo de menciones ofertadas por cada una de ellas, así como en la distribución de las prácticas en los distintos periodos académicos.

Teachers’ Views on the Applicability of the Turkish Course Curriculum in Crowded Primary Classrooms

by Halil Eksi

Havva YAMAN
Educational Sciences: Theory & Practice
9 (1) • Winter 2009 • 349-359

Present study investigated relationships between classroom overcrowding and the Turkish
education curriculum... more Present study investigated relationships between classroom overcrowding and the Turkish
education curriculum (2006) in terms of the applicability of activity-based lower secondary
Turkish education curriculum in overcrowded classes. In addition, the problems that
occur in the teaching process and the suff iciency of time for the program were investigated.
Qualitative research methods were used in the study. By conducting semi-structured
interviews with 11 Turkish teachers of overcrowded classes, the eff ects of overcrowded
classes on the applicability of the Turkish course curriculum was examined. To analyze
the data gathered from teachers, categorical content analysis and QSR Nvivo were used.
At the end of the research, it is observed that in accordance with the program, Turkish teachers
have to work one to one with each student; that teachers find that the activities do
not meet the objectives due to pressure of time resulting from overcrowding. Suggestions
are construed such as doing group work to lower the eff ects of overcrowding.

Examination of the Effects of the Montessori Method on Preschool Children’s Readiness to Primary Education

by Halil Eksi

Gökhan KAYILI Ramazan ARI
Educational Sciences: Theory & Practice - 11(4) • Autumn • 2104-2109

This study examined the effects of the Montessori Method on preschool children’s readiness to primary education.more This study examined the effects of the Montessori Method on preschool children’s readiness to primary education.
The research group is composed of five-six year olds attending SU MEF Ihsan Dogramaci Application Nursery
School in 2009–2010 school year in Selcuklu county of Konya. The participants composed of five-six year
olds were unbiasedly chosen. A total of 50 children were included in the study, 25 being in the experimental group
and 25 being in the control group. In the study, Metropolitan Readiness Test was used to determine preschool
school children’s school readiness levels, B form of PKBS Preschool and Kindergarten Behavior Scale was used
to determine preschool children’s social skills, FTF-K attention gathering skills test for five-year old children
was used to determine preschool children’s attention gathering skills. The tests were administered to children
before and after experimentation, and it was applied to experimental group again six weeks later. Mann Whitney
U test and Wilcoxon signed-rank test were used to analyze the data. The general conclusion of the results obtained
is that The Montessori Method makes positive contribution to preschool children’s readiness to primary
school and is more efficient than current preschool education program.

The Effect of Project Based Learning on Learning Outcomes in the 5th Grade Social Studies Course in Primary Education

by Halil Eksi

Mehmet GÜLTEKİN
Educational Sciences: Theory & Practice
5 (2) • November 2005 • 548-556

The 2004 Turkish primary school curriculum based on the principles of constructivist
theory is intended to bring... more The 2004 Turkish primary school curriculum based on the principles of constructivist
theory is intended to bring different educational viewpoints into teachinglearning
process. As a consequence of the integration of constructivist theory into
Turkish primary school curriculum, one of the many student-centered approaches,
project-based learning approach is planned to be implemented in the teachinglearning
process according to the 2004 program. Project-based learning is an
approach constructed on the tangible outcome that students produce either on their
own or in small groups. This study investigated the effects of project-based learning
upon learning outcomes in social studies courses among fifth grade by using quantitative
and qualitative methods. In the quantitative phase, a pre-and-post test control
group design was used and the effects of project-based learning on the learners’ success
were observed. In the qualitative phase, a semi-structured interview was used
to learn the opinions of learners and teachers involved in the study. The results
showed that there was a significant correlation between the academic successes of
experimental and control groups. In addition, participants and teachers indicated
that project-based learning increased the success by providing students with various
skills and making learning more enjoyable, entertaining, and meaningful. However,
few problems were also reported such as arguments between group members and
difficulties in carrying out the project.

The social construction of school readiness

by Sadaf Shallwani

Shallwani, S. (March, 2009). The social construction of school readiness. Paper presented at the Annual Conference of the Comparative and International Education Society, Charleston.

