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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Primary School Education</h1><div class="u-tcGrayDark">22,575 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Primary School Education</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Primary_School_Education">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Primary_School_Education/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Primary_School_Education/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Primary_School_Education/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Primary_School_Education">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42356406" data-work_id="42356406" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42356406/Peer_support_for_bereaved_children_Setting_eyes_on_children_s_views">Peer support for bereaved children: Setting eyes on children s views</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article investigates children’s views on providing peer support to bereaved children. The data (pre- and postinterviews and written documents) come from an action research study of a teacher–researcher and her 16 children aged 10–11... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42356406" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article investigates children’s views on providing peer support to bereaved children. The data (pre- and postinterviews and written documents) come from an action research study of a teacher–researcher and her 16 children aged 10–11 years old. Analysis of the data shows children’s ideas on supporting a bereaved child and how this support should be provided, taking into consideration various factors such as the relationship with the bereaved and the role of memories. The paper emphasizes that children should have structured opportunities across the whole-school curriculum to learn how loss affects people’s lives to support themselves and others.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42356406" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="21762e56a71982da620527670d3c1140" rel="nofollow" data-download="{"attachment_id":62515257,"asset_id":42356406,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62515257/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="117295422" href="https://independent.academia.edu/PolyxeniStylianou">Polyxeni Stylianou, PhD, CT</a><script data-card-contents-for-user="117295422" type="text/json">{"id":117295422,"first_name":"Polyxeni","last_name":"Stylianou, PhD, CT","domain_name":"independent","page_name":"PolyxeniStylianou","display_name":"Polyxeni Stylianou, PhD, CT","profile_url":"https://independent.academia.edu/PolyxeniStylianou?f_ri=386037","photo":"https://0.academia-photos.com/117295422/35864200/31934274/s65_xenia.stylianou.jpg"}</script></span></span></li><li class="js-paper-rank-work_42356406 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42356406"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42356406, container: ".js-paper-rank-work_42356406", }); 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$(".js-view-count[data-work-id=42356406]").text(description); $(".js-view-count-work_42356406").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42356406").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42356406"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="97450" href="https://www.academia.edu/Documents/in/Intervention">Intervention</a>, <script data-card-contents-for-ri="97450" type="text/json">{"id":97450,"name":"Intervention","url":"https://www.academia.edu/Documents/in/Intervention?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="279869" href="https://www.academia.edu/Documents/in/Peer_Support">Peer Support</a>, <script data-card-contents-for-ri="279869" type="text/json">{"id":279869,"name":"Peer Support","url":"https://www.academia.edu/Documents/in/Peer_Support?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42356406]'), work: {"id":42356406,"title":"Peer support for bereaved children: Setting eyes on children s views","created_at":"2020-03-28T11:12:08.553-07:00","url":"https://www.academia.edu/42356406/Peer_support_for_bereaved_children_Setting_eyes_on_children_s_views?f_ri=386037","dom_id":"work_42356406","summary":"This article investigates children’s views on providing peer support to bereaved children. The data (pre- and postinterviews and written documents) come from an action research study of a teacher–researcher and her 16 children aged 10–11 years old. Analysis of the data shows children’s ideas on supporting a bereaved child and how this support should be provided, taking into consideration various factors such as the relationship with the bereaved and the role of memories. The paper emphasizes that children should have structured opportunities across the whole-school curriculum to learn how loss affects people’s lives to support themselves and others.","downloadable_attachments":[{"id":62515257,"asset_id":42356406,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":117295422,"first_name":"Polyxeni","last_name":"Stylianou, PhD, CT","domain_name":"independent","page_name":"PolyxeniStylianou","display_name":"Polyxeni Stylianou, PhD, CT","profile_url":"https://independent.academia.edu/PolyxeniStylianou?f_ri=386037","photo":"https://0.academia-photos.com/117295422/35864200/31934274/s65_xenia.stylianou.jpg"}],"research_interests":[{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=386037","nofollow":false},{"id":97450,"name":"Intervention","url":"https://www.academia.edu/Documents/in/Intervention?f_ri=386037","nofollow":false},{"id":279869,"name":"Peer Support","url":"https://www.academia.edu/Documents/in/Peer_Support?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false},{"id":534401,"name":"Death Education","url":"https://www.academia.edu/Documents/in/Death_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73245582" data-work_id="73245582" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73245582/Affect_as_future_making_pedagogy_A_post_qualitative_inquiry_in_Brazilian_primary_schools">Affect as future-making pedagogy: A post-qualitative inquiry in Brazilian primary schools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Educational research shows a growing interest in "affect as pedagogy", a concept grounded in feminist studies, which focuses on the relationality and materiality of affect. This article addresses the becoming of affect as pedagogy,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73245582" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Educational research shows a growing interest in "affect as pedagogy", a concept grounded in feminist studies, which focuses on the relationality and materiality of affect. This article addresses the becoming of affect as pedagogy, positioning its inquiry at the crossroads of feminist scholarship and the Deleuzian-Guattarian concept of affect. It presents a postqualitative inquiry that "experiments with" an agentic assemblage of 76 public schools in Brazil, 78 responses to a qualitative survey, 12 teachers interviewed, and the researchers' fieldwork observations. The result of this experiment is a collective narrative organized as a Voice without Organ (VwO), which shows interlocking elements of challenging, disadvantaged educational scenarios and a teaching practice traversed by affect. The VwO answers the question of how affect becomes pedagogy, describing events that can be characterized as embodied history, affective labor, and the capacity to be affected. In these events, an intense connection between bodies occurs. This pedagogy also shows the capacity to affect, by creating affirmative desires that materialize in alternative narratives for the students' futures. In the face of limited and precarious resources, lack of public support, and an environment of violence, affect as futuremaking pedagogy becomes a means of working against exclusion and social injustice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73245582" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="77463258980c8998b9f467f3cea00ae7" rel="nofollow" data-download="{"attachment_id":81841340,"asset_id":73245582,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81841340/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3414467" href="https://ku-dk.academia.edu/MagdaPischetola">Magda Pischetola</a><script data-card-contents-for-user="3414467" type="text/json">{"id":3414467,"first_name":"Magda","last_name":"Pischetola","domain_name":"ku-dk","page_name":"MagdaPischetola","display_name":"Magda Pischetola","profile_url":"https://ku-dk.academia.edu/MagdaPischetola?f_ri=386037","photo":"https://0.academia-photos.com/3414467/1846395/124547580/s65_magda.pischetola.jpeg"}</script></span></span></li><li class="js-paper-rank-work_73245582 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73245582"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73245582, container: ".js-paper-rank-work_73245582", }); 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$(".js-view-count[data-work-id=73245582]").text(description); $(".js-view-count-work_73245582").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73245582").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73245582"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1192" href="https://www.academia.edu/Documents/in/Feminist_Theory">Feminist Theory</a>, <script data-card-contents-for-ri="1192" type="text/json">{"id":1192,"name":"Feminist Theory","url":"https://www.academia.edu/Documents/in/Feminist_Theory?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4124" href="https://www.academia.edu/Documents/in/Feminist_Philosophy">Feminist Philosophy</a>, <script data-card-contents-for-ri="4124" type="text/json">{"id":4124,"name":"Feminist Philosophy","url":"https://www.academia.edu/Documents/in/Feminist_Philosophy?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8302" href="https://www.academia.edu/Documents/in/Gilles_Deleuze">Gilles Deleuze</a>, <script data-card-contents-for-ri="8302" type="text/json">{"id":8302,"name":"Gilles Deleuze","url":"https://www.academia.edu/Documents/in/Gilles_Deleuze?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19915" href="https://www.academia.edu/Documents/in/Gilles_Deleuze_and_Felix_Guattari">Gilles Deleuze and Felix Guattari</a><script data-card-contents-for-ri="19915" type="text/json">{"id":19915,"name":"Gilles Deleuze and Felix Guattari","url":"https://www.academia.edu/Documents/in/Gilles_Deleuze_and_Felix_Guattari?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73245582]'), work: {"id":73245582,"title":"Affect as future-making pedagogy: A post-qualitative inquiry in Brazilian primary schools","created_at":"2022-03-07T06:41:27.007-08:00","url":"https://www.academia.edu/73245582/Affect_as_future_making_pedagogy_A_post_qualitative_inquiry_in_Brazilian_primary_schools?f_ri=386037","dom_id":"work_73245582","summary":"Educational research shows a growing interest in \"affect as pedagogy\", a concept grounded in feminist studies, which focuses on the relationality and materiality of affect. This article addresses the becoming of affect as pedagogy, positioning its inquiry at the crossroads of feminist scholarship and the Deleuzian-Guattarian concept of affect. It presents a postqualitative inquiry that \"experiments with\" an agentic assemblage of 76 public schools in Brazil, 78 responses to a qualitative survey, 12 teachers interviewed, and the researchers' fieldwork observations. The result of this experiment is a collective narrative organized as a Voice without Organ (VwO), which shows interlocking elements of challenging, disadvantaged educational scenarios and a teaching practice traversed by affect. The VwO answers the question of how affect becomes pedagogy, describing events that can be characterized as embodied history, affective labor, and the capacity to be affected. In these events, an intense connection between bodies occurs. This pedagogy also shows the capacity to affect, by creating affirmative desires that materialize in alternative narratives for the students' futures. In the face of limited and precarious resources, lack of public support, and an environment of violence, affect as futuremaking pedagogy becomes a means of working against exclusion and social injustice.","downloadable_attachments":[{"id":81841340,"asset_id":73245582,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3414467,"first_name":"Magda","last_name":"Pischetola","domain_name":"ku-dk","page_name":"MagdaPischetola","display_name":"Magda Pischetola","profile_url":"https://ku-dk.academia.edu/MagdaPischetola?f_ri=386037","photo":"https://0.academia-photos.com/3414467/1846395/124547580/s65_magda.pischetola.jpeg"}],"research_interests":[{"id":1192,"name":"Feminist Theory","url":"https://www.academia.edu/Documents/in/Feminist_Theory?f_ri=386037","nofollow":false},{"id":4124,"name":"Feminist Philosophy","url":"https://www.academia.edu/Documents/in/Feminist_Philosophy?f_ri=386037","nofollow":false},{"id":8302,"name":"Gilles Deleuze","url":"https://www.academia.edu/Documents/in/Gilles_Deleuze?f_ri=386037","nofollow":false},{"id":19915,"name":"Gilles Deleuze and Felix Guattari","url":"https://www.academia.edu/Documents/in/Gilles_Deleuze_and_Felix_Guattari?f_ri=386037","nofollow":false},{"id":23855,"name":"Affect Studies","url":"https://www.academia.edu/Documents/in/Affect_Studies?f_ri=386037"},{"id":42788,"name":"Feminist Theory and Pedagogy","url":"https://www.academia.edu/Documents/in/Feminist_Theory_and_Pedagogy?f_ri=386037"},{"id":229658,"name":"Feminist Pedagogy","url":"https://www.academia.edu/Documents/in/Feminist_Pedagogy?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":563262,"name":"Feminist new materialism","url":"https://www.academia.edu/Documents/in/Feminist_new_materialism?f_ri=386037"},{"id":694056,"name":"Affective Pedagogy","url":"https://www.academia.edu/Documents/in/Affective_Pedagogy?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22754598" data-work_id="22754598" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22754598/Il_disturbo_da_deficit_dellattenzione_e_delliperattivit%C3%A0_indagine_in_una_scuola_primaria">Il disturbo da deficit dell'attenzione e dell'iperattività: indagine in una scuola primaria.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Si tratta di un'indagine rivolta agli insegnanti della scuola primaria per avere una loro percezione rispetto al disturbo: conoscenza teorica, strategie didattiche e difficoltà nella gestione dell'alunno in classe.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22754598" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8238aac3e8468e9c3754535a2ebc342d" rel="nofollow" data-download="{"attachment_id":43315419,"asset_id":22754598,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43315419/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa 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class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2350" href="https://www.academia.edu/Documents/in/Attention-Deficit_Hyperactivity_Disorder">Attention-Deficit/Hyperactivity Disorder</a>, <script data-card-contents-for-ri="2350" type="text/json">{"id":2350,"name":"Attention-Deficit/Hyperactivity Disorder","url":"https://www.academia.edu/Documents/in/Attention-Deficit_Hyperactivity_Disorder?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="51503" href="https://www.academia.edu/Documents/in/Pre-Schooling_and_Primary_Education_Research_Methodology_Technology_and_Education">Pre-Schooling and Primary Education, Research Methodology, Technology and Education</a>, <script data-card-contents-for-ri="51503" type="text/json">{"id":51503,"name":"Pre-Schooling and Primary Education, Research Methodology, Technology and Education","url":"https://www.academia.edu/Documents/in/Pre-Schooling_and_Primary_Education_Research_Methodology_Technology_and_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="77318" href="https://www.academia.edu/Documents/in/Primary_School">Primary School</a>, <script data-card-contents-for-ri="77318" type="text/json">{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="273437" href="https://www.academia.edu/Documents/in/Scuola_Ed_Educazione">Scuola Ed Educazione</a><script data-card-contents-for-ri="273437" type="text/json">{"id":273437,"name":"Scuola Ed Educazione","url":"https://www.academia.edu/Documents/in/Scuola_Ed_Educazione?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22754598]'), work: {"id":22754598,"title":"Il disturbo da deficit dell'attenzione e dell'iperattività: indagine in una scuola primaria.","created_at":"2016-03-03T07:55:12.002-08:00","url":"https://www.academia.edu/22754598/Il_disturbo_da_deficit_dellattenzione_e_delliperattivit%C3%A0_indagine_in_una_scuola_primaria?f_ri=386037","dom_id":"work_22754598","summary":"Si tratta di un'indagine rivolta agli insegnanti della scuola primaria per avere una loro percezione rispetto al disturbo: conoscenza teorica, strategie didattiche e difficoltà nella gestione dell'alunno in classe.","downloadable_attachments":[{"id":43315419,"asset_id":22754598,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44215989,"first_name":"Veronica","last_name":"Fumanelli","domain_name":"uinvr","page_name":"VeronicaFumanelli","display_name":"Veronica Fumanelli","profile_url":"https://uinvr.academia.edu/VeronicaFumanelli?f_ri=386037","photo":"https://0.academia-photos.com/44215989/11817380/13171514/s65_veronica.fumanelli.jpg"}],"research_interests":[{"id":2350,"name":"Attention-Deficit/Hyperactivity Disorder","url":"https://www.academia.edu/Documents/in/Attention-Deficit_Hyperactivity_Disorder?f_ri=386037","nofollow":false},{"id":51503,"name":"Pre-Schooling and Primary Education, Research Methodology, Technology and Education","url":"https://www.academia.edu/Documents/in/Pre-Schooling_and_Primary_Education_Research_Methodology_Technology_and_Education?f_ri=386037","nofollow":false},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false},{"id":273437,"name":"Scuola Ed Educazione","url":"https://www.academia.edu/Documents/in/Scuola_Ed_Educazione?f_ri=386037","nofollow":false},{"id":276837,"name":"Special Education, Autism, Adhd, Faculty Development, Behavior Modification, Cognitive Behavior Modification, Learning Disabilities","url":"https://www.academia.edu/Documents/in/Special_Education_Autism_Adhd_Faculty_Development_Behavior_Modification_Cognitive_Behavior_Modi?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15364248" data-work_id="15364248" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15364248/The_Williams_Review">The Williams Review</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This brief article considers how the Williams Review of mathematics teaching might reinvigorate the case for collaborative working in the primary classroom</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15364248" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="84363c27eb36fea6f95966fad4cd0f3c" rel="nofollow" data-download="{"attachment_id":38657601,"asset_id":15364248,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38657601/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13531564" href="https://nottingham.academia.edu/RupertKnight">Rupert Knight</a><script data-card-contents-for-user="13531564" type="text/json">{"id":13531564,"first_name":"Rupert","last_name":"Knight","domain_name":"nottingham","page_name":"RupertKnight","display_name":"Rupert Knight","profile_url":"https://nottingham.academia.edu/RupertKnight?f_ri=386037","photo":"https://0.academia-photos.com/13531564/10086481/11253222/s65_rupert.knight.jpg"}</script></span></span></li><li class="js-paper-rank-work_15364248 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15364248"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15364248, container: ".js-paper-rank-work_15364248", }); });</script></li><li class="js-percentile-work_15364248 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15364248; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_15364248"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_15364248 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="15364248"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15364248; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15364248]").text(description); $(".js-view-count-work_15364248").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15364248").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15364248"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2731" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23876" href="https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools">Mathematics Education at Primary Schools</a>, <script data-card-contents-for-ri="23876" type="text/json">{"id":23876,"name":"Mathematics Education at Primary Schools","url":"https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="35254" href="https://www.academia.edu/Documents/in/Collaborative_Learning">Collaborative Learning</a>, <script data-card-contents-for-ri="35254" type="text/json">{"id":35254,"name":"Collaborative Learning","url":"https://www.academia.edu/Documents/in/Collaborative_Learning?