In the mainstream discourse on child development and education, ’school readiness’ has been conceptualized as the... more In the mainstream discourse on child development and education, ’school readiness’ has been conceptualized as the skills and knowledge that children need when they enter school in order to learn effectively in the school environment. However, school readiness is an idea which is entwined with our beliefs about child development and child needs (E. Graue, 1992). Indeed, the mainstream conceptualization and operationalization of school readiness is grounded in particular values and beliefs about the nature of child development, ideas about vulnerability and competence, and the characteristics deemed valuable in a particular society. In this way, social context determines the focus of school readiness, what is valued, what is assessed, and what resources and supports are identified as needed. This paper critically reviews the literature on school readiness, examining the cultural assumptions underlying the mainstream discourse, and exploring the social construction of school readiness. Although the alternative discourse on school readiness is scant at best, literature in related areas is examined to explore how school readiness might be alternately conceptualized in different socio-cultural contexts. Larger theoretical discussions of universalism versus cultural relativism and social construction are also explored.

View here: http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED529814

The Level of Ability to Adopt and Apply Organizational Democracy to Primary Schools According to Perceptions of Teachers and Administrators

by Halil Eksi

Güneş ŞEKER, Cem TOPSAKAL
Educational Sciences: Theory & Practice - 11(3) • Summer • 1222-1227

In this study, the level of ability to adopt and apply organizational democracy by teachers and administrators inmore In this study, the level of ability to adopt and apply organizational democracy by teachers and administrators in
primary schools are examined. The primary schools in Van have been classified in terms of sub, mid and upper
socio-economic levels and 486 teachers and 71 administrators who work at the public primary schools which
are randomly chosen have been taken to the sample. In this study, the “Organizational Democracy Scale” which
was prepared by Şeker was used as data collection tool. The data were interpreted by using SPSS software.
Non-parametric tests were applied due to the non-normal distribution according to the Kolmogoroy Sminoy
Test which has been examined over total score. In variables consisting two categories Mann Whitney-U test, in
variables consisting more than two categories Kuruskal test and for determination of differences between variables,
Mann Whitney-U test was used. As a result of study, it has been concluded that managers and teachers
in primary schools have adopted organizational democracy but have reasonable view about practicability of organizational
democracy.

Critically analyse what teachers can do to support children in developing their gender identity and its implications for classroom practice.

by joanna martin

In this essay I will discuss the notion that gender is socially constructed and to what extent, if any, biology plays... more In this essay I will discuss the notion that gender is socially constructed and to what extent, if any, biology plays a part. I will explore some external influences which affect gender development through the process of socialisation, including the mass media, parents, peers and other adults. As most children spend a significant proportion of their early lives in the institution of the primary school, teachers and other staff are therefore fundamental in reinforcing underlying stereotypical constructions of masculinity and femininity. I will outline the practical strategies which a teacher can employ to counterbalance these often prejudicial assumptions. I have chosen to focus on girls’ gender development as I feel I am able to associate more with this through my own experiences. I have been able to draw on the abundance of current educational research in the area of equality.

Description of Primary Education 1st Grade Students’ Forms of Holding a Pencil as well as Their Grip and Compression Strengths

by Halil Eksi

Turan TEMUR
Educational Sciences: Theory & Practice - 11(4) • Autumn • 2199-2205

This study aimed to examine how first grade students in primary education held and gripped a pencil and their more This study aimed to examine how first grade students in primary education held and gripped a pencil and their
compressive strength using a descriptive research method. The participants of the research comprises first grade students attending a private school in the city center of Ankara (n=79). All of the four different sections in this private school were included in the research. In terms of the variable of holding the pencil, the following results were obtained with regard to the first grade students: Ratio of students keeping their index fingers below
the 90°angle is more than half of the students participating in the research, 60% of the students positioned
their forearms outward up to an angle of 45°, 80% of the students grasped the pencil with thumb and index finger, 63% of the students positioned their thumbs on the pencil, while half of the students grasped the pencil from the mid-point, 38.5 % of the students grasped it from the upper point, the Grip and compressive strengths of the first grade students were also determined in the study. Accordingly, the grip strengths of first grade students
were in the range of 4-16.10 (kg) and grip strength varies by gender in favor of the males. One of the findings
obtained in the study is that writing speed varies by gender. Accordingly, females write faster than males.