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15364248]'), work: {"id":15364248,"title":"The Williams Review","created_at":"2015-09-03T08:00:26.293-07:00","url":"https://www.academia.edu/15364248/The_Williams_Review?f_ri=386037","dom_id":"work_15364248","summary":"This brief article considers how the Williams Review of mathematics teaching might reinvigorate the case for collaborative working in the primary classroom","downloadable_attachments":[{"id":38657601,"asset_id":15364248,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13531564,"first_name":"Rupert","last_name":"Knight","domain_name":"nottingham","page_name":"RupertKnight","display_name":"Rupert Knight","profile_url":"https://nottingham.academia.edu/RupertKnight?f_ri=386037","photo":"https://0.academia-photos.com/13531564/10086481/11253222/s65_rupert.knight.jpg"}],"research_interests":[{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false},{"id":23876,"name":"Mathematics Education at Primary Schools","url":"https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools?f_ri=386037","nofollow":false},{"id":35254,"name":"Collaborative Learning","url":"https://www.academia.edu/Documents/in/Collaborative_Learning?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80120699" data-work_id="80120699" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80120699/Effect_of_Basic_Issues_in_Primary_School_Education_Curriculum_Delivery_in_Nigeria">Effect of Basic Issues in Primary School Education Curriculum Delivery in Nigeria</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Education is widely regarded as the key to economic prosperity, the key to scientific and technological advancement, the means to combat unemployment, and the foundation of social equity. Based on this fact, the Federal Government of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80120699" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Education is widely regarded as the key to economic prosperity, the key to scientific and technological advancement, the means to combat unemployment, and the foundation of social equity. Based on this fact, the Federal Government of Nigeria like other developing nations has at different times made serious efforts in increasing the number of children enrolled in primary schools though there are still many more who are not enrolled and who do not complete the primary education. This massive expansion has been possible by the allocation of large sums of monetary allocation to primary education. Although the functionality of this level of primary education is not doubted, in addition to the structural changes made to improve the system, it has been saddled with problems ranging from issues of enrolment, funding, infrastructure, teaching personnel and curriculum provisions. This paper discusses the productivity of primary education and some of the structural changes made to meet the demands of the society. More so, this paper discusses the issues earlier mentioned as the affect primary education system in Nigeria.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80120699" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d98daa6cc0bc60a2d392920941673a79" rel="nofollow" data-download="{"attachment_id":86608524,"asset_id":80120699,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86608524/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="183040847" href="https://independent.academia.edu/leagueofresearchers">League of Researchers</a><script data-card-contents-for-user="183040847" type="text/json">{"id":183040847,"first_name":"League","last_name":"of Researchers","domain_name":"independent","page_name":"leagueofresearchers","display_name":"League of Researchers","profile_url":"https://independent.academia.edu/leagueofresearchers?f_ri=386037","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_80120699 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80120699"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80120699, container: ".js-paper-rank-work_80120699", }); 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$(".js-view-count[data-work-id=80120699]").text(description); $(".js-view-count-work_80120699").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80120699").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80120699"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1495" href="https://www.academia.edu/Documents/in/Location_Based_Services">Location Based Services</a>, <script data-card-contents-for-ri="1495" type="text/json">{"id":1495,"name":"Location Based Services","url":"https://www.academia.edu/Documents/in/Location_Based_Services?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3489" href="https://www.academia.edu/Documents/in/Curriculum_Studies">Curriculum Studies</a>, <script data-card-contents-for-ri="3489" type="text/json">{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80120699]'), work: {"id":80120699,"title":"Effect of Basic Issues in Primary School Education Curriculum Delivery in Nigeria","created_at":"2022-05-28T08:12:24.813-07:00","url":"https://www.academia.edu/80120699/Effect_of_Basic_Issues_in_Primary_School_Education_Curriculum_Delivery_in_Nigeria?f_ri=386037","dom_id":"work_80120699","summary":"Education is widely regarded as the key to economic prosperity, the key to scientific and technological advancement, the means to combat unemployment, and the foundation of social equity. Based on this fact, the Federal Government of Nigeria like other developing nations has at different times made serious efforts in increasing the number of children enrolled in primary schools though there are still many more who are not enrolled and who do not complete the primary education. This massive expansion has been possible by the allocation of large sums of monetary allocation to primary education. Although the functionality of this level of primary education is not doubted, in addition to the structural changes made to improve the system, it has been saddled with problems ranging from issues of enrolment, funding, infrastructure, teaching personnel and curriculum provisions. This paper discusses the productivity of primary education and some of the structural changes made to meet the demands of the society. More so, this paper discusses the issues earlier mentioned as the affect primary education system in Nigeria.","downloadable_attachments":[{"id":86608524,"asset_id":80120699,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":183040847,"first_name":"League","last_name":"of Researchers","domain_name":"independent","page_name":"leagueofresearchers","display_name":"League of Researchers","profile_url":"https://independent.academia.edu/leagueofresearchers?f_ri=386037","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":1495,"name":"Location Based Services","url":"https://www.academia.edu/Documents/in/Location_Based_Services?f_ri=386037","nofollow":false},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_75760831" data-work_id="75760831" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/75760831/What_makes_a_good_mathematical_game">What makes a 'good' mathematical game?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">40 Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75760831" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">40 Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which games to introduce in their classrooms? In this paper we attempt to support teachers to address this question through presenting five principles of good mathematical games. Rather than operating as definitive criteria, our intention for presenting these principles is to stimulate critical discussion and to guide teacher decision-making. Examples of mathematical games that we believe appropriately capture each principle are provided.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75760831" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="23971461d8cd8dd4174413031c9b2d15" rel="nofollow" data-download="{"attachment_id":83403356,"asset_id":75760831,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83403356/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32948746" href="https://monash.academia.edu/JamesRusso">James A Russo</a><script data-card-contents-for-user="32948746" type="text/json">{"id":32948746,"first_name":"James","last_name":"Russo","domain_name":"monash","page_name":"JamesRusso","display_name":"James A Russo","profile_url":"https://monash.academia.edu/JamesRusso?f_ri=386037","photo":"https://0.academia-photos.com/32948746/9798391/10917619/s65_james.russo.jpg"}</script></span></span></li><li class="js-paper-rank-work_75760831 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="75760831"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 75760831, container: ".js-paper-rank-work_75760831", }); });</script></li><li class="js-percentile-work_75760831 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75760831; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_75760831"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_75760831 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="75760831"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75760831; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75760831]").text(description); $(".js-view-count-work_75760831").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_75760831").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="75760831"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2731" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10641" href="https://www.academia.edu/Documents/in/Game_Based_Learning">Game Based Learning</a>, <script data-card-contents-for-ri="10641" type="text/json">{"id":10641,"name":"Game Based Learning","url":"https://www.academia.edu/Documents/in/Game_Based_Learning?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23876" href="https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools">Mathematics Education at Primary Schools</a>, <script data-card-contents-for-ri="23876" type="text/json">{"id":23876,"name":"Mathematics Education at Primary Schools","url":"https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="36556" href="https://www.academia.edu/Documents/in/Elementary_Education">Elementary Education</a><script data-card-contents-for-ri="36556" type="text/json">{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=75760831]'), work: {"id":75760831,"title":"What makes a 'good' mathematical game?","created_at":"2022-04-07T15:53:26.195-07:00","url":"https://www.academia.edu/75760831/What_makes_a_good_mathematical_game?f_ri=386037","dom_id":"work_75760831","summary":"40 Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which games to introduce in their classrooms? In this paper we attempt to support teachers to address this question through presenting five principles of good mathematical games. Rather than operating as definitive criteria, our intention for presenting these principles is to stimulate critical discussion and to guide teacher decision-making. Examples of mathematical games that we believe appropriately capture each principle are provided.","downloadable_attachments":[{"id":83403356,"asset_id":75760831,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32948746,"first_name":"James","last_name":"Russo","domain_name":"monash","page_name":"JamesRusso","display_name":"James A Russo","profile_url":"https://monash.academia.edu/JamesRusso?f_ri=386037","photo":"https://0.academia-photos.com/32948746/9798391/10917619/s65_james.russo.jpg"}],"research_interests":[{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false},{"id":10641,"name":"Game Based Learning","url":"https://www.academia.edu/Documents/in/Game_Based_Learning?f_ri=386037","nofollow":false},{"id":23876,"name":"Mathematics Education at Primary Schools","url":"https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools?f_ri=386037","nofollow":false},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=386037","nofollow":false},{"id":46722,"name":"Elementary Mathematics Education","url":"https://www.academia.edu/Documents/in/Elementary_Mathematics_Education?f_ri=386037"},{"id":50932,"name":"Games","url":"https://www.academia.edu/Documents/in/Games?f_ri=386037"},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037"},{"id":329008,"name":"Mathematical Games","url":"https://www.academia.edu/Documents/in/Mathematical_Games?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66210274 coauthored" data-work_id="66210274" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66210274/Using_3D_modelling_in_design_training_simulator_with_augmented_reality">Using 3D modelling in design training simulator with augmented reality</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66210274" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator fo...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66210274" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d2f4e23dbddebd18900e854f6cb0a5ec" rel="nofollow" data-download="{"attachment_id":77491767,"asset_id":66210274,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77491767/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="53306751" href="https://bkmspu.academia.edu/%D0%86%D1%80%D0%B8%D0%BD%D0%B0%D0%9A%D1%80%D0%B0%D1%88%D0%B5%D0%BD%D1%96%D0%BD%D0%BD%D1%96%D0%BA">Iryna Krasheninnik</a><script data-card-contents-for-user="53306751" type="text/json">{"id":53306751,"first_name":"Iryna","last_name":"Krasheninnik","domain_name":"bkmspu","page_name":"ІринаКрашеніннік","display_name":"Iryna Krasheninnik","profile_url":"https://bkmspu.academia.edu/%D0%86%D1%80%D0%B8%D0%BD%D0%B0%D0%9A%D1%80%D0%B0%D1%88%D0%B5%D0%BD%D1%96%D0%BD%D0%BD%D1%96%D0%BA?f_ri=386037","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-66210274">+2</span><div class="hidden js-additional-users-66210274"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://fsu-znu.academia.edu/HannaChemerys">Hanna Chemerys</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://bkmspu.academia.edu/AllaMerkusheva">Alla Merkusheva</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-66210274'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-66210274').html(); 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The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator fo...","downloadable_attachments":[{"id":77491767,"asset_id":66210274,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":53306751,"first_name":"Iryna","last_name":"Krasheninnik","domain_name":"bkmspu","page_name":"ІринаКрашеніннік","display_name":"Iryna Krasheninnik","profile_url":"https://bkmspu.academia.edu/%D0%86%D1%80%D0%B8%D0%BD%D0%B0%D0%9A%D1%80%D0%B0%D1%88%D0%B5%D0%BD%D1%96%D0%BD%D0%BD%D1%96%D0%BA?f_ri=386037","photo":"/images/s65_no_pic.png"},{"id":35236714,"first_name":"Hanna","last_name":"Chemerys","domain_name":"fsu-znu","page_name":"HannaChemerys","display_name":"Hanna Chemerys","profile_url":"https://fsu-znu.academia.edu/HannaChemerys?f_ri=386037","photo":"https://0.academia-photos.com/35236714/19626321/67743486/s65_hanna.chemerys.jpg"},{"id":222598603,"first_name":"Alla","last_name":"Merkusheva","domain_name":"bkmspu","page_name":"AllaMerkusheva","display_name":"Alla Merkusheva","profile_url":"https://bkmspu.academia.edu/AllaMerkusheva?f_ri=386037","photo":"https://gravatar.com/avatar/9b66bdf1a3748bcfc69266a9334d6cc5?s=65"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=386037","nofollow":false},{"id":428,"name":"Algorithms","url":"https://www.academia.edu/Documents/in/Algorithms?f_ri=386037","nofollow":false},{"id":1210,"name":"Informatics","url":"https://www.academia.edu/Documents/in/Informatics?f_ri=386037","nofollow":false},{"id":5673,"name":"Augmented Reality","url":"https://www.academia.edu/Documents/in/Augmented_Reality?f_ri=386037","nofollow":false},{"id":12698,"name":"Augmented Reality Art","url":"https://www.academia.edu/Documents/in/Augmented_Reality_Art?f_ri=386037"},{"id":41030,"name":"Mobile Augmented Reality","url":"https://www.academia.edu/Documents/in/Mobile_Augmented_Reality?f_ri=386037"},{"id":48636,"name":"Simulation","url":"https://www.academia.edu/Documents/in/Simulation?f_ri=386037"},{"id":78636,"name":"Mobile Applications and Web Applications development","url":"https://www.academia.edu/Documents/in/Mobile_Applications_and_Web_Applications_development?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":705670,"name":"Simulator Education \u0026 Training","url":"https://www.academia.edu/Documents/in/Simulator_Education_and_Training?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79051766 coauthored" data-work_id="79051766" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79051766/Luces_y_sombras_del_%C3%A1lgebra_temprana_en_el_curr%C3%ADculo_espa%C3%B1ol_3_12_a%C3%B1os_">Luces y sombras del álgebra temprana en el currículo español (3-12 años).</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Se compara la presencia del álgebra temprana en los currículos españoles de Educación Infantil y Primaria derivados de las tres últimas leyes de educación (LOE, LOMCE y LOMLOE) con el currículo americano, por ser un referente... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79051766" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Se compara la presencia del álgebra temprana en los currículos españoles de Educación Infantil y Primaria derivados de las tres últimas leyes de educación (LOE, LOMCE y LOMLOE) con el currículo americano, por ser un referente internacional. Los resultados muestran que en Educación Infantil se incluyen relaciones y cambios, pero se omiten los patrones; mientras que en Educación Primaria se incluyen relaciones, patrones, uso de variables, uso de símbolos algebraicos y modelos matemáticos, pero se omite la comprensión del cambio. Se concluye que es necesario incorporar estos conocimientos y diseñar programas de formación para fomentar la alfabetización algebraica.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79051766" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fba8d9d0dd54f78ccb5602c15fc4141a" rel="nofollow" data-download="{"attachment_id":85903944,"asset_id":79051766,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85903944/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="542378" href="https://ugirona.academia.edu/AngelAlsina">Angel Alsina</a><script data-card-contents-for-user="542378" type="text/json">{"id":542378,"first_name":"Angel","last_name":"Alsina","domain_name":"ugirona","page_name":"AngelAlsina","display_name":"Angel Alsina","profile_url":"https://ugirona.academia.edu/AngelAlsina?f_ri=386037","photo":"https://0.academia-photos.com/542378/9879688/15244312/s65_angel.alsina.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-79051766">+1</span><div class="hidden js-additional-users-79051766"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/natalypincheira">nataly pincheira</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-79051766'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-79051766').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_79051766 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="79051766"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79051766; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79051766]").text(description); $(".js-view-count-work_79051766").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79051766").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79051766"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="329" href="https://www.academia.edu/Documents/in/Algebra">Algebra</a>, <script data-card-contents-for-ri="329" type="text/json">{"id":329,"name":"Algebra","url":"https://www.academia.edu/Documents/in/Algebra?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2731" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3489" href="https://www.academia.edu/Documents/in/Curriculum_Studies">Curriculum Studies</a>, <script data-card-contents-for-ri="3489" type="text/json">{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3753" href="https://www.academia.edu/Documents/in/Early_Childhood_Education">Early Childhood Education</a><script data-card-contents-for-ri="3753" type="text/json">{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79051766]'), work: {"id":79051766,"title":"Luces y sombras del álgebra temprana en el currículo español (3-12 años).","created_at":"2022-05-13T07:32:03.165-07:00","url":"https://www.academia.edu/79051766/Luces_y_sombras_del_%C3%A1lgebra_temprana_en_el_curr%C3%ADculo_espa%C3%B1ol_3_12_a%C3%B1os_?f_ri=386037","dom_id":"work_79051766","summary":"Se compara la presencia del álgebra temprana en los currículos españoles de Educación Infantil y Primaria derivados de las tres últimas leyes de educación (LOE, LOMCE y LOMLOE) con el currículo americano, por ser un referente internacional. Los resultados muestran que en Educación Infantil se incluyen relaciones y cambios, pero se omiten los patrones; mientras que en Educación Primaria se incluyen relaciones, patrones, uso de variables, uso de símbolos algebraicos y modelos matemáticos, pero se omite la comprensión del cambio. Se concluye que es necesario incorporar estos conocimientos y diseñar programas de formación para fomentar la alfabetización algebraica.","downloadable_attachments":[{"id":85903944,"asset_id":79051766,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":542378,"first_name":"Angel","last_name":"Alsina","domain_name":"ugirona","page_name":"AngelAlsina","display_name":"Angel Alsina","profile_url":"https://ugirona.academia.edu/AngelAlsina?f_ri=386037","photo":"https://0.academia-photos.com/542378/9879688/15244312/s65_angel.alsina.jpg"},{"id":24392923,"first_name":"nataly","last_name":"pincheira","domain_name":"independent","page_name":"natalypincheira","display_name":"nataly pincheira","profile_url":"https://independent.academia.edu/natalypincheira?f_ri=386037","photo":"https://0.academia-photos.com/24392923/9893410/11029499/s65_nataly.pincheira.jpg"}],"research_interests":[{"id":329,"name":"Algebra","url":"https://www.academia.edu/Documents/in/Algebra?f_ri=386037","nofollow":false},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=386037","nofollow":false},{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=386037","nofollow":false},{"id":22277,"name":"Math Education in Early Childhood Education","url":"https://www.academia.edu/Documents/in/Math_Education_in_Early_Childhood_Education?f_ri=386037"},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=386037"},{"id":72555,"name":"Didáctica de las matemáticas en Educación Básica","url":"https://www.academia.edu/Documents/in/Didactica_de_las_matematicas_en_Educacion_Basica?f_ri=386037"},{"id":79368,"name":"Educación Infantil","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Infantil?f_ri=386037"},{"id":182978,"name":"Educación Matemática","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Matem%C3%A1tica?f_ri=386037"},{"id":298842,"name":"Early Algebra","url":"https://www.academia.edu/Documents/in/Early_Algebra?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":830901,"name":"Educación Primaria","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Primaria?f_ri=386037"},{"id":3334382,"name":"álgebra temprana","url":"https://www.academia.edu/Documents/in/%C3%A1lgebra_temprana?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36534309" data-work_id="36534309" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36534309/Bitcoin_One_solution_for_the_M_in_STEM_when_integrating_learning_in_primary_school_classrooms">Bitcoin: One solution for the M in STEM when integrating learning in primary school classrooms</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The article was published in April 2018 in Education Technology Solutions (ETS); it was co-jointly written with a primary classroom teacher Gaya Pillai who was a teacher in STEM research in a NSW public school in 2017. ETS is now online... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36534309" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The article was published in April 2018 in Education Technology Solutions (ETS); it was co-jointly written with a primary classroom teacher Gaya Pillai who was a teacher in STEM research in a NSW public school in 2017.<br />ETS is now online and can be subscribed to and accessed here<br /><a href="https://issuu.com/store/publishers/interactivemediasolutions/subscribe" rel="nofollow">https://issuu.com/store/publishers/interactivemediasolutions/subscribe</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36534309" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2b01eb5bac87e959470466a5d37557f4" rel="nofollow" data-download="{"attachment_id":56453690,"asset_id":36534309,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56453690/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="293024" href="https://uts.academia.edu/janehunter">Dr Jane Hunter</a><script data-card-contents-for-user="293024" type="text/json">{"id":293024,"first_name":"Dr Jane","last_name":"Hunter","domain_name":"uts","page_name":"janehunter","display_name":"Dr Jane Hunter","profile_url":"https://uts.academia.edu/janehunter?f_ri=386037","photo":"https://0.academia-photos.com/293024/59353/15657024/s65_jane.hunter.jpg"}</script></span></span></li><li class="js-paper-rank-work_36534309 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36534309"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36534309, container: ".js-paper-rank-work_36534309", }); 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it was co-jointly written with a primary classroom teacher Gaya Pillai who was a teacher in STEM research in a NSW public school in 2017.\nETS is now online and can be subscribed to and accessed here\nhttps://issuu.com/store/publishers/interactivemediasolutions/subscribe","downloadable_attachments":[{"id":56453690,"asset_id":36534309,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":293024,"first_name":"Dr Jane","last_name":"Hunter","domain_name":"uts","page_name":"janehunter","display_name":"Dr Jane Hunter","profile_url":"https://uts.academia.edu/janehunter?f_ri=386037","photo":"https://0.academia-photos.com/293024/59353/15657024/s65_jane.hunter.jpg"}],"research_interests":[{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=386037","nofollow":false},{"id":28493,"name":"STEM Education","url":"https://www.academia.edu/Documents/in/STEM_Education?f_ri=386037","nofollow":false},{"id":281112,"name":"Bitcoin","url":"https://www.academia.edu/Documents/in/Bitcoin?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44245878" data-work_id="44245878" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44245878/Information_literacy_education_in_primary_schools_A_case_study">Information literacy education in primary schools: A case study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study focuses on teachers' perspectives concerning information literacy teaching in two primary schools in Israel-one school that joined the national information and communications technology program and a second school that did not.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44245878" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study focuses on teachers' perspectives concerning information literacy teaching in two primary schools in Israel-one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school's curriculum. A significant gap was discovered in both schools between the teachers' perceptions-who understood the importance of teaching information literacy and its actual implementation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44245878" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3cf011c592cdf69b7310348242c050e2" rel="nofollow" data-download="{"attachment_id":64617674,"asset_id":44245878,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64617674/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5280063" href="https://smkb.academia.edu/SigalBenamram">Sigal Ben-amram</a><script data-card-contents-for-user="5280063" type="text/json">{"id":5280063,"first_name":"Sigal","last_name":"Ben-amram","domain_name":"smkb","page_name":"SigalBenamram","display_name":"Sigal Ben-amram","profile_url":"https://smkb.academia.edu/SigalBenamram?f_ri=386037","photo":"https://0.academia-photos.com/5280063/45434106/35431833/s65_sigal.ben-amram.jpg"}</script></span></span></li><li class="js-paper-rank-work_44245878 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44245878"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44245878, container: ".js-paper-rank-work_44245878", }); 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The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school's curriculum. A significant gap was discovered in both schools between the teachers' perceptions-who understood the importance of teaching information literacy and its actual implementation.","downloadable_attachments":[{"id":64617674,"asset_id":44245878,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5280063,"first_name":"Sigal","last_name":"Ben-amram","domain_name":"smkb","page_name":"SigalBenamram","display_name":"Sigal Ben-amram","profile_url":"https://smkb.academia.edu/SigalBenamram?f_ri=386037","photo":"https://0.academia-photos.com/5280063/45434106/35431833/s65_sigal.ben-amram.jpg"}],"research_interests":[{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=386037","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=386037","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=386037","nofollow":false},{"id":48200,"name":"Digital Library","url":"https://www.academia.edu/Documents/in/Digital_Library?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":586812,"name":"Education in Israel","url":"https://www.academia.edu/Documents/in/Education_in_Israel?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39821325" data-work_id="39821325" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39821325/Pembiasaan_Keterampilan_Berpikir_Kritis_Sebagai_Sarana_Implementasi_Sikap_Spiritual_dalam_Pembelajaran_IPA_Tingkat_Sekolah_Dasar">Pembiasaan Keterampilan Berpikir Kritis Sebagai Sarana Implementasi Sikap Spiritual dalam Pembelajaran IPA Tingkat Sekolah Dasar</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Tujuan penelitian ini adalah mengungkapkan penerapan paradigma integrasi-interkoneksi untuk pengembangan Kompetensi Dasar sikap spiritual bagi peserta didik pada materi IPA Sekolah Dasar Kelas 6, dan untuk mengungkapkan pemanfaatan... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39821325" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Tujuan penelitian ini adalah mengungkapkan penerapan paradigma integrasi-interkoneksi untuk pengembangan Kompetensi Dasar sikap spiritual bagi peserta didik pada materi IPA Sekolah Dasar Kelas 6, dan untuk mengungkapkan pemanfaatan keterampilan berpikir kritis sebagai salah satu keterampilan abad 21 untuk penempaan Kompetensi Dasar sikap spiritual bagi peserta didik pada Siswa Kelas 6 di Sekolah Dasar Islam Terpadu Sunan Averroes. Penelitian ini menggunakan pendekatan kualitatif, dengan memanfaatkan wawancara mendalam, observasi, dan dokumentasi sebagai metode pengumpulan datanya. Fokus kajian penelitian ini adalah penggunaan keterampilan Abad 21 sebagai sarana implementasi sikap spiritual dalam pembelajaran IPA. Temuan penelitian ini menunjukkan bahwa SDIT Sunan Averroes berhasil mengembangkan Kompetensi Dasar sikap spiritual dalam materi IPA Kelas 6 Semester 2 dengan mengembangkan paradigma keilmuan integrasi-interkoneksi serta didukung semangat sejarah penamaan SDIT Sunan Averroes itu sendiri. Strategi penggunaan keterampilan Abad 21 sebagai sarana implementasi sikap spiritual dalam pembelajaran IPA Kelas 6 adalah dengan cara menyisipkan pertanyaan siapakah Pencipta dari segala eksistensi dan peristiwa alam tersebut. Dengan menanya Pencipta, guru sedang mengasah salah satu ketrampilan Abad 21, yakni critical thinking. Kata Kunci: Berpikir Kritis, Ilmu Pengetahuan Alam (IPA), Integrasi-Interkoneksi, Keterampilan Abad 21, Sikap Spiritual.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39821325" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e89e1d232126d64d3307d370e349d164" rel="nofollow" data-download="{"attachment_id":60007735,"asset_id":39821325,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60007735/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="117899244" href="https://uinsuka.academia.edu/AlBidayahJurnalPendidikanDasarIslam">Al-Bidayah: Jurnal Pendidikan Dasar Islam</a><script data-card-contents-for-user="117899244" type="text/json">{"id":117899244,"first_name":"Al-Bidayah:","last_name":"Jurnal Pendidikan Dasar Islam","domain_name":"uinsuka","page_name":"AlBidayahJurnalPendidikanDasarIslam","display_name":"Al-Bidayah: Jurnal Pendidikan Dasar Islam","profile_url":"https://uinsuka.academia.edu/AlBidayahJurnalPendidikanDasarIslam?f_ri=386037","photo":"https://0.academia-photos.com/117899244/29390166/27359936/s65_al-bidayah_.jurnal_pendidikan_dasar_islam.jpg"}</script></span></span></li><li class="js-paper-rank-work_39821325 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39821325"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39821325, container: ".js-paper-rank-work_39821325", }); 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$(".js-view-count[data-work-id=39821325]").text(description); $(".js-view-count-work_39821325").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39821325").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39821325"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="36556" href="https://www.academia.edu/Documents/in/Elementary_Education">Elementary Education</a>, <script data-card-contents-for-ri="36556" type="text/json">{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="278425" href="https://www.academia.edu/Documents/in/pengelolaan_pembelajaran_IPA_SD">pengelolaan pembelajaran IPA SD</a>, <script data-card-contents-for-ri="278425" type="text/json">{"id":278425,"name":"pengelolaan pembelajaran IPA SD","url":"https://www.academia.edu/Documents/in/pengelolaan_pembelajaran_IPA_SD?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39821325]'), work: {"id":39821325,"title":"Pembiasaan Keterampilan Berpikir Kritis Sebagai Sarana Implementasi Sikap Spiritual dalam Pembelajaran IPA Tingkat Sekolah Dasar","created_at":"2019-07-14T16:09:01.947-07:00","url":"https://www.academia.edu/39821325/Pembiasaan_Keterampilan_Berpikir_Kritis_Sebagai_Sarana_Implementasi_Sikap_Spiritual_dalam_Pembelajaran_IPA_Tingkat_Sekolah_Dasar?f_ri=386037","dom_id":"work_39821325","summary":"Tujuan penelitian ini adalah mengungkapkan penerapan paradigma integrasi-interkoneksi untuk pengembangan Kompetensi Dasar sikap spiritual bagi peserta didik pada materi IPA Sekolah Dasar Kelas 6, dan untuk mengungkapkan pemanfaatan keterampilan berpikir kritis sebagai salah satu keterampilan abad 21 untuk penempaan Kompetensi Dasar sikap spiritual bagi peserta didik pada Siswa Kelas 6 di Sekolah Dasar Islam Terpadu Sunan Averroes. Penelitian ini menggunakan pendekatan kualitatif, dengan memanfaatkan wawancara mendalam, observasi, dan dokumentasi sebagai metode pengumpulan datanya. Fokus kajian penelitian ini adalah penggunaan keterampilan Abad 21 sebagai sarana implementasi sikap spiritual dalam pembelajaran IPA. Temuan penelitian ini menunjukkan bahwa SDIT Sunan Averroes berhasil mengembangkan Kompetensi Dasar sikap spiritual dalam materi IPA Kelas 6 Semester 2 dengan mengembangkan paradigma keilmuan integrasi-interkoneksi serta didukung semangat sejarah penamaan SDIT Sunan Averroes itu sendiri. Strategi penggunaan keterampilan Abad 21 sebagai sarana implementasi sikap spiritual dalam pembelajaran IPA Kelas 6 adalah dengan cara menyisipkan pertanyaan siapakah Pencipta dari segala eksistensi dan peristiwa alam tersebut. Dengan menanya Pencipta, guru sedang mengasah salah satu ketrampilan Abad 21, yakni critical thinking. Kata Kunci: Berpikir Kritis, Ilmu Pengetahuan Alam (IPA), Integrasi-Interkoneksi, Keterampilan Abad 21, Sikap Spiritual.","downloadable_attachments":[{"id":60007735,"asset_id":39821325,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":117899244,"first_name":"Al-Bidayah:","last_name":"Jurnal Pendidikan Dasar Islam","domain_name":"uinsuka","page_name":"AlBidayahJurnalPendidikanDasarIslam","display_name":"Al-Bidayah: Jurnal Pendidikan Dasar Islam","profile_url":"https://uinsuka.academia.edu/AlBidayahJurnalPendidikanDasarIslam?f_ri=386037","photo":"https://0.academia-photos.com/117899244/29390166/27359936/s65_al-bidayah_.jurnal_pendidikan_dasar_islam.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=386037","nofollow":false},{"id":278425,"name":"pengelolaan pembelajaran IPA SD","url":"https://www.academia.edu/Documents/in/pengelolaan_pembelajaran_IPA_SD?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false},{"id":1157332,"name":"Sekolah Dasar","url":"https://www.academia.edu/Documents/in/Sekolah_Dasar?f_ri=386037"},{"id":2805894,"name":"Pendidikan Guru Madrasah Ibtidaiyah","url":"https://www.academia.edu/Documents/in/Pendidikan_Guru_Madrasah_Ibtidaiyah?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35391092" data-work_id="35391092" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35391092/%D0%9E%D1%81%D0%BE%D0%B1%D0%B5%D0%BD%D0%BD%D0%BE%D1%81%D1%82%D0%B8_%D1%80%D0%B0%D0%B7%D0%B2%D0%B8%D1%82%D0%B8%D1%8F_%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%B5%D0%BD%D0%BD%D0%BE%D0%B3%D0%BE_%D0%BC%D1%8B%D1%88%D0%BB%D0%B5%D0%BD%D0%B8%D1%8F_%D0%BC%D0%BB%D0%B0%D0%B4%D1%88%D0%B8%D1%85_%D1%88%D0%BA%D0%BE%D0%BB%D1%8C%D0%BD%D0%B8%D0%BA%D0%BE%D0%B2">Особенности развития пространственного мышления младших школьников</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">В статье рассматриваются особенности развития пространственного мышления детей младшего школьного возраста. Утверждается, что развитие данного вида мышления зависит от физического и психического состояния ребенка, его личного опыта... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35391092" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">В статье рассматриваются особенности развития пространственного мышления детей младшего школьного возраста. Утверждается, что развитие данного вида мышления зависит от физического и психического состояния ребенка, его личного опыта оперирования пространственными образами, школьной программы, социального окружения. Показана связь между развитием пространственных способностей ребенка и социально-экономическим статусом семьи, в которой он воспитывается. Автор приводит несколько точек зрения к вопросу о гендерных различиях в формировании пространственного мышления детей. Также в статье рассмотрены методы диагностики пространственных способностей младших школьников.<br />Ключевые слова: пространственное мышление, пространственные способности, пространственное мышление младших школьников, диагностика пространственного мышления.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35391092" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="236a9a79c3f1f8ec7ee42693ba784813" rel="nofollow" data-download="{"attachment_id":55251147,"asset_id":35391092,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55251147/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47964963" href="https://independent.academia.edu/trotskaya_helen">Trotskaya Elena</a><script data-card-contents-for-user="47964963" type="text/json">{"id":47964963,"first_name":"Trotskaya","last_name":"Elena","domain_name":"independent","page_name":"trotskaya_helen","display_name":"Trotskaya Elena","profile_url":"https://independent.academia.edu/trotskaya_helen?f_ri=386037","photo":"https://0.academia-photos.com/47964963/13977360/15021027/s65_trotskaya.helen.jpg"}</script></span></span></li><li class="js-paper-rank-work_35391092 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35391092"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35391092, container: ".js-paper-rank-work_35391092", }); 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$(".js-view-count[data-work-id=35391092]").text(description); $(".js-view-count-work_35391092").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35391092").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35391092"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="77318" href="https://www.academia.edu/Documents/in/Primary_School">Primary School</a>, <script data-card-contents-for-ri="77318" type="text/json">{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="293721" href="https://www.academia.edu/Documents/in/%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B0">математика</a>, <script data-card-contents-for-ri="293721" type="text/json">{"id":293721,"name":"математика","url":"https://www.academia.edu/Documents/in/%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B0?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a>, <script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="414101" href="https://www.academia.edu/Documents/in/Spatial_Thinking">Spatial Thinking</a><script data-card-contents-for-ri="414101" type="text/json">{"id":414101,"name":"Spatial Thinking","url":"https://www.academia.edu/Documents/in/Spatial_Thinking?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35391092]'), work: {"id":35391092,"title":"Особенности развития пространственного мышления младших школьников","created_at":"2017-12-10T02:55:14.160-08:00","url":"https://www.academia.edu/35391092/%D0%9E%D1%81%D0%BE%D0%B1%D0%B5%D0%BD%D0%BD%D0%BE%D1%81%D1%82%D0%B8_%D1%80%D0%B0%D0%B7%D0%B2%D0%B8%D1%82%D0%B8%D1%8F_%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%B5%D0%BD%D0%BD%D0%BE%D0%B3%D0%BE_%D0%BC%D1%8B%D1%88%D0%BB%D0%B5%D0%BD%D0%B8%D1%8F_%D0%BC%D0%BB%D0%B0%D0%B4%D1%88%D0%B8%D1%85_%D1%88%D0%BA%D0%BE%D0%BB%D1%8C%D0%BD%D0%B8%D0%BA%D0%BE%D0%B2?f_ri=386037","dom_id":"work_35391092","summary":"В статье рассматриваются особенности развития пространственного мышления детей младшего школьного возраста. Утверждается, что развитие данного вида мышления зависит от физического и психического состояния ребенка, его личного опыта оперирования пространственными образами, школьной программы, социального окружения. Показана связь между развитием пространственных способностей ребенка и социально-экономическим статусом семьи, в которой он воспитывается. Автор приводит несколько точек зрения к вопросу о гендерных различиях в формировании пространственного мышления детей. Также в статье рассмотрены методы диагностики пространственных способностей младших школьников.\nКлючевые слова: пространственное мышление, пространственные способности, пространственное мышление младших школьников, диагностика пространственного мышления.\n","downloadable_attachments":[{"id":55251147,"asset_id":35391092,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47964963,"first_name":"Trotskaya","last_name":"Elena","domain_name":"independent","page_name":"trotskaya_helen","display_name":"Trotskaya Elena","profile_url":"https://independent.academia.edu/trotskaya_helen?f_ri=386037","photo":"https://0.academia-photos.com/47964963/13977360/15021027/s65_trotskaya.helen.jpg"}],"research_interests":[{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false},{"id":293721,"name":"математика","url":"https://www.academia.edu/Documents/in/%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B0?