Transition to school: Reflections on readiness

by Sadaf Shallwani

Arnold, C., Bartlett, K., Gowani, S., & Shallwani, S. (2008). Transition to school: Reflections on readiness. Journal of Developmental Processes, 3(2), 26-38.

Although globally primary school enrollment has increased dramatically in recent years, primary school completion... more Although globally primary school enrollment has increased dramatically in recent years, primary school completion rates remain disappointing. In many countries, the highest rates of dropout and repetition are at the Grade 1 level. In such a context, it becomes critical to examine children’s entry into, adjustment to, and success in their earliest years of primary school—in other words, children’s transition to school. This paper explores the notions of transition and readiness in international contexts, with a focus on the Majority world. It considers children’s readiness for school, schools’ readiness for children, and the challenges around both. Examples of policies and programs that appear promising in supporting children’s successful transition are highlighted. As part of this, the paper draws upon the experiences and lessons learned of the Aga Khan Foundation (AKF) in early child development and school improvement efforts in the Majority world. Lastly, implications for policy and practice are explored.

View here: http://www.psych.utah.edu/people/people/fogel/jdp/journals/5/journal05-04.pdf

Effectiveness of Teaching via Concept Cartoons from the Point of View of Constructivist Approach

by Halil Eksi

Filiz KABAPINAR
Educational Sciences: Theory & Practice
5 (1) • / May 2005 • 135-146

In this study, concept cartoon approach is introduced as a teaching and learning
approach, which took account of... more In this study, concept cartoon approach is introduced as a teaching and learning
approach, which took account of constructivist views on learning in science. Also, a
number of concept cartoons were created and used in various primary science classes
in an attempt to find out the potential benefits of teaching via concept cartoons.
First, a number of case studies were conducted in different primary science classes
(4th and 5th grades) to study concept cartoons’ effectiveness. Students’ ideas were
determined both individually via written probes and during classroom interactions.
The results of the case studies indicated that the concept cartoons were effective for
finding out students’ ideas without being affected by the ideas of others. Secondly,
a number of case studies were conducted to determine the effectiveness of concept
cartoon teaching. Results showed that concept cartoon teaching was effective in creating
focused discussions where reasoning behind students’ misconceptions could
be uncovered, especially via teachers’ thought-provoking questions. It was also
found that the method was effective in providing a purpose for investigation as long
as the context lies itself for an investigation. Lastly, two experiments were designed
to answer the question of how effective concept cartoon teaching for remedying students’
misconceptions was. For this reason, students’ ideas were determined before
and after the teaching. The results of these experiments indicated that teaching via
concept cartoons was effective in remedying the misconceptions. It needs to be
emphasized that the success of teaching does not only stem from the concept cartoons
itself as a teaching material but it also stems from the quality of classroom
interactions during the discussion and investigation phases of the teaching.

An Overview of Peace Education in Turkey Definitions, Difficulties, and Suggestions: A Qualitative Analysis

by Halil Eksi

Semra DEMİR
Educational Sciences: Theory & Practice - 11(4) • Autumn • 1739-1745

In modern world, advances and changes experienced in social, political, and economic domains cannot be effective more In modern world, advances and changes experienced in social, political, and economic domains cannot be effective
in diminishing the unwanted behaviors displayed by individuals in a society. This underpins the need for creating a peace culture based on equality, justice, democracy, human rights, tolerance, and solidarity in a society.
The purpose of this study is to examine the opinions of classroom teachers in Turkey about different aspects of peace as a concept and peace education in terms of problems, expectations, and suggestions. This research has been designed in accordance with qualitative research paradigm, and semi-structured interview technique has been employed as the data collection tool. 13 teachers have voluntarily participated in this study. Findings have revealed that participating teachers have similar definitions regarding not only global and national peace, but also individual peace. Predominantly test-oriented and exam-based education system have been found to be the reason why educational institutions cannot fulfill their duties and responsibilities concerning peace education,
and the struggle to realize parents’ expectations about the test-oriented program impedes all other efforts that could otherwise be spent on peace education. Furthermore, teachers have been determined to have low levels
of awareness, knowledge, and skills related with peace education.