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false},{"id":414101,"name":"Spatial Thinking","url":"https://www.academia.edu/Documents/in/Spatial_Thinking?f_ri=386037","nofollow":false},{"id":1951909,"name":"младшие школьники","url":"https://www.academia.edu/Documents/in/%D0%BC%D0%BB%D0%B0%D0%B4%D1%88%D0%B8%D0%B5_%D1%88%D0%BA%D0%BE%D0%BB%D1%8C%D0%BD%D0%B8%D0%BA%D0%B8?f_ri=386037"},{"id":2724564,"name":"пространственное мышление","url":"https://www.academia.edu/Documents/in/%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%B5%D0%BD%D0%BD%D0%BE%D0%B5_%D0%BC%D1%8B%D1%88%D0%BB%D0%B5%D0%BD%D0%B8%D0%B5?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37496705" data-work_id="37496705" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37496705/Programmation_%C3%A0_l%C3%A9cole_primaire_Quen_pensent_les_enseignants_">Programmation à l'école primaire : Qu'en pensent les enseignants ?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Résultats d'une enquête menée auprès d'enseignants français, sur leurs intérêts, connaissances et pratiques, concernant l'enseignement de la programmation à l'école primaire.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37496705" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e9199dbda2c83bd48e9cf5e0a6a3586b" rel="nofollow" data-download="{"attachment_id":57506630,"asset_id":37496705,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57506630/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="94027121" href="https://umontreal.academia.edu/NicolasKERBRAT">Nicolas KERBRAT</a><script data-card-contents-for-user="94027121" type="text/json">{"id":94027121,"first_name":"Nicolas","last_name":"KERBRAT","domain_name":"umontreal","page_name":"NicolasKERBRAT","display_name":"Nicolas KERBRAT","profile_url":"https://umontreal.academia.edu/NicolasKERBRAT?f_ri=386037","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_37496705 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37496705"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37496705, container: ".js-paper-rank-work_37496705", }); 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","downloadable_attachments":[{"id":57506630,"asset_id":37496705,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":94027121,"first_name":"Nicolas","last_name":"KERBRAT","domain_name":"umontreal","page_name":"NicolasKERBRAT","display_name":"Nicolas KERBRAT","profile_url":"https://umontreal.academia.edu/NicolasKERBRAT?f_ri=386037","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=386037","nofollow":false},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037","nofollow":false},{"id":282097,"name":"Informatique and Programmation","url":"https://www.academia.edu/Documents/in/Informatique_and_Programmation?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24317101 coauthored" data-work_id="24317101" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24317101/%C4%B0LK%C3%96%C4%9ERET%C4%B0M_4_SINIF_%C3%96%C4%9ERENC%C4%B0LER%C4%B0NE_MATEMAT%C4%B0K_DERS%C4%B0NDE_A%C3%87ILAR_KONUSUNUN_%C3%96%C4%9ERET%C4%B0LMES%C4%B0NDE_PROJE_TABANLI_%C3%96%C4%9ERET%C4%B0M_Y%C3%96NTEM%C4%B0N%C4%B0N_ETK%C4%B0S%C4%B0N%C4%B0N_%C4%B0NCELENMES%C4%B0_AN_INVESTIGATION_OF_THE_EFFECT_OF_PROJECT_BASED_LEARNING_IN_MATH_CLASS_IN_ANGLES_TOPIC_AT_FOUR_GRADE_STUDENTS_PRIMARY_SCHOOL">İLKÖĞRETİM 4. SINIF ÖĞRENCİLERİNE MATEMATİK DERSİNDE “AÇILAR” KONUSUNUN ÖĞRETİLMESİNDE PROJE TABANLI ÖĞRETİM YÖNTEMİNİN ETKİSİNİN İNCELENMESİ AN INVESTIGATION OF THE EFFECT OF PROJECT BASED LEARNING IN MATH CLASS IN ANGLES TOPIC AT FOUR GRADE STUDENTS PRIMARY SCHOOL</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ÖZET Bu çalışmanın amacı, Proje Tabanlı Öğretim yaklaşımının, ilköğretim 4. sınıf matematik dersi, geometri ünitesi, " Açılar " alt öğrenme alanı öğretiminde öğrencilerin başarılarına ve başarılarının kalıcılığına etkisini belirlemektir.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24317101" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ÖZET Bu çalışmanın amacı, Proje Tabanlı Öğretim yaklaşımının, ilköğretim 4. sınıf matematik dersi, geometri ünitesi, " Açılar " alt öğrenme alanı öğretiminde öğrencilerin başarılarına ve başarılarının kalıcılığına etkisini belirlemektir. Araştırma, gerçek deneme modellerinden " ön test-son test kontrol gruplu model " kullanılarak yürütülmüştür. Araştırmada deneysel desen kullanıldığından evren ve örneklem tayinine gidilmemiştir. Bu araştırmanın çalışma grubunu tesadüfî yolla seçilen İstanbul ili Avrupa Yakasındaki Beyoğlu ilçesindeki Cemal Artüz İlköğretim Okulu'ndaki 4. Sınıflardan 4-E sınıfından 21 öğrencinin deney grubu ve 4-C sınıfından da 20 öğrencinin ise kontrol grubunu oluşturmasıyla meydana gelmiştir. Veri toplama aracı olarak araştırmacı tarafından geliştirilen " Açılar Konusu Başarı Testi " kullanılmıştır. Araştırma açılar konusunun, deney grubu öğrencilerine Proje Tabanlı Öğretim yöntemiyle; kontrol grubu öğrencilerine de sunuş yöntemiyle anlatılarak gerçekleştirilmiştir. Araştırma süresince eğitim öncesi ve sonrası uygulanan başarı testinden elde edilen veriler SPSS 16.00 paket programından yararlanılarak değerlendirilmiştir.Verilerin çözümlenmesi sonucu, deney grubu ve kontrol grubu öğrencileri arasında deney grubu lehine anlamlı farklılık olduğu görülmüştür. Proje Tabanlı Öğretim yöntemi öğrenmeyi artırmıştır. ABSTRACT The purpose of this article is to define the effect of the Project Based Learning method on success and permanency of success of students. This work is done on primary school fourth grade students in mathematics class, geometry unit, angles subject. This research is implemented using " Pre-test/Post-test control group design ". In this research, it is not needed to define universe and sample, because of using experimental pattern. The subjects of this research have been chosen from Cemal Artüz Primary School located in Beyoğlu, Istanbul by coincidence. 21 students were selected as experiment group from 4-E class, and 20 students were selected as control group from 4-C class. " Angles Subject Success Test " was developed by the researcher as a tool to obtain data. The research is performed by teaching experimental group students using Project Based Learning method, and control group students using Presentation method. The data acquired from success tests made both before and after teaching have been evaluated with help of SPSS 16.00 software. The evaluation of data shown us that experimental group students learned more than control group students with a statistically significant difference. Project Based Learning has increased learning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24317101" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c8059efcceb40b81763c7bb7980603c4" rel="nofollow" data-download="{"attachment_id":44654572,"asset_id":24317101,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44654572/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7603954" href="https://marmara.academia.edu/EsraCeran">Esra Ceran</a><script data-card-contents-for-user="7603954" type="text/json">{"id":7603954,"first_name":"Esra","last_name":"Ceran","domain_name":"marmara","page_name":"EsraCeran","display_name":"Esra Ceran","profile_url":"https://marmara.academia.edu/EsraCeran?f_ri=386037","photo":"https://0.academia-photos.com/7603954/11065571/12348348/s65_esra.ceran.jpg_oh_ab66cdf378afe55b17ce945b208115c1_oe_5705f847"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-24317101">+1</span><div class="hidden js-additional-users-24317101"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://bahcesehir.academia.edu/Alev%C3%96nder">Alev Önder</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-24317101'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-24317101').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24317101 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24317101"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24317101; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24317101]").text(description); $(".js-view-count-work_24317101").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24317101").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24317101"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2731" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26144" href="https://www.academia.edu/Documents/in/Project-Based_Learning">Project-Based Learning</a>, <script data-card-contents-for-ri="26144" type="text/json">{"id":26144,"name":"Project-Based Learning","url":"https://www.academia.edu/Documents/in/Project-Based_Learning?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="37072" href="https://www.academia.edu/Documents/in/Experimental_Methods">Experimental Methods</a>, <script data-card-contents-for-ri="37072" type="text/json">{"id":37072,"name":"Experimental Methods","url":"https://www.academia.edu/Documents/in/Experimental_Methods?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="77318" href="https://www.academia.edu/Documents/in/Primary_School">Primary School</a><script data-card-contents-for-ri="77318" type="text/json">{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24317101]'), work: {"id":24317101,"title":"İLKÖĞRETİM 4. SINIF ÖĞRENCİLERİNE MATEMATİK DERSİNDE “AÇILAR” KONUSUNUN ÖĞRETİLMESİNDE PROJE TABANLI ÖĞRETİM YÖNTEMİNİN ETKİSİNİN İNCELENMESİ AN INVESTIGATION OF THE EFFECT OF PROJECT BASED LEARNING IN MATH CLASS IN ANGLES TOPIC AT FOUR GRADE STUDENTS PRIMARY SCHOOL","created_at":"2016-04-12T04:32:39.270-07:00","url":"https://www.academia.edu/24317101/%C4%B0LK%C3%96%C4%9ERET%C4%B0M_4_SINIF_%C3%96%C4%9ERENC%C4%B0LER%C4%B0NE_MATEMAT%C4%B0K_DERS%C4%B0NDE_A%C3%87ILAR_KONUSUNUN_%C3%96%C4%9ERET%C4%B0LMES%C4%B0NDE_PROJE_TABANLI_%C3%96%C4%9ERET%C4%B0M_Y%C3%96NTEM%C4%B0N%C4%B0N_ETK%C4%B0S%C4%B0N%C4%B0N_%C4%B0NCELENMES%C4%B0_AN_INVESTIGATION_OF_THE_EFFECT_OF_PROJECT_BASED_LEARNING_IN_MATH_CLASS_IN_ANGLES_TOPIC_AT_FOUR_GRADE_STUDENTS_PRIMARY_SCHOOL?f_ri=386037","dom_id":"work_24317101","summary":"ÖZET Bu çalışmanın amacı, Proje Tabanlı Öğretim yaklaşımının, ilköğretim 4. sınıf matematik dersi, geometri ünitesi, \" Açılar \" alt öğrenme alanı öğretiminde öğrencilerin başarılarına ve başarılarının kalıcılığına etkisini belirlemektir. Araştırma, gerçek deneme modellerinden \" ön test-son test kontrol gruplu model \" kullanılarak yürütülmüştür. Araştırmada deneysel desen kullanıldığından evren ve örneklem tayinine gidilmemiştir. Bu araştırmanın çalışma grubunu tesadüfî yolla seçilen İstanbul ili Avrupa Yakasındaki Beyoğlu ilçesindeki Cemal Artüz İlköğretim Okulu'ndaki 4. Sınıflardan 4-E sınıfından 21 öğrencinin deney grubu ve 4-C sınıfından da 20 öğrencinin ise kontrol grubunu oluşturmasıyla meydana gelmiştir. Veri toplama aracı olarak araştırmacı tarafından geliştirilen \" Açılar Konusu Başarı Testi \" kullanılmıştır. Araştırma açılar konusunun, deney grubu öğrencilerine Proje Tabanlı Öğretim yöntemiyle; kontrol grubu öğrencilerine de sunuş yöntemiyle anlatılarak gerçekleştirilmiştir. Araştırma süresince eğitim öncesi ve sonrası uygulanan başarı testinden elde edilen veriler SPSS 16.00 paket programından yararlanılarak değerlendirilmiştir.Verilerin çözümlenmesi sonucu, deney grubu ve kontrol grubu öğrencileri arasında deney grubu lehine anlamlı farklılık olduğu görülmüştür. Proje Tabanlı Öğretim yöntemi öğrenmeyi artırmıştır. ABSTRACT The purpose of this article is to define the effect of the Project Based Learning method on success and permanency of success of students. This work is done on primary school fourth grade students in mathematics class, geometry unit, angles subject. This research is implemented using \" Pre-test/Post-test control group design \". In this research, it is not needed to define universe and sample, because of using experimental pattern. The subjects of this research have been chosen from Cemal Artüz Primary School located in Beyoğlu, Istanbul by coincidence. 21 students were selected as experiment group from 4-E class, and 20 students were selected as control group from 4-C class. \" Angles Subject Success Test \" was developed by the researcher as a tool to obtain data. The research is performed by teaching experimental group students using Project Based Learning method, and control group students using Presentation method. The data acquired from success tests made both before and after teaching have been evaluated with help of SPSS 16.00 software. The evaluation of data shown us that experimental group students learned more than control group students with a statistically significant difference. Project Based Learning has increased learning.","downloadable_attachments":[{"id":44654572,"asset_id":24317101,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7603954,"first_name":"Esra","last_name":"Ceran","domain_name":"marmara","page_name":"EsraCeran","display_name":"Esra Ceran","profile_url":"https://marmara.academia.edu/EsraCeran?f_ri=386037","photo":"https://0.academia-photos.com/7603954/11065571/12348348/s65_esra.ceran.jpg_oh_ab66cdf378afe55b17ce945b208115c1_oe_5705f847"},{"id":57260285,"first_name":"Alev","last_name":"Önder","domain_name":"bahcesehir","page_name":"AlevÖnder","display_name":"Alev Önder","profile_url":"https://bahcesehir.academia.edu/Alev%C3%96nder?f_ri=386037","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false},{"id":26144,"name":"Project-Based Learning","url":"https://www.academia.edu/Documents/in/Project-Based_Learning?f_ri=386037","nofollow":false},{"id":37072,"name":"Experimental Methods","url":"https://www.academia.edu/Documents/in/Experimental_Methods?f_ri=386037","nofollow":false},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037"},{"id":300095,"name":"Project Based Learning (PBL)","url":"https://www.academia.edu/Documents/in/Project_Based_Learning_PBL_?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27718706" data-work_id="27718706" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27718706/ASSESSMENT_OF_THE_AVAILABILITY_OF_SAFETY_AND_SECURITY_FACILITIES_IN_PUBLIC_PRIMARY_SCHOOLS_IN_KADUNA_IMPLICATION_FOR_UNIVERSAL_BASIC_EDUCATION_CURRICULUM">ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The study investigated the availability of safety and security facilities in public primary schools in Kaduna state. The study adopted a descriptive survey research design. A questionnaire titled " Availability of Safety and Security... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27718706" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The study investigated the availability of safety and security facilities in public primary schools in Kaduna state. The study adopted a descriptive survey research design. A questionnaire titled " Availability of Safety and Security Facilities in Public Primary Schools " (ASSFPPS) was used for data collection. Twenty (20) randomly selected primary schools were used for the study. A total of Fifty (50) head teachers and teachers participated by responding to the items on the questionnaire. The data collected were analysed using frequencies and percentages. The findings of the study revealed the dearth of safety and security facilities in primary schools in Kaduna, as there were only very few of such facilities available in the schools that were visited. It was recommended as a matter of urgency that government should provide safety and security facilities such as fences with security barbwires, lockable gates, metal detectors, fire extinguishers, uniformed armed security personnel, close circuit television cameras, among others. Head teachers and other school personnel should be security conscious and alert at all times. School authorities should beef up security in all nooks and corners of their schools to make their schools safe havens for teaching and learning. All staff should be trained in safety and security management. Safety and security concepts should be included in the universal basic education curriculum across all classes to create the necessary awareness in the most vulnerable children in our society. A school environment devoid of crime, abduction, rape, violence and the likes is a place where</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27718706" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="223ab8798164b62c74cff4ca40fa5ee2" rel="nofollow" data-download="{"attachment_id":48033203,"asset_id":27718706,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48033203/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=386037","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_27718706 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27718706"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27718706, container: ".js-paper-rank-work_27718706", }); 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$(".js-view-count[data-work-id=27718706]").text(description); $(".js-view-count-work_27718706").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27718706").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27718706"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a><script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27718706]'), work: {"id":27718706,"title":"ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM","created_at":"2016-08-11T19:56:23.535-07:00","url":"https://www.academia.edu/27718706/ASSESSMENT_OF_THE_AVAILABILITY_OF_SAFETY_AND_SECURITY_FACILITIES_IN_PUBLIC_PRIMARY_SCHOOLS_IN_KADUNA_IMPLICATION_FOR_UNIVERSAL_BASIC_EDUCATION_CURRICULUM?f_ri=386037","dom_id":"work_27718706","summary":"The study investigated the availability of safety and security facilities in public primary schools in Kaduna state. The study adopted a descriptive survey research design. A questionnaire titled \" Availability of Safety and Security Facilities in Public Primary Schools \" (ASSFPPS) was used for data collection. Twenty (20) randomly selected primary schools were used for the study. A total of Fifty (50) head teachers and teachers participated by responding to the items on the questionnaire. The data collected were analysed using frequencies and percentages. The findings of the study revealed the dearth of safety and security facilities in primary schools in Kaduna, as there were only very few of such facilities available in the schools that were visited. It was recommended as a matter of urgency that government should provide safety and security facilities such as fences with security barbwires, lockable gates, metal detectors, fire extinguishers, uniformed armed security personnel, close circuit television cameras, among others. Head teachers and other school personnel should be security conscious and alert at all times. School authorities should beef up security in all nooks and corners of their schools to make their schools safe havens for teaching and learning. All staff should be trained in safety and security management. Safety and security concepts should be included in the universal basic education curriculum across all classes to create the necessary awareness in the most vulnerable children in our society. A school environment devoid of crime, abduction, rape, violence and the likes is a place where","downloadable_attachments":[{"id":48033203,"asset_id":27718706,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=386037","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=386037","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=386037","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=386037","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=386037"},{"id":21318,"name":"Nigeria","url":"https://www.academia.edu/Documents/in/Nigeria?f_ri=386037"},{"id":33207,"name":"Primary","url":"https://www.academia.edu/Documents/in/Primary?f_ri=386037"},{"id":49161,"name":"Safety","url":"https://www.academia.edu/Documents/in/Safety?f_ri=386037"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=386037"},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037"},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037"},{"id":91916,"name":"School","url":"https://www.academia.edu/Documents/in/School?f_ri=386037"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":1504756,"name":"Kaduna State","url":"https://www.academia.edu/Documents/in/Kaduna_State?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34223151" data-work_id="34223151" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34223151/El_sistema_meritocr%C3%A1tico_y_republicano_franc%C3%A9s_a_trav%C3%A9s_de_Claudine_en_la_Escuela_de_Colette_Exploraci%C3%B3n_de_un_recurso_did%C3%A1ctico">El sistema meritocrático y republicano francés a través de Claudine en la Escuela de Colette. Exploración de un recurso didáctico</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Esta comunicación pretende ofrecer una guía para la utilización de la novela Claudine en la Escuela 3 de Colette como recurso didáctico en las asignaturas de historia de la edu-cación. Se entiende que esta novela constituye una vía... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34223151" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Esta comunicación pretende ofrecer una guía para la utilización de la novela Claudine en la Escuela 3 de Colette como recurso didáctico en las asignaturas de historia de la edu-cación. Se entiende que esta novela constituye una vía fructífera, a la vez que amena y sugerente, de aproximación a las características fundamentales del sistema educati-vo republicano francés de finales del siglo XIX, concretamente al subsistema primario destinado a las clases populares. El objetivo es trabajar las características de la escuela republicana, la oferta de movilidad social a través de los estudios de magisterio que esta escuela ofrecía a los sectores populares y el carácter meritocrático que presidía todo el proceso. Objetivo La propuesta tiene como objetivo la redacción de un ensayo en el que el alumnado iden-tifique las principales características del sistema educativo francés del cambio de siglo. Se trata de una aproximación global en la que el alumnado debería enunciar la caracte-rística en cuestión, contextualizarla, localizarla en la novela y comentarla. Debe quedar siempre muy claro que se trata de un ejercicio histórico y no de un comentario literario o de contenido. Para ello se ofrece un guión de trabajo pautado y detallado que pretende centrar al alumnado en las cuestiones relevantes. El guión no incluye un apartado espe-cífico dedicado al género. Se entiende que, al tratarse de un trabajo sobre la educación femenina, la perspectiva de género es trasversal y está presente en todo el trabajo.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34223151" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2b1536de25534a1a768c232c5bf0ce5a" rel="nofollow" data-download="{"attachment_id":54138591,"asset_id":34223151,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54138591/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="17070105" href="https://ucm.academia.edu/ANTONIOFRANCISCOCANALES">ANTONIO FRANCISCO CANALES</a><script data-card-contents-for-user="17070105" type="text/json">{"id":17070105,"first_name":"ANTONIO FRANCISCO","last_name":"CANALES","domain_name":"ucm","page_name":"ANTONIOFRANCISCOCANALES","display_name":"ANTONIO FRANCISCO CANALES","profile_url":"https://ucm.academia.edu/ANTONIOFRANCISCOCANALES?f_ri=386037","photo":"https://0.academia-photos.com/17070105/4703843/39784286/s65_antonio_francisco.canales.jpg"}</script></span></span></li><li class="js-paper-rank-work_34223151 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34223151"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34223151, container: ".js-paper-rank-work_34223151", }); 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$(".js-view-count[data-work-id=34223151]").text(description); $(".js-view-count-work_34223151").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34223151").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34223151"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2196" href="https://www.academia.edu/Documents/in/History_of_Education">History of Education</a>, <script data-card-contents-for-ri="2196" type="text/json">{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2418" href="https://www.academia.edu/Documents/in/Literature">Literature</a>, <script data-card-contents-for-ri="2418" type="text/json">{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27336" href="https://www.academia.edu/Documents/in/France">France</a>, <script data-card-contents-for-ri="27336" type="text/json">{"id":27336,"name":"France","url":"https://www.academia.edu/Documents/in/France?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50363" href="https://www.academia.edu/Documents/in/Literatura">Literatura</a><script data-card-contents-for-ri="50363" type="text/json">{"id":50363,"name":"Literatura","url":"https://www.academia.edu/Documents/in/Literatura?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34223151]'), work: {"id":34223151,"title":"El sistema meritocrático y republicano francés a través de Claudine en la Escuela de Colette. Exploración de un recurso didáctico","created_at":"2017-08-14T06:38:05.484-07:00","url":"https://www.academia.edu/34223151/El_sistema_meritocr%C3%A1tico_y_republicano_franc%C3%A9s_a_trav%C3%A9s_de_Claudine_en_la_Escuela_de_Colette_Exploraci%C3%B3n_de_un_recurso_did%C3%A1ctico?f_ri=386037","dom_id":"work_34223151","summary":"Esta comunicación pretende ofrecer una guía para la utilización de la novela Claudine en la Escuela 3 de Colette como recurso didáctico en las asignaturas de historia de la edu-cación. Se entiende que esta novela constituye una vía fructífera, a la vez que amena y sugerente, de aproximación a las características fundamentales del sistema educati-vo republicano francés de finales del siglo XIX, concretamente al subsistema primario destinado a las clases populares. El objetivo es trabajar las características de la escuela republicana, la oferta de movilidad social a través de los estudios de magisterio que esta escuela ofrecía a los sectores populares y el carácter meritocrático que presidía todo el proceso. Objetivo La propuesta tiene como objetivo la redacción de un ensayo en el que el alumnado iden-tifique las principales características del sistema educativo francés del cambio de siglo. Se trata de una aproximación global en la que el alumnado debería enunciar la caracte-rística en cuestión, contextualizarla, localizarla en la novela y comentarla. Debe quedar siempre muy claro que se trata de un ejercicio histórico y no de un comentario literario o de contenido. Para ello se ofrece un guión de trabajo pautado y detallado que pretende centrar al alumnado en las cuestiones relevantes. El guión no incluye un apartado espe-cífico dedicado al género. Se entiende que, al tratarse de un trabajo sobre la educación femenina, la perspectiva de género es trasversal y está presente en todo el trabajo.","downloadable_attachments":[{"id":54138591,"asset_id":34223151,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":17070105,"first_name":"ANTONIO FRANCISCO","last_name":"CANALES","domain_name":"ucm","page_name":"ANTONIOFRANCISCOCANALES","display_name":"ANTONIO FRANCISCO CANALES","profile_url":"https://ucm.academia.edu/ANTONIOFRANCISCOCANALES?f_ri=386037","photo":"https://0.academia-photos.com/17070105/4703843/39784286/s65_antonio_francisco.canales.jpg"}],"research_interests":[{"id":2196,"name":"History of 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32901977/An_analysis_of_canteen_policy">An analysis of canteen policy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Canteen policy</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32901977" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="138bc17eb00f79b1c3703113b1d74130" rel="nofollow" data-download="{"attachment_id":53040407,"asset_id":32901977,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53040407/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="64008133" href="https://independent.academia.edu/NileshSingh47">Nilesh Singh</a><script data-card-contents-for-user="64008133" type="text/json">{"id":64008133,"first_name":"Nilesh","last_name":"Singh","domain_name":"independent","page_name":"NileshSingh47","display_name":"Nilesh Singh","profile_url":"https://independent.academia.edu/NileshSingh47?f_ri=386037","photo":"https://0.academia-photos.com/64008133/18853554/18811241/s65_nilesh.singh.jpg"}</script></span></span></li><li class="js-paper-rank-work_32901977 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32901977"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32901977, container: ".js-paper-rank-work_32901977", }); });</script></li><li class="js-percentile-work_32901977 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x 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}); });</script></span><script>$(function() { $(".js-view-count-work_32901977").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32901977"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32901977]'), work: {"id":32901977,"title":"An analysis of canteen policy","created_at":"2017-05-08T02:23:12.280-07:00","url":"https://www.academia.edu/32901977/An_analysis_of_canteen_policy?f_ri=386037","dom_id":"work_32901977","summary":"Canteen policy","downloadable_attachments":[{"id":53040407,"asset_id":32901977,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":64008133,"first_name":"Nilesh","last_name":"Singh","domain_name":"independent","page_name":"NileshSingh47","display_name":"Nilesh Singh","profile_url":"https://independent.academia.edu/NileshSingh47?f_ri=386037","photo":"https://0.academia-photos.com/64008133/18853554/18811241/s65_nilesh.singh.jpg"}],"research_interests":[{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_46540975" data-work_id="46540975" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/46540975/COVID_19_%E6%96%B0%E5%9E%8B%E3%82%B3%E3%83%AD%E3%83%8A%E3%82%A6%E3%82%A4%E3%83%AB%E3%82%B9%E6%84%9F%E6%9F%93%E7%97%87_%E7%A6%8D%E3%82%92%E3%81%B5%E3%81%BE%E3%81%88%E3%81%9F%E5%9C%B0%E5%9F%9F%E5%AD%A6%E7%BF%92%E3%81%AE%E5%9C%A8%E3%82%8A%E6%96%B9%E3%82%92%E8%80%83%E3%81%88%E3%82%8B_Considering_the_Modality_of_Local_Learning_based_on_the_Experience_of_COVID_19_Pandemics_From_the_Experience_of_Organizing_an_Online_Symposium">COVID-19（新型コロナウイルス感染症）禍をふまえた地域学習の在り方を考える　Considering the Modality of Local Learning based on the Experience of COVID-19 Pandemics： From the Experience of Organizing an Online Symposium</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">本稿では、COVID-19（新型コロナウイルス感染症）の世界的・全国的拡大による学校教育への影響をふまえた、地域学習（郷土学習）の在り方を検討する。2020年7月19日に、「新型コロナウイルス感染症（COVID-19）とESD地域学習―『Withコロナ』の経験を共有し『Postコロナ』に活かそう―」をテーマに、Zoomを用いたオンラインシンポジウムを企画実施した。本稿ではまず、このシンポジウムの開催経緯と内容、実践報告を示す。そのうえで、シンポジウム内でおこなわれた議論および... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_46540975" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">本稿では、COVID-19（新型コロナウイルス感染症）の世界的・全国的拡大による学校教育への影響をふまえた、地域学習（郷土学習）の在り方を検討する。2020年7月19日に、「新型コロナウイルス感染症（COVID-19）とESD地域学習―『Withコロナ』の経験を共有し『Postコロナ』に活かそう―」をテーマに、Zoomを用いたオンラインシンポジウムを企画実施した。本稿ではまず、このシンポジウムの開催経緯と内容、実践報告を示す。そのうえで、シンポジウム内でおこなわれた議論および開催後の参加者アンケートをもとに、COVID-19の流行の経験をふまえた今後の地域学習の在り方を検討する。結果は3つに大別できる。第一に、地域をめぐるフィールドワークは、地域のリアルな状況を把握するうえで重要であり、関係者の理解を得たうえで積極的に実施する必要がある。第二に、オンライン環境の活用可能性が増していることは地域学習にとって好機になる。第三に、学びの対象としてのコロナ禍が加わった。ローカルな地域の様々な要素とグローバルな要素がリンクしていること、社会構造や政治が私たちの行く末を大きく左右することが実感できる。以上を組み合わせることで、地域学習を通じて、学習者は持続可能な社会の構築を自分事にできる可能性がある。</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/46540975" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" 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var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46540975]").text(description); $(".js-view-count-work_46540975").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_46540975").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="46540975"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="3438" href="https://www.academia.edu/Documents/in/Local_Studies">Local Studies</a>, <script data-card-contents-for-ri="3438" type="text/json">{"id":3438,"name":"Local Studies","url":"https://www.academia.edu/Documents/in/Local_Studies?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4874" href="https://www.academia.edu/Documents/in/Middle_School_Level_Education">Middle School/Level Education</a>, <script data-card-contents-for-ri="4874" type="text/json">{"id":4874,"name":"Middle School/Level Education","url":"https://www.academia.edu/Documents/in/Middle_School_Level_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10536" href="https://www.academia.edu/Documents/in/Geographical_education">Geographical education</a>, <script data-card-contents-for-ri="10536" type="text/json">{"id":10536,"name":"Geographical education","url":"https://www.academia.edu/Documents/in/Geographical_education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="37723" href="https://www.academia.edu/Documents/in/Geography_Education">Geography Education</a><script data-card-contents-for-ri="37723" type="text/json">{"id":37723,"name":"Geography Education","url":"https://www.academia.edu/Documents/in/Geography_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=46540975]'), work: {"id":46540975,"title":"COVID-19（新型コロナウイルス感染症）禍をふまえた地域学習の在り方を考える　Considering the Modality of Local Learning based on the Experience of COVID-19 Pandemics： From the Experience of Organizing an Online 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33026468" data-work_id="33026468" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33026468/AN_INVESTIGATION_OF_THE_RELATIONSHIP_BETWEEN_DIGITAL_CITIZENSHIP_LEVELS_OF_PRE_SERVICE_PRIMARY_SCHOOL_TEACHERS_AND_THEIR_DEMOCRATIC_VALUES">AN INVESTIGATION OF THE RELATIONSHIP BETWEEN DIGITAL CITIZENSHIP LEVELS OF PRE-SERVICE PRIMARY SCHOOL TEACHERS AND THEIR DEMOCRATIC VALUES</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33026468" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use.  There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33026468" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b01fb67c4392e3b55277842be771cc35" rel="nofollow" data-download="{"attachment_id":53156737,"asset_id":33026468,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53156737/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=386037","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_33026468 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33026468"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33026468, container: ".js-paper-rank-work_33026468", }); 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$(".js-view-count[data-work-id=33026468]").text(description); $(".js-view-count-work_33026468").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33026468").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33026468"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">31</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a><script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33026468]'), work: {"id":33026468,"title":"AN INVESTIGATION OF THE RELATIONSHIP BETWEEN DIGITAL CITIZENSHIP LEVELS OF PRE-SERVICE PRIMARY SCHOOL TEACHERS AND THEIR DEMOCRATIC VALUES","created_at":"2017-05-15T10:28:56.275-07:00","url":"https://www.academia.edu/33026468/AN_INVESTIGATION_OF_THE_RELATIONSHIP_BETWEEN_DIGITAL_CITIZENSHIP_LEVELS_OF_PRE_SERVICE_PRIMARY_SCHOOL_TEACHERS_AND_THEIR_DEMOCRATIC_VALUES?f_ri=386037","dom_id":"work_33026468","summary":"This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use. There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.","downloadable_attachments":[{"id":53156737,"asset_id":33026468,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=386037","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=386037","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=386037","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=386037"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=386037"},{"id":10966,"name":"Turkey","url":"https://www.academia.edu/Documents/in/Turkey?f_ri=386037"},{"id":12146,"name":"Education in Turkey","url":"https://www.academia.edu/Documents/in/Education_in_Turkey?f_ri=386037"},{"id":23876,"name":"Mathematics Education at Primary Schools","url":"https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools?f_ri=386037"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=386037"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=386037"},{"id":54727,"name":"Educational Sciences","url":"https://www.academia.edu/Documents/in/Educational_Sciences?f_ri=386037"},{"id":54819,"name":"Educational science","url":"https://www.academia.edu/Documents/in/Educational_science?f_ri=386037"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=386037"},{"id":61583,"name":"Education System in Turkey","url":"https://www.academia.edu/Documents/in/Education_System_in_Turkey?f_ri=386037"},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037"},{"id":82717,"name":"Pre-service teachers","url":"https://www.academia.edu/Documents/in/Pre-service_teachers?f_ri=386037"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=386037"},{"id":90732,"name":"Pendidikan","url":"https://www.academia.edu/Documents/in/Pendidikan?f_ri=386037"},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=386037"},{"id":106345,"name":"Digital Citizenship","url":"https://www.academia.edu/Documents/in/Digital_Citizenship?f_ri=386037"},{"id":130005,"name":"Educazione","url":"https://www.academia.edu/Documents/in/Educazione?f_ri=386037"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=386037"},{"id":172264,"name":"Educational studies","url":"https://www.academia.edu/Documents/in/Educational_studies?f_ri=386037"},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":395451,"name":"Democratic Values","url":"https://www.academia.edu/Documents/in/Democratic_Values?f_ri=386037"},{"id":412480,"name":"Sciences of Education","url":"https://www.academia.edu/Documents/in/Sciences_of_Education?f_ri=386037"},{"id":469249,"name":"Education Studies","url":"https://www.academia.edu/Documents/in/Education_Studies?f_ri=386037"},{"id":1021074,"name":"PRE-SERVICE EARLY CHILDHOOD TEACHERS","url":"https://www.academia.edu/Documents/in/PRE-SERVICE_EARLY_CHILDHOOD_TEACHERS?f_ri=386037"},{"id":1031715,"name":"Educacion","url":"https://www.academia.edu/Documents/in/Educacion-2?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19746808" data-work_id="19746808" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19746808/Theres_No_T_In_FAIR_Implementing_a_Trans_Inclusive_K_12_History_Law">There's No T In FAIR? Implementing a Trans-Inclusive K-12 History Law</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Committee on Lesbian, Gay, Bisexual and Transgender History’s scholarly Making the Framework FAIR report (2014) recommends substantial revisions to California’s K-12 History-Social Science Framework in order to bring it into... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19746808" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Committee on Lesbian, Gay, Bisexual and Transgender History’s scholarly Making the Framework FAIR report (2014) recommends substantial revisions to California’s K-12 History-Social Science Framework in order to bring it into compliance with the FAIR Education Act. The law, passed in 2011, mandates inclusion of the roles and contributions of LGBT Americans and people with disabilities in the state’s primary and secondary school U.S. history education. To date, efforts to get state agencies, school districts, and educators to fully implement the FAIR Education Act have been insufficient, particularly in relation to transgender history. As the state undergoes History-Social Science Framework revision, it should adopt the transgender-inclusive changes suggested by Making the Framework FAIR report for grades 2, 4, 5, 8, and 11. This represents a golden opportunity to create comprehensive and lasting change across elementary, middle, and high school, in California and beyond.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19746808" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="93959828766e2bbfef98f79cb342b371" rel="nofollow" data-download="{"attachment_id":40820223,"asset_id":19746808,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40820223/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9586113" href="https://sonoma.academia.edu/DonRomesburg">Don Romesburg</a><script data-card-contents-for-user="9586113" type="text/json">{"id":9586113,"first_name":"Don","last_name":"Romesburg","domain_name":"sonoma","page_name":"DonRomesburg","display_name":"Don Romesburg","profile_url":"https://sonoma.academia.edu/DonRomesburg?f_ri=386037","photo":"https://0.academia-photos.com/9586113/3026666/3606207/s65_don.romesburg.jpg"}</script></span></span></li><li class="js-paper-rank-work_19746808 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19746808"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19746808, container: ".js-paper-rank-work_19746808", }); });</script></li><li class="js-percentile-work_19746808 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19746808; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_19746808"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_19746808 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="19746808"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19746808; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19746808]").text(description); $(".js-view-count-work_19746808").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19746808").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19746808"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2624" href="https://www.academia.edu/Documents/in/Transgender_Studies">Transgender Studies</a>, <script data-card-contents-for-ri="2624" type="text/json">{"id":2624,"name":"Transgender Studies","url":"https://www.academia.edu/Documents/in/Transgender_Studies?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4874" href="https://www.academia.edu/Documents/in/Middle_School_Level_Education">Middle School/Level Education</a>, <script data-card-contents-for-ri="4874" type="text/json">{"id":4874,"name":"Middle School/Level Education","url":"https://www.academia.edu/Documents/in/Middle_School_Level_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="25513" href="https://www.academia.edu/Documents/in/California_History">California History</a>, <script data-card-contents-for-ri="25513" type="text/json">{"id":25513,"name":"California History","url":"https://www.academia.edu/Documents/in/California_History?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26979" href="https://www.academia.edu/Documents/in/Gay_and_Lesbian_History">Gay and Lesbian History</a><script data-card-contents-for-ri="26979" type="text/json">{"id":26979,"name":"Gay and Lesbian History","url":"https://www.academia.edu/Documents/in/Gay_and_Lesbian_History?