A Comparison of the Effects of Experiencing Pre-school Education and Living in an Orphanage on Basic Concepts Acquisition

by Halil Eksi

Gülden UYANIK-BALAT
Yıldız GÜVEN
Educational Sciences: Theory & Practice
6 (3) • September 2006 • 939-945

The purpose of this study was to determine whether the factors related with living
with own family or living in... more The purpose of this study was to determine whether the factors related with living
with own family or living in an orphanage cause any differences by means of understanding
of basic concept between first and second graders. Also, the effects of attending
preschool in early years on concept knowledge for the sample group were investigated.
The sample of the study consisted of 173 children (113 children living with
their parents and 60 children living in an orphanage) who were residing in Istanbul.
60 (46.7%) children from orphanages attended preschool; 21.7 % did not. There was
no information about 31,6 % of the children whether they attended preschool or not.
On the other hand, 40.7 % of the children living with their parents did not attend
preschool whereas the rest of them did. The Boehm Test of Basic Concepts (BOEHM-
3) was administered to the children to assess young children’s understanding
of the basic relational concepts. Results indicated significant differences among the
groups. Whereas the children from the higher socio-economic group had the highest
scores, the children from orphanages had the lowest scores. Among these groups of
children the amount of time spent in preschool affected the scores. Children attended
preschools more had the highest scores. Also, second graders who were staying
with their families had significantly higher scores than children who were living in
institutions. However, there was not such a difference between first grade children.

The Role of Visual Culture Studies on Primary School Students’ Interpretation of Visual World

by Halil Eksi

Burçin TÜRKCAN
Şefik YAŞAR
Educational Sciences: Theory & Practice - 11(3) • Summer • 1564-1570

Visual culture studies have become the focus of research in recent years mainly due to the frequent use of art... more Visual culture studies have become the focus of research in recent years mainly due to the frequent use of art applications in Visual Arts courses in primary schools and the inadequate content of discipline based art education
for the interpretation of today’s multiple stimulants. By interrogating students’ semantic stratums related
to visuals, visual culture studies carried out in Visual Arts courses can help students gain a different perspective
regarding artistic studies. The present study aimed finding out how visual culture studies can be carried
out in Visual Arts courses in primary schools. The study had an action research design and was conducted during the 10 hours class-time of a Visual Arts course in a third-grade class of a primary school in Eskişehir in the fall semester of 2007-2008 academic year. The data of the present study, which was conducted on seven focal students, were collected with various data collection tools, such as demographic information scale, video recordings, semi-structured interviews, document analysis, researcher diaries and student diaries. The collected
data were analyzed using descriptive analysis. The present study revealed that the students effectively participated
in visual culture studies; that they made critical interrogations by broadening their thoughts based on their previous knowledge; and that they found the course more entertaining thanks to the visual culture studies. In conclusion, findings of the study suggest that visual art applications, which will encourage students to criticize
cultural meanings within the Visual Art Curriculum, may be used as a strong instrument to help students interpret
the visual world and become more efficient in expressing their ideas in art works.

Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children's (ethno-) geographies, Curriculum Journal, 22:3, 317-335

by Fran Martin

Co-authored with Simon Catling, 2011.

The argument has been propounded that academic disciplines and school subjects provide a powerful, authoritative... more The argument has been propounded that academic disciplines and school subjects provide a powerful, authoritative knowledge which is key to enabling children to better understand the world in which they live. Inherent in this perspective is that children’s experience, knowledge and understanding are poorly formed and of limited everyday use and value. Yet it is appreciated that children’s naı ̈ve knowledge can be a pedagogic starting point to initiate them into academic subjects. While appreciating the purpose and roles of academic subjects, this article challenges these assumptions, arguing that children’s ethno-knowledges provide powerful learning bases of equivalent authority to subjects. Using the example of younger children’s everyday or ethno-geography, the case is that children bring to school powerful (geographical) knowledge of their own. This can and should be recognised and valued in dialogue with authoritative (geographical) subject knowledge, not as subservient to it. It is argued that this perspective goes beyond that of the child/subject co- construction of knowledge to interrelate the developmental nature of children’s everyday (geographical) learning with (geography) sense- of-subject evolution. This case is set in the context of geography but is applicable to other school subjects, where children’s and subjects’ powerful knowledges can mutually engage with and enhance each other.