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19746808]'), work: {"id":19746808,"title":"There's No T In FAIR? Implementing a Trans-Inclusive K-12 History Law","created_at":"2015-12-19T14:44:09.979-08:00","url":"https://www.academia.edu/19746808/Theres_No_T_In_FAIR_Implementing_a_Trans_Inclusive_K_12_History_Law?f_ri=386037","dom_id":"work_19746808","summary":"The Committee on Lesbian, Gay, Bisexual and Transgender History’s scholarly Making the Framework FAIR report (2014) recommends substantial revisions to California’s K-12 History-Social Science Framework in order to bring it into compliance with the FAIR Education Act. The law, passed in 2011, mandates inclusion of the roles and contributions of LGBT Americans and people with disabilities in the state’s primary and secondary school U.S. history education. To date, efforts to get state agencies, school districts, and educators to fully implement the FAIR Education Act have been insufficient, particularly in relation to transgender history. As the state undergoes History-Social Science Framework revision, it should adopt the transgender-inclusive changes suggested by Making the Framework FAIR report for grades 2, 4, 5, 8, and 11. This represents a golden opportunity to create comprehensive and lasting change across elementary, middle, and high school, in California and beyond.","downloadable_attachments":[{"id":40820223,"asset_id":19746808,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9586113,"first_name":"Don","last_name":"Romesburg","domain_name":"sonoma","page_name":"DonRomesburg","display_name":"Don Romesburg","profile_url":"https://sonoma.academia.edu/DonRomesburg?f_ri=386037","photo":"https://0.academia-photos.com/9586113/3026666/3606207/s65_don.romesburg.jpg"}],"research_interests":[{"id":2624,"name":"Transgender Studies","url":"https://www.academia.edu/Documents/in/Transgender_Studies?f_ri=386037","nofollow":false},{"id":4874,"name":"Middle School/Level Education","url":"https://www.academia.edu/Documents/in/Middle_School_Level_Education?f_ri=386037","nofollow":false},{"id":25513,"name":"California History","url":"https://www.academia.edu/Documents/in/California_History?f_ri=386037","nofollow":false},{"id":26979,"name":"Gay and Lesbian History","url":"https://www.academia.edu/Documents/in/Gay_and_Lesbian_History?f_ri=386037","nofollow":false},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=386037"},{"id":78837,"name":"Queer","url":"https://www.academia.edu/Documents/in/Queer?f_ri=386037"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School?f_ri=386037"},{"id":110059,"name":"LGBT History","url":"https://www.academia.edu/Documents/in/LGBT_History?f_ri=386037"},{"id":115919,"name":"K-12 Education","url":"https://www.academia.edu/Documents/in/K-12_Education?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29535293" data-work_id="29535293" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29535293/Malta_5_insights_on_the_pedagogical_culture_in_Maltese_primary_schools_through_international_comparisons">Malta+5: insights on the pedagogical culture in Maltese primary schools through international comparisons</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Malta+5 is a study on the pedagogical culture in Maltese primary schools. It follows Carnoy’s (2006) call for the internationalisation of comparative education by adding Malta to the five systems in Alexander (2001). This chapter... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29535293" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Malta+5  is a study on the pedagogical culture in Maltese primary schools.  It follows Carnoy’s (2006) call for the internationalisation of comparative education by adding Malta to the five systems in Alexander (2001).  This chapter outlines the methodology used and the definition of pedagogy adopted – “Pedagogy is the act of teaching together with its attendant discourse” (Alexander, 2004).  It shows how the methodology adopted has enabled the researcher to shed light on three main traits of the pedagogy in Malta: teacher-based teaching; segmented-collectivism; and uniformity.  In line with the definition of pedagogy adopted, the author argues that one way to better understand these traits is by looking at the history of Maltese primary schooling.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29535293" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="94d399684531c131443c2081f46c0521" rel="nofollow" data-download="{"attachment_id":49978135,"asset_id":29535293,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49978135/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4821589" href="https://independent.academia.edu/RandolphPeresso">Randolph Peresso</a><script data-card-contents-for-user="4821589" type="text/json">{"id":4821589,"first_name":"Randolph","last_name":"Peresso","domain_name":"independent","page_name":"RandolphPeresso","display_name":"Randolph Peresso","profile_url":"https://independent.academia.edu/RandolphPeresso?f_ri=386037","photo":"https://0.academia-photos.com/4821589/2058884/22303460/s65_randolph.peresso.jpg"}</script></span></span></li><li class="js-paper-rank-work_29535293 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29535293"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29535293, container: ".js-paper-rank-work_29535293", }); 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$(".js-view-count[data-work-id=29535293]").text(description); $(".js-view-count-work_29535293").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29535293").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29535293"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9491" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a>, <script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="28743" href="https://www.academia.edu/Documents/in/Comparative_Education">Comparative Education</a>, <script data-card-contents-for-ri="28743" type="text/json">{"id":28743,"name":"Comparative Education","url":"https://www.academia.edu/Documents/in/Comparative_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="88382" href="https://www.academia.edu/Documents/in/Primary_Education">Primary Education</a>, <script data-card-contents-for-ri="88382" type="text/json">{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="111137" href="https://www.academia.edu/Documents/in/Malta">Malta</a><script data-card-contents-for-ri="111137" type="text/json">{"id":111137,"name":"Malta","url":"https://www.academia.edu/Documents/in/Malta?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29535293]'), work: {"id":29535293,"title":"Malta+5: insights on the pedagogical culture in Maltese primary schools through international comparisons","created_at":"2016-10-30T03:34:14.053-07:00","url":"https://www.academia.edu/29535293/Malta_5_insights_on_the_pedagogical_culture_in_Maltese_primary_schools_through_international_comparisons?f_ri=386037","dom_id":"work_29535293","summary":"Malta+5 is a study on the pedagogical culture in Maltese primary schools. It follows Carnoy’s (2006) call for the internationalisation of comparative education by adding Malta to the five systems in Alexander (2001). This chapter outlines the methodology used and the definition of pedagogy adopted – “Pedagogy is the act of teaching together with its attendant discourse” (Alexander, 2004). It shows how the methodology adopted has enabled the researcher to shed light on three main traits of the pedagogy in Malta: teacher-based teaching; segmented-collectivism; and uniformity. In line with the definition of pedagogy adopted, the author argues that one way to better understand these traits is by looking at the history of Maltese primary schooling.","downloadable_attachments":[{"id":49978135,"asset_id":29535293,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4821589,"first_name":"Randolph","last_name":"Peresso","domain_name":"independent","page_name":"RandolphPeresso","display_name":"Randolph Peresso","profile_url":"https://independent.academia.edu/RandolphPeresso?f_ri=386037","photo":"https://0.academia-photos.com/4821589/2058884/22303460/s65_randolph.peresso.jpg"}],"research_interests":[{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=386037","nofollow":false},{"id":28743,"name":"Comparative Education","url":"https://www.academia.edu/Documents/in/Comparative_Education?f_ri=386037","nofollow":false},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037","nofollow":false},{"id":111137,"name":"Malta","url":"https://www.academia.edu/Documents/in/Malta?f_ri=386037","nofollow":false},{"id":132721,"name":"Classroom","url":"https://www.academia.edu/Documents/in/Classroom?f_ri=386037"},{"id":245102,"name":"Classroom Observation","url":"https://www.academia.edu/Documents/in/Classroom_Observation?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":2559220,"name":"Education in Malta","url":"https://www.academia.edu/Documents/in/Education_in_Malta?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3351166 coauthored" data-work_id="3351166" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3351166/Odyssey_Dynamic_Learning_System">Odyssey: Dynamic Learning System</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">An innovative, content-free educational framework to promote student engagement, individual and collaborative learning and reflective practice. The first in a series of books in the Treasure Trove series. Other books will provide a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3351166" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">An innovative, content-free educational framework to promote student engagement, individual and collaborative learning and reflective practice. <br />The first in a series of books in the Treasure Trove series. <br />Other books will provide a range of cultural riddles for use with the Odyssey Grid.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3351166" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="248322" href="https://independent.academia.edu/LeonConrad">Leon Conrad</a><script data-card-contents-for-user="248322" type="text/json">{"id":248322,"first_name":"Leon","last_name":"Conrad","domain_name":"independent","page_name":"LeonConrad","display_name":"Leon Conrad","profile_url":"https://independent.academia.edu/LeonConrad?f_ri=386037","photo":"https://0.academia-photos.com/248322/1210492/74674867/s65_leon.conrad.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-3351166">+1</span><div class="hidden js-additional-users-3351166"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/davidpinto2">david pinto</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-3351166'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-3351166').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_3351166 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3351166"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3351166, container: ".js-paper-rank-work_3351166", }); });</script></li><li class="js-percentile-work_3351166 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3351166; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3351166"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3351166 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3351166"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3351166; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3351166]").text(description); $(".js-view-count-work_3351166").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3351166").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3351166"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4803" href="https://www.academia.edu/Documents/in/Active_Learning">Active Learning</a><script data-card-contents-for-ri="4803" type="text/json">{"id":4803,"name":"Active Learning","url":"https://www.academia.edu/Documents/in/Active_Learning?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3351166]'), work: {"id":3351166,"title":"Odyssey: Dynamic Learning System","created_at":"2013-04-21T16:07:05.813-07:00","url":"https://www.academia.edu/3351166/Odyssey_Dynamic_Learning_System?f_ri=386037","dom_id":"work_3351166","summary":"An innovative, content-free educational framework to promote student engagement, individual and collaborative learning and reflective practice.\r\nThe first in a series of books in the Treasure Trove series. \r\nOther books will provide a range of cultural riddles for use with the Odyssey Grid.","downloadable_attachments":[],"ordered_authors":[{"id":248322,"first_name":"Leon","last_name":"Conrad","domain_name":"independent","page_name":"LeonConrad","display_name":"Leon Conrad","profile_url":"https://independent.academia.edu/LeonConrad?f_ri=386037","photo":"https://0.academia-photos.com/248322/1210492/74674867/s65_leon.conrad.jpg"},{"id":7734912,"first_name":"david","last_name":"pinto","domain_name":"independent","page_name":"davidpinto2","display_name":"david pinto","profile_url":"https://independent.academia.edu/davidpinto2?f_ri=386037","photo":"https://gravatar.com/avatar/6cb6f4270b7251c96ec4ddf48623baed?s=65"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=386037","nofollow":false},{"id":4803,"name":"Active Learning","url":"https://www.academia.edu/Documents/in/Active_Learning?f_ri=386037","nofollow":false},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles?f_ri=386037"},{"id":22198,"name":"Secondary Education","url":"https://www.academia.edu/Documents/in/Secondary_Education?f_ri=386037"},{"id":25982,"name":"Classroom Interaction","url":"https://www.academia.edu/Documents/in/Classroom_Interaction?f_ri=386037"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=386037"},{"id":274932,"name":"Research on classroom practice","url":"https://www.academia.edu/Documents/in/Research_on_classroom_practice?f_ri=386037"},{"id":295014,"name":"Flipped Classroom","url":"https://www.academia.edu/Documents/in/Flipped_Classroom?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50391527" data-work_id="50391527" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50391527/The_Route_to_Global_Citizenship_Primary_Education_Systems_in_Curacao">The Route to Global Citizenship - Primary Education Systems in Curacao</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">UNESCO stated that “Global Citizenship Education (GCE) is a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50391527" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">UNESCO stated that “Global Citizenship Education (GCE) is a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable” (UNESCO, 2014).<br />This paper reports a study associated with variables that construct Global Citizenship Education (GCE) according to the conceptual framework model and looks to which extent these are in included in Primary school curricula in Curaçao. The researcher compared the national school curricula standards set by the Curaçao’s department of Education, Science, Culture & Sports and Global Citizenship Education inclusion in Primary school curricula according to international standards (Oxfam, United Nations).<br />In order to gather data from the content of Primary Schools Curricula questionnaires were used including questions about GCE, whose validity and reliability were determined. After conducting the questionnaire, the respondents' answers were counted manually and then were analyzed (independent T-test).<br />The main findings showed presence of concept knowledge, curricular implementation and performance of the identified GCE variables, namely Education for Sustainable Development, Inter/Multicultural Education, Human Rights Education and Civic and Moral Education. Cultural Education proved to be the variable with the strongest presence at research sites. <br />In conclusion this research shows that Curaçao is consistent in including GCE concepts in the Primary Schools Curricula. There is also consistency on a national level if one looks at standards of the Min. OWCS (Curaçao), the principals (Primary School Curricula) and the teachers (Curricular Implementation and direct contact with students).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50391527" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b7965b6fd053a97616601093569da345" rel="nofollow" data-download="{"attachment_id":68398603,"asset_id":50391527,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68398603/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="147628865" href="https://uoc-cw.academia.edu/GinoutrichChristina">Ginoutrich Christina</a><script data-card-contents-for-user="147628865" type="text/json">{"id":147628865,"first_name":"Ginoutrich","last_name":"Christina","domain_name":"uoc-cw","page_name":"GinoutrichChristina","display_name":"Ginoutrich Christina","profile_url":"https://uoc-cw.academia.edu/GinoutrichChristina?f_ri=386037","photo":"https://0.academia-photos.com/147628865/41047172/49804022/s65_ginoutrich.christina.png"}</script></span></span></li><li class="js-paper-rank-work_50391527 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50391527"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50391527, container: ".js-paper-rank-work_50391527", }); });</script></li><li class="js-percentile-work_50391527 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50391527; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_50391527"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_50391527 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="50391527"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50391527; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50391527]").text(description); $(".js-view-count-work_50391527").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50391527").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50391527"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1063" href="https://www.academia.edu/Documents/in/Environmental_Education">Environmental Education</a>, <script data-card-contents-for-ri="1063" type="text/json">{"id":1063,"name":"Environmental Education","url":"https://www.academia.edu/Documents/in/Environmental_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4992" href="https://www.academia.edu/Documents/in/Global_Citizenship">Global Citizenship</a><script data-card-contents-for-ri="4992" type="text/json">{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50391527]'), work: {"id":50391527,"title":"The Route to Global Citizenship - Primary Education Systems in Curacao","created_at":"2021-07-30T08:53:52.019-07:00","url":"https://www.academia.edu/50391527/The_Route_to_Global_Citizenship_Primary_Education_Systems_in_Curacao?f_ri=386037","dom_id":"work_50391527","summary":"UNESCO stated that “Global Citizenship Education (GCE) is a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable” (UNESCO, 2014).\nThis paper reports a study associated with variables that construct Global Citizenship Education (GCE) according to the conceptual framework model and looks to which extent these are in included in Primary school curricula in Curaçao. The researcher compared the national school curricula standards set by the Curaçao’s department of Education, Science, Culture \u0026 Sports and Global Citizenship Education inclusion in Primary school curricula according to international standards (Oxfam, United Nations).\nIn order to gather data from the content of Primary Schools Curricula questionnaires were used including questions about GCE, whose validity and reliability were determined. After conducting the questionnaire, the respondents' answers were counted manually and then were analyzed (independent T-test).\nThe main findings showed presence of concept knowledge, curricular implementation and performance of the identified GCE variables, namely Education for Sustainable Development, Inter/Multicultural Education, Human Rights Education and Civic and Moral Education. Cultural Education proved to be the variable with the strongest presence at research sites. \nIn conclusion this research shows that Curaçao is consistent in including GCE concepts in the Primary Schools Curricula. There is also consistency on a national level if one looks at standards of the Min. OWCS (Curaçao), the principals (Primary School Curricula) and the teachers (Curricular Implementation and direct contact with students).\n","downloadable_attachments":[{"id":68398603,"asset_id":50391527,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":147628865,"first_name":"Ginoutrich","last_name":"Christina","domain_name":"uoc-cw","page_name":"GinoutrichChristina","display_name":"Ginoutrich Christina","profile_url":"https://uoc-cw.academia.edu/GinoutrichChristina?f_ri=386037","photo":"https://0.academia-photos.com/147628865/41047172/49804022/s65_ginoutrich.christina.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":1063,"name":"Environmental Education","url":"https://www.academia.edu/Documents/in/Environmental_Education?f_ri=386037","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false},{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship?f_ri=386037","nofollow":false},{"id":5991,"name":"Intercultural Education","url":"https://www.academia.edu/Documents/in/Intercultural_Education?f_ri=386037"},{"id":7413,"name":"Human Rights Education","url":"https://www.academia.edu/Documents/in/Human_Rights_Education?f_ri=386037"},{"id":9823,"name":"Multicultural Education","url":"https://www.academia.edu/Documents/in/Multicultural_Education?f_ri=386037"},{"id":21637,"name":"Globalisation and Sustainable Development","url":"https://www.academia.edu/Documents/in/Globalisation_and_Sustainable_Development?f_ri=386037"},{"id":76966,"name":"Caribbean Education","url":"https://www.academia.edu/Documents/in/Caribbean_Education?f_ri=386037"},{"id":120154,"name":"Small Island Developing States (SIDS)","url":"https://www.academia.edu/Documents/in/Small_Island_Developing_States_SIDS_?f_ri=386037"},{"id":175718,"name":"Social and Cultural Foundations of Education","url":"https://www.academia.edu/Documents/in/Social_and_Cultural_Foundations_of_Education?f_ri=386037"},{"id":332124,"name":"Curacao","url":"https://www.academia.edu/Documents/in/Curacao?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":405669,"name":"Curaçao","url":"https://www.academia.edu/Documents/in/Cura%C3%A7ao?f_ri=386037"},{"id":412244,"name":"Civic and Moral Education","url":"https://www.academia.edu/Documents/in/Civic_and_Moral_Education?f_ri=386037"},{"id":485059,"name":"Lesser Antilles","url":"https://www.academia.edu/Documents/in/Lesser_Antilles?f_ri=386037"},{"id":1812932,"name":"Research and Investigation in Curacao","url":"https://www.academia.edu/Documents/in/Research_and_Investigation_in_Curacao?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45608354" data-work_id="45608354" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45608354/Edukacja_teatralna_O_jej_potrzebie_i_formalnych_mo%C5%BCliwo%C5%9Bciach_edukacji_wczesnoszkolnej">Edukacja teatralna. O jej potrzebie i formalnych możliwościach edukacji wczesnoszkolnej</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Tematem rozważań podjętych w ramach niniejszego artykułu jest teatr w jego edukacyjnym wymiarze. Zaproponowana problematyka obejmuje zasięgiem edukację teatralną na etapie kształcenia wczesnoszkolnego. W pierwszej części artykułu... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45608354" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Tematem rozważań podjętych w ramach niniejszego artykułu jest teatr w jego edukacyjnym wymiarze. Zaproponowana problematyka obejmuje zasięgiem edukację teatralną na etapie kształcenia wczesnoszkolnego. W pierwszej części artykułu poruszone zostały kwestie definiowania i umiejscowienia edukacji teatralnej w kontekście szerzej ujmowanych koncepcji wychowania estetycznego i wychowania przez sztukę. W tej części zostały również ukazane edukacyjne i wychowawcze walory oddziaływania edukacji teatralnej na uczniów klas młodszych oraz egzemplifikacje form i rodzajów jej realizacji. Drugą część artykułu poświęcono krytycznej refleksji nad trzema ostatnimi podstawami programowymi dla edukacji wczesnoszkolnej i w głównej mierze zostały w niej przedstawione wnioski dotyczące formalnych możliwości realizowania edukacji teatralnej na etapie kształcenia wczesnoszkolnego.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45608354" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1fef3a0a88e80cc9747390a842a41bc5" rel="nofollow" data-download="{"attachment_id":66094341,"asset_id":45608354,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66094341/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7210423" href="https://wroc.academia.edu/AJanik">Agnieszka Janik</a><script data-card-contents-for-user="7210423" type="text/json">{"id":7210423,"first_name":"Agnieszka","last_name":"Janik","domain_name":"wroc","page_name":"AJanik","display_name":"Agnieszka Janik","profile_url":"https://wroc.academia.edu/AJanik?f_ri=386037","photo":"https://0.academia-photos.com/7210423/52332556/40438945/s65_agnieszka.janik.jpg"}</script></span></span></li><li class="js-paper-rank-work_45608354 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45608354"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45608354, container: ".js-paper-rank-work_45608354", }); });</script></li><li class="js-percentile-work_45608354 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45608354; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45608354"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45608354 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45608354"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45608354; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45608354]").text(description); $(".js-view-count-work_45608354").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45608354").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45608354"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="91916" href="https://www.academia.edu/Documents/in/School">School</a>, <script data-card-contents-for-ri="91916" type="text/json">{"id":91916,"name":"School","url":"https://www.academia.edu/Documents/in/School?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="181852" href="https://www.academia.edu/Documents/in/Young_Learners">Young Learners</a>, <script data-card-contents-for-ri="181852" type="text/json">{"id":181852,"name":"Young Learners","url":"https://www.academia.edu/Documents/in/Young_Learners?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45608354]'), work: {"id":45608354,"title":"Edukacja teatralna. O jej potrzebie i formalnych możliwościach edukacji wczesnoszkolnej","created_at":"2021-03-24T13:09:33.915-07:00","url":"https://www.academia.edu/45608354/Edukacja_teatralna_O_jej_potrzebie_i_formalnych_mo%C5%BCliwo%C5%9Bciach_edukacji_wczesnoszkolnej?f_ri=386037","dom_id":"work_45608354","summary":"Tematem rozważań podjętych w ramach niniejszego artykułu jest teatr w jego edukacyjnym wymiarze. Zaproponowana problematyka obejmuje zasięgiem edukację teatralną na etapie kształcenia wczesnoszkolnego. W pierwszej części artykułu poruszone zostały kwestie definiowania i umiejscowienia edukacji teatralnej w kontekście szerzej ujmowanych koncepcji wychowania estetycznego i wychowania przez sztukę. W tej części zostały również ukazane edukacyjne i wychowawcze walory oddziaływania edukacji teatralnej na uczniów klas młodszych oraz egzemplifikacje form i rodzajów jej realizacji. Drugą część artykułu poświęcono krytycznej refleksji nad trzema ostatnimi podstawami programowymi dla edukacji wczesnoszkolnej i w głównej mierze zostały w niej przedstawione wnioski dotyczące formalnych możliwości realizowania edukacji teatralnej na etapie kształcenia wczesnoszkolnego.","downloadable_attachments":[{"id":66094341,"asset_id":45608354,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7210423,"first_name":"Agnieszka","last_name":"Janik","domain_name":"wroc","page_name":"AJanik","display_name":"Agnieszka Janik","profile_url":"https://wroc.academia.edu/AJanik?f_ri=386037","photo":"https://0.academia-photos.com/7210423/52332556/40438945/s65_agnieszka.janik.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":91916,"name":"School","url":"https://www.academia.edu/Documents/in/School?f_ri=386037","nofollow":false},{"id":181852,"name":"Young Learners","url":"https://www.academia.edu/Documents/in/Young_Learners?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42697798" data-work_id="42697798" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42697798/Perspectives_of_Primary_School_Teachers_Regarding_Effectiveness_of_Cooperative_Learning_A_Descriptive_Study">Perspectives of Primary School Teachers Regarding Effectiveness of Cooperative Learning A Descriptive Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper attempts to analyze the perceptions and practices of primary school teachers regarding the e effectiveness of cooperative learning (CL) method and to identify the challenges that are encountered while implementing CL in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42697798" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper attempts to analyze the perceptions and practices of primary<br />school teachers regarding the eeffectiveness of cooperative learning (CL) method and to<br />identify the challenges that are encountered while implementing CL in schools. Sample was constituted by 65 teachers from a private sector school system with the help<br />of stratied sampling technique. Questionnaire was used to collect data. Descriptive<br />statistics was used to analyze the data. Data analysis reveals that lecture method is<br />highly used teaching method at primary level whereas teachers use other teaching methods as well, such as lecture demonstration (LD), CL, project based learning (PBL) and<br />inquiry based instructions. Findings of the study indicate that teachers have positive<br />perceptions about the use of CL approach in terms of academic achievement, better<br />understanding about subject matter and improvement in interpersonal skills. Whereas,<br />teachers showed their concerns with reference to classroom size, non-availability of<br />learning resources, lengthy syllabus and lack of support from school administration.<br />The study recommends the implementation of CL by providing administrative support<br />and conducive learning environment as well as engaging teachers in continuous professional development programs to equip them with interactive teaching methods.<br />Keywords: Cooperation, Interaction, Academic Achievement, Social Skills.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42697798" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d1fc393c16033e51dd92a6d945fd7930" rel="nofollow" data-download="{"attachment_id":62909608,"asset_id":42697798,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62909608/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11606946" href="https://szabist-isb.academia.edu/DrNajmonnisaKhan">Dr. Najmonnisa Khan</a><script data-card-contents-for-user="11606946" type="text/json">{"id":11606946,"first_name":"Dr. Najmonnisa","last_name":"Khan","domain_name":"szabist-isb","page_name":"DrNajmonnisaKhan","display_name":"Dr. Najmonnisa Khan","profile_url":"https://szabist-isb.academia.edu/DrNajmonnisaKhan?f_ri=386037","photo":"https://0.academia-photos.com/11606946/22771758/21935342/s65_najam.aneel.jpg"}</script></span></span></li><li class="js-paper-rank-work_42697798 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42697798"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42697798, container: ".js-paper-rank-work_42697798", }); });</script></li><li class="js-percentile-work_42697798 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42697798; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_42697798"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42697798 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42697798"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42697798; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42697798]").text(description); $(".js-view-count-work_42697798").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42697798").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42697798"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="55439" href="https://www.academia.edu/Documents/in/Cooperative_Learning">Cooperative Learning</a>, <script data-card-contents-for-ri="55439" type="text/json">{"id":55439,"name":"Cooperative Learning","url":"https://www.academia.edu/Documents/in/Cooperative_Learning?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42697798]'), work: {"id":42697798,"title":"Perspectives of Primary School Teachers Regarding Effectiveness of Cooperative Learning A Descriptive Study","created_at":"2020-04-11T01:09:57.913-07:00","url":"https://www.academia.edu/42697798/Perspectives_of_Primary_School_Teachers_Regarding_Effectiveness_of_Cooperative_Learning_A_Descriptive_Study?f_ri=386037","dom_id":"work_42697798","summary":"This paper attempts to analyze the perceptions and practices of primary\nschool teachers regarding the e\u000beffectiveness of cooperative learning (CL) method and to\nidentify the challenges that are encountered while implementing CL in schools. Sample was constituted by 65 teachers from a private sector school system with the help\nof strati\fed sampling technique. Questionnaire was used to collect data. Descriptive\nstatistics was used to analyze the data. Data analysis reveals that lecture method is\nhighly used teaching method at primary level whereas teachers use other teaching methods as well, such as lecture demonstration (LD), CL, project based learning (PBL) and\ninquiry based instructions. Findings of the study indicate that teachers have positive\nperceptions about the use of CL approach in terms of academic achievement, better\nunderstanding about subject matter and improvement in interpersonal skills. Whereas,\nteachers showed their concerns with reference to classroom size, non-availability of\nlearning resources, lengthy syllabus and lack of support from school administration.\nThe study recommends the implementation of CL by providing administrative support\nand conducive learning environment as well as engaging teachers in continuous professional development programs to equip them with interactive teaching methods.\nKeywords: Cooperation, Interaction, Academic Achievement, Social Skills.","downloadable_attachments":[{"id":62909608,"asset_id":42697798,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11606946,"first_name":"Dr. Najmonnisa","last_name":"Khan","domain_name":"szabist-isb","page_name":"DrNajmonnisaKhan","display_name":"Dr. Najmonnisa Khan","profile_url":"https://szabist-isb.academia.edu/DrNajmonnisaKhan?f_ri=386037","photo":"https://0.academia-photos.com/11606946/22771758/21935342/s65_najam.aneel.jpg"}],"research_interests":[{"id":55439,"name":"Cooperative Learning","url":"https://www.academia.edu/Documents/in/Cooperative_Learning?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38596409" data-work_id="38596409" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38596409/A_pedag%C3%B3gus_szakmai_%C3%B6nreflexi%C3%B3j%C3%A1nak_szerepe_%C3%A9nhat%C3%A9konys%C3%A1g%C3%A1nak_alakul%C3%A1s%C3%A1ban">A pedagógus szakmai önreflexiójának szerepe énhatékonyságának alakulásában</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A pedagógus szakmai önreflexiójának szerepe énhatékonyságának alakulásában BEVEZETÉS Munkámban arra szeretnék rávilágítani, hogy a pályakezdő pedagógusok pályaszo-cializációjában mely területek azok, ame-lyek nehézséget okozhatnak... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38596409" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A pedagógus szakmai önreflexiójának szerepe énhatékonyságának alakulásában BEVEZETÉS Munkámban arra szeretnék rávilágítani, hogy a pályakezdő pedagógusok pályaszo-cializációjában mely területek azok, ame-lyek nehézséget okozhatnak énhatékonyságuk fejlődésében. Kutatásom során egy főiskolai évfo-lyam óvodapedagógus hallgatóival készített 103 életinterjú elemzését végeztem el. 1 A szövegek-ben olyan utalásokat, kife-jezéseket kerestem, amelyek az "ideális pedagógus" munkájára, személyére irá-nyulnak. Ezeken keresztül bepillantást nyerhettem a hallgatók belépő nézeteinek természetébe. 2 Kutatásom eredményeire alapozva kidolgoztam, valamint saját tapasztala-taim alapján összegyűjtöttem és némileg átalakítva felhasználtam olyan "komoly já-tékokat", amelyek a pedagógusok szakmai önreflexiós gyakorlatát segíthetik. Mun-kám második felében néhány ilyen játékról és kipróbálásuk tapasztalatairól számolok be röviden. A PÁLYAKEZDŐ PEDAGÓGUS Napjainkban már tudományos kutatások által alátámasztott tény, hogy az utóbbi években a pedagógusokkal szemben állí-tott követelmények halmaza megváltozott, kibővült. Ez pedig nemcsak a társadalom pedagógusról alkotott képét, hanem a pe-dagógus saját pedagógus-képét is befolyásolja (OECD, 2007). Az OECD vizsgá-latai is azt a tenden-ciát mutatják, hogy a tanároknak az utóbbi időkben új szerepekben kell helytállniuk (2007). E szerepek olyan kihívások elé állítják a pedagógust, amelyekre a korábbi évek tapasztalatai még nem készíthették fel. A változások a pedagógustársadalom egészét érintik. A pedagógusok gondolkodását, s így közvetve későbbi pedagógiai tevékenysé-güket a felsőoktatásba való belépéskor ma-gukkal hozott személyes pszichikus konst-rukciók és nézetek befolyásolják leginkább (Dudás, 2005). A belépő nézetek rendszere a hallgató korai-óvodai, általános iskolai vagy akár középiskolai-személyes élmé-1 E munkám kisebb vizsgálati egysége volt egy nagyobb pedagóguskutatásnak, amely a Kecskeméti Főiskola Tanító-képző Főiskolai Karának Pedagógiai Műhelyében zajlik Dr. Hercz Mária vezetésével. 2 Az alábbiakban idézett szövegrészletek mind ezekből az interjúkból valók. Az egy blokkban egymás után következő idézetek minden esetben más-más interjúalanytól valók. a belépő nézetek rendszere a hallgató korai-óvodai, általános iskolai vagy akár középiskolai-személyes élményeiből táplálkozik</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38596409" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eb7e63455c1264c9d624cc45c40f33ef" rel="nofollow" data-download="{"attachment_id":58671159,"asset_id":38596409,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58671159/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="76602689" href="https://u-szeged.academia.edu/Tak%C3%A1csNikolett">Nikolett Flick-Takács</a><script data-card-contents-for-user="76602689" type="text/json">{"id":76602689,"first_name":"Nikolett","last_name":"Flick-Takács","domain_name":"u-szeged","page_name":"TakácsNikolett","display_name":"Nikolett Flick-Takács","profile_url":"https://u-szeged.academia.edu/Tak%C3%A1csNikolett?f_ri=386037","photo":"https://0.academia-photos.com/76602689/24287495/23222731/s65_tak_cs.nikolett.jpg"}</script></span></span></li><li class="js-paper-rank-work_38596409 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38596409"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38596409, container: ".js-paper-rank-work_38596409", }); 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$(".js-view-count[data-work-id=38596409]").text(description); $(".js-view-count-work_38596409").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38596409").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38596409"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="243532" href="https://www.academia.edu/Documents/in/Self-Reflection">Self-Reflection</a>, <script data-card-contents-for-ri="243532" type="text/json">{"id":243532,"name":"Self-Reflection","url":"https://www.academia.edu/Documents/in/Self-Reflection?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38596409]'), work: {"id":38596409,"title":"A pedagógus szakmai önreflexiójának szerepe énhatékonyságának alakulásában","created_at":"2019-03-21T01:36:30.952-07:00","url":"https://www.academia.edu/38596409/A_pedag%C3%B3gus_szakmai_%C3%B6nreflexi%C3%B3j%C3%A1nak_szerepe_%C3%A9nhat%C3%A9konys%C3%A1g%C3%A1nak_alakul%C3%A1s%C3%A1ban?f_ri=386037","dom_id":"work_38596409","summary":"A pedagógus szakmai önreflexiójának szerepe énhatékonyságának alakulásában BEVEZETÉS Munkámban arra szeretnék rávilágítani, hogy a pályakezdő pedagógusok pályaszo-cializációjában mely területek azok, ame-lyek nehézséget okozhatnak énhatékonyságuk fejlődésében. Kutatásom során egy főiskolai évfo-lyam óvodapedagógus hallgatóival készített 103 életinterjú elemzését végeztem el. 1 A szövegek-ben olyan utalásokat, kife-jezéseket kerestem, amelyek az \"ideális pedagógus\" munkájára, személyére irá-nyulnak. Ezeken keresztül bepillantást nyerhettem a hallgatók belépő nézeteinek természetébe. 2 Kutatásom eredményeire alapozva kidolgoztam, valamint saját tapasztala-taim alapján összegyűjtöttem és némileg átalakítva felhasználtam olyan \"komoly já-tékokat\", amelyek a pedagógusok szakmai önreflexiós gyakorlatát segíthetik. Mun-kám második felében néhány ilyen játékról és kipróbálásuk tapasztalatairól számolok be röviden. A PÁLYAKEZDŐ PEDAGÓGUS Napjainkban már tudományos kutatások által alátámasztott tény, hogy az utóbbi években a pedagógusokkal szemben állí-tott követelmények halmaza megváltozott, kibővült. Ez pedig nemcsak a társadalom pedagógusról alkotott képét, hanem a pe-dagógus saját pedagógus-képét is befolyásolja (OECD, 2007). Az OECD vizsgá-latai is azt a tenden-ciát mutatják, hogy a tanároknak az utóbbi időkben új szerepekben kell helytállniuk (2007). E szerepek olyan kihívások elé állítják a pedagógust, amelyekre a korábbi évek tapasztalatai még nem készíthették fel. A változások a pedagógustársadalom egészét érintik. A pedagógusok gondolkodását, s így közvetve későbbi pedagógiai tevékenysé-güket a felsőoktatásba való belépéskor ma-gukkal hozott személyes pszichikus konst-rukciók és nézetek befolyásolják leginkább (Dudás, 2005). A belépő nézetek rendszere a hallgató korai-óvodai, általános iskolai vagy akár középiskolai-személyes élmé-1 E munkám kisebb vizsgálati egysége volt egy nagyobb pedagóguskutatásnak, amely a Kecskeméti Főiskola Tanító-képző Főiskolai Karának Pedagógiai Műhelyében zajlik Dr. Hercz Mária vezetésével. 2 Az alábbiakban idézett szövegrészletek mind ezekből az interjúkból valók. Az egy blokkban egymás után következő idézetek minden esetben más-más interjúalanytól valók. a belépő nézetek rendszere a hallgató korai-óvodai, általános iskolai vagy akár középiskolai-személyes élményeiből táplálkozik","downloadable_attachments":[{"id":58671159,"asset_id":38596409,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":76602689,"first_name":"Nikolett","last_name":"Flick-Takács","domain_name":"u-szeged","page_name":"TakácsNikolett","display_name":"Nikolett Flick-Takács","profile_url":"https://u-szeged.academia.edu/Tak%C3%A1csNikolett?f_ri=386037","photo":"https://0.academia-photos.com/76602689/24287495/23222731/s65_tak_cs.nikolett.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=386037","nofollow":false},{"id":243532,"name":"Self-Reflection","url":"https://www.academia.edu/Documents/in/Self-Reflection?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40775502" data-work_id="40775502" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40775502/What_Impact_Does_Weekly_Adventure_Education_Activity_Visits_have_on_Teamwork_on_Year_4_and_5_Children">What Impact Does Weekly Adventure Education Activity Visits have on Teamwork on Year 4 and 5 Children?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigates the impact of adventure education visits on teamwork with year four and five children. With a sample of ten students from a school in North Worcestershire, the research was conducted over five weeks at an outdoor... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40775502" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigates the impact of adventure education visits on teamwork with year four and five children. With a sample of ten students from a school in North Worcestershire, the research was conducted over five weeks at an outdoor education facility outside of the Worcester city. Questionnaires, observations and interviews were conducted to see how teamwork was developed over the period of five weeks. Perspectives from class teachers and support staff were included in the study along with previous researchers in the field of outdoor adventure education. <br />There were good levels of development throughout the five-week programme, along with improvement of group dynamics and teamwork. The findings in this study demonstrate that a five-to ten-week adventure education visit improves teamwork within primary groups.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40775502" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="286fc599ec34930536a5441791ae0858" rel="nofollow" data-download="{"attachment_id":61055312,"asset_id":40775502,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61055312/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="73491347" href="https://independent.academia.edu/ConnorAllen15">Connor Allen</a><script data-card-contents-for-user="73491347" type="text/json">{"id":73491347,"first_name":"Connor","last_name":"Allen","domain_name":"independent","page_name":"ConnorAllen15","display_name":"Connor Allen","profile_url":"https://independent.academia.edu/ConnorAllen15?f_ri=386037","photo":"https://0.academia-photos.com/73491347/18722607/102692742/s65_connor.allen.jpg"}</script></span></span></li><li class="js-paper-rank-work_40775502 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40775502"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40775502, container: ".js-paper-rank-work_40775502", }); });</script></li><li class="js-percentile-work_40775502 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40775502; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40775502"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40775502 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40775502"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40775502; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40775502]").text(description); $(".js-view-count-work_40775502").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40775502").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40775502"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="12066" href="https://www.academia.edu/Documents/in/Outdoor_Education">Outdoor Education</a>, <script data-card-contents-for-ri="12066" type="text/json">{"id":12066,"name":"Outdoor Education","url":"https://www.academia.edu/Documents/in/Outdoor_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33305" href="https://www.academia.edu/Documents/in/Adventure_Education">Adventure Education</a>, <script data-card-contents-for-ri="33305" type="text/json">{"id":33305,"name":"Adventure Education","url":"https://www.academia.edu/Documents/in/Adventure_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="54533" href="https://www.academia.edu/Documents/in/Children">Children</a>, <script data-card-contents-for-ri="54533" type="text/json">{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="82174" href="https://www.academia.edu/Documents/in/University">University</a><script data-card-contents-for-ri="82174" type="text/json">{"id":82174,"name":"University","url":"https://www.academia.edu/Documents/in/University?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40775502]'), work: {"id":40775502,"title":"What Impact Does Weekly Adventure Education Activity Visits have on Teamwork on Year 4 and 5 Children?","created_at":"2019-10-29T03:30:05.341-07:00","url":"https://www.academia.edu/40775502/What_Impact_Does_Weekly_Adventure_Education_Activity_Visits_have_on_Teamwork_on_Year_4_and_5_Children?f_ri=386037","dom_id":"work_40775502","summary":"This study investigates the impact of adventure education visits on teamwork with year four and five children. With a sample of ten students from a school in North Worcestershire, the research was conducted over five weeks at an outdoor education facility outside of the Worcester city. Questionnaires, observations and interviews were conducted to see how teamwork was developed over the period of five weeks. Perspectives from class teachers and support staff were included in the study along with previous researchers in the field of outdoor adventure education. \nThere were good levels of development throughout the five-week programme, along with improvement of group dynamics and teamwork. The findings in this study demonstrate that a five-to ten-week adventure education visit improves teamwork within primary groups.\n","downloadable_attachments":[{"id":61055312,"asset_id":40775502,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":73491347,"first_name":"Connor","last_name":"Allen","domain_name":"independent","page_name":"ConnorAllen15","display_name":"Connor Allen","profile_url":"https://independent.academia.edu/ConnorAllen15?f_ri=386037","photo":"https://0.academia-photos.com/73491347/18722607/102692742/s65_connor.allen.jpg"}],"research_interests":[{"id":12066,"name":"Outdoor Education","url":"https://www.academia.edu/Documents/in/Outdoor_Education?f_ri=386037","nofollow":false},{"id":33305,"name":"Adventure Education","url":"https://www.academia.edu/Documents/in/Adventure_Education?f_ri=386037","nofollow":false},{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children?f_ri=386037","nofollow":false},{"id":82174,"name":"University","url":"https://www.academia.edu/Documents/in/University?f_ri=386037","nofollow":false},{"id":132721,"name":"Classroom","url":"https://www.academia.edu/Documents/in/Classroom?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":966748,"name":"Benefits of Outdoor Learning","url":"https://www.academia.edu/Documents/in/Benefits_of_Outdoor_Learning?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_67084291" data-work_id="67084291" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/67084291/Teaching_Moral_and_Ethics_in_Primary_Education_Practices_and_Challenges">Teaching Moral and Ethics in Primary Education: Practices and Challenges</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The study was intended to explore the teaching of moral and ethics in primary education. It also interpreted and conceptualized student&#39;s moral values which affect the next schooling steps. In the process of teaching learning,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67084291" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The study was intended to explore the teaching of moral and ethics in primary education. It also interpreted and conceptualized student&#39;s moral values which affect the next schooling steps. In the process of teaching learning, student&#39;s moral values are considered as a long life process. This study examines how moral and ethical development is promoted by the school curriculum, textbooks, teacher&#39;s performances, classroom practices, school culture, and school learning. The study was carried out qualitative in nature and was guided by the explorative approach. Data were collected from two government primary schools of one upazila in a District of Bangladesh. An in-depth interview with the teachers, focus group discussion, whole school observation and document review methods were used to collect information. After collecting data, it was managed and analyzed using content analysis technique according to the different themes emerged from the research questionnaire. Most of ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67084291" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="730fb574214f4fc6f988abce20f346e5" rel="nofollow" data-download="{"attachment_id":78034991,"asset_id":67084291,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78034991/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="99959668" href="https://independent.academia.edu/AKMObaydullah">A K M Obaydullah</a><script data-card-contents-for-user="99959668" type="text/json">{"id":99959668,"first_name":"A K M","last_name":"Obaydullah","domain_name":"independent","page_name":"AKMObaydullah","display_name":"A K M Obaydullah","profile_url":"https://independent.academia.edu/AKMObaydullah?f_ri=386037","photo":"https://0.academia-photos.com/99959668/21836885/21126714/s65_a_k_m.obaydullah.jpg"}</script></span></span></li><li class="js-paper-rank-work_67084291 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67084291"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67084291, container: ".js-paper-rank-work_67084291", }); });</script></li><li class="js-percentile-work_67084291 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67084291; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_67084291"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_67084291 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="67084291"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67084291; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67084291]").text(description); $(".js-view-count-work_67084291").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_67084291").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="67084291"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=67084291]'), work: {"id":67084291,"title":"Teaching Moral and Ethics in Primary Education: Practices and Challenges","created_at":"2022-01-04T07:35:29.963-08:00","url":"https://www.academia.edu/67084291/Teaching_Moral_and_Ethics_in_Primary_Education_Practices_and_Challenges?f_ri=386037","dom_id":"work_67084291","summary":"The study was intended to explore the teaching of moral and ethics in primary education. It also interpreted and conceptualized student\u0026#39;s moral values which affect the next schooling steps. In the process of teaching learning, student\u0026#39;s moral values are considered as a long life process. This study examines how moral and ethical development is promoted by the school curriculum, textbooks, teacher\u0026#39;s performances, classroom practices, school culture, and school learning. The study was carried out qualitative in nature and was guided by the explorative approach. Data were collected from two government primary schools of one upazila in a District of Bangladesh. An in-depth interview with the teachers, focus group discussion, whole school observation and document review methods were used to collect information. After collecting data, it was managed and analyzed using content analysis technique according to the different themes emerged from the research questionnaire. Most of ...","downloadable_attachments":[{"id":78034991,"asset_id":67084291,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":99959668,"first_name":"A K M","last_name":"Obaydullah","domain_name":"independent","page_name":"AKMObaydullah","display_name":"A K M Obaydullah","profile_url":"https://independent.academia.edu/AKMObaydullah?f_ri=386037","photo":"https://0.academia-photos.com/99959668/21836885/21126714/s65_a_k_m.obaydullah.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22684246" data-work_id="22684246" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22684246/Sotiropoulou_Zormpala_M_Trouli_K_and_Linardakis_M_2015_Arts_education_in_Greek_Universities_for_future_kindergarten_and_primary_school_teachers_departmental_programs_and_students_views_Preschool_and_Primary_Education_3_1_34_52_doi_dx_doi_org_10_12681_ppej_105">Sotiropoulou–Zormpala, M., Trouli, K., & Linardakis, M. (2015). Arts education in Greek Universities for future kindergarten and primary school teachers: departmental programs and students’ views. Preschool & Primary Education, 3(1), 34-52. doi: dx.doi.org/10.12681/ppej.105</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The arts education of generalist teachers in pre-school and primary schools seems to be a matter of great importance, because it is they who mainly practice arts education in school with children up to the age of 12. The purpose of this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22684246" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The arts education of generalist teachers in pre-school and primary schools seems to be a matter of great importance, because it is they who mainly practice arts education in school with children up to the age of 12. The purpose of this study is to describe and evaluate the arts education offered to pre-service pre-school and primary school teachers in the departments of education of all universities in Greece. The data were collected from two sources. First, data on the characteristics of the arts courses examined were collected from university documents on the syllabus of every department in the study. Second, a questionnaire was used to collect data on what the students at the examined departments believed about the arts education they were getting. The study showed that the arts education offered in Greek departments of education has developed in a peculiar manner and has problematic aspects. Even today, it is lacking in quantity, of a lower standard than other courses, and with an orientation that either is more mechanical or more theoretical than it should be. Both the analysis of the documents and of the students’ views highlight changes that seem to be necessary to qualitatively and quantitatively improve the arts education and training provided in the departments examined</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22684246" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eff856dbdf82df01b7e511f4526c5c74" rel="nofollow" data-download="{"attachment_id":43264270,"asset_id":22684246,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43264270/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8487795" href="https://crete.academia.edu/MarinaSotiropoulouZormpala">Marina Sotiropoulou - Zormpala</a><script data-card-contents-for-user="8487795" type="text/json">{"id":8487795,"first_name":"Marina","last_name":"Sotiropoulou - Zormpala","domain_name":"crete","page_name":"MarinaSotiropoulouZormpala","display_name":"Marina Sotiropoulou - Zormpala","profile_url":"https://crete.academia.edu/MarinaSotiropoulouZormpala?f_ri=386037","photo":"https://0.academia-photos.com/8487795/3013859/17824903/s65_marina.sotiropoulou_-_zormpala.jpg"}</script></span></span></li><li class="js-paper-rank-work_22684246 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22684246"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22684246, container: ".js-paper-rank-work_22684246", }); 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(2015). Arts education in Greek Universities for future kindergarten and primary school teachers: departmental programs and students’ views. Preschool \u0026 Primary Education, 3(1), 34-52. doi: dx.doi.org/10.12681/ppej.105","created_at":"2016-03-02T03:51:06.042-08:00","url":"https://www.academia.edu/22684246/Sotiropoulou_Zormpala_M_Trouli_K_and_Linardakis_M_2015_Arts_education_in_Greek_Universities_for_future_kindergarten_and_primary_school_teachers_departmental_programs_and_students_views_Preschool_and_Primary_Education_3_1_34_52_doi_dx_doi_org_10_12681_ppej_105?f_ri=386037","dom_id":"work_22684246","summary":"The arts education of generalist teachers in pre-school and primary schools seems to be a matter of great importance, because it is they who mainly practice arts education in school with children up to the age of 12. The purpose of this study is to describe and evaluate the arts education offered to pre-service pre-school and primary school teachers in the departments of education of all universities in Greece. The data were collected from two sources. First, data on the characteristics of the arts courses examined were collected from university documents on the syllabus of every department in the study. Second, a questionnaire was used to collect data on what the students at the examined departments believed about the arts education they were getting. The study showed that the arts education offered in Greek departments of education has developed in a peculiar manner and has problematic aspects. Even today, it is lacking in quantity, of a lower standard than other courses, and with an orientation that either is more mechanical or more theoretical than it should be. Both the analysis of the documents and of the students’ views highlight changes that seem to be necessary to qualitatively and quantitatively improve the arts education and training provided in the departments examined","downloadable_attachments":[{"id":43264270,"asset_id":22684246,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8487795,"first_name":"Marina","last_name":"Sotiropoulou - Zormpala","domain_name":"crete","page_name":"MarinaSotiropoulouZormpala","display_name":"Marina Sotiropoulou - Zormpala","profile_url":"https://crete.academia.edu/MarinaSotiropoulouZormpala?f_ri=386037","photo":"https://0.academia-photos.com/8487795/3013859/17824903/s65_marina.sotiropoulou_-_zormpala.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false},{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=386037","nofollow":false},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=386037","nofollow":false},{"id":67453,"name":"Preschool Education","url":"https://www.academia.edu/Documents/in/Preschool_Education?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32879793" data-work_id="32879793" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32879793/The_Aims_of_Primary_Education_2008_">The Aims of Primary Education (2008)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This essay is divided into two parts. Section 1 looks at official accounts over the last century of what primary aims should be; while Section 2 surveys accounts by educational theorists across the same time span. In each case, there is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32879793" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This essay is divided into two parts. Section 1 looks at official accounts over the last century of what primary aims should be; while Section 2 surveys accounts by educational theorists across the same time span. In each case, there is more emphasis on recent developments. The two sections are not wholly discrete, since educational theory has influenced policy and vice-versa.<br /><br />entitled Aims as Policy in Primary Education’  Research Survey 1/1 in Alexander, R. (ed)  The Primary Review University of Cambridge</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32879793" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5f6112ce7623d7d799fbf03274299931" rel="nofollow" data-download="{"attachment_id":53022714,"asset_id":32879793,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53022714/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32292372" href="https://ioe.academia.edu/JohnWhite">John White</a><script data-card-contents-for-user="32292372" type="text/json">{"id":32292372,"first_name":"John","last_name":"White","domain_name":"ioe","page_name":"JohnWhite","display_name":"John White","profile_url":"https://ioe.academia.edu/JohnWhite?f_ri=386037","photo":"https://0.academia-photos.com/32292372/9679106/10780145/s65_john.white.jpg"}</script></span></span></li><li class="js-paper-rank-work_32879793 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32879793"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32879793, container: ".js-paper-rank-work_32879793", }); 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Section 1 looks at official accounts over the last century of what primary aims should be; while Section 2 surveys accounts by educational theorists across the same time span. In each case, there is more emphasis on recent developments. The two sections are not wholly discrete, since educational theory has influenced policy and vice-versa.\n\nentitled Aims as Policy in Primary Education’ Research Survey 1/1 in Alexander, R. (ed) The Primary Review University of Cambridge\n","downloadable_attachments":[{"id":53022714,"asset_id":32879793,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32292372,"first_name":"John","last_name":"White","domain_name":"ioe","page_name":"JohnWhite","display_name":"John White","profile_url":"https://ioe.academia.edu/JohnWhite?f_ri=386037","photo":"https://0.academia-photos.com/32292372/9679106/10780145/s65_john.white.jpg"}],"research_interests":[{"id":811,"name":"Applied Philosophy","url":"https://www.academia.edu/Documents/in/Applied_Philosophy?f_ri=386037","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false},{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=386037","nofollow":false},{"id":2559,"name":"Philosophy of Education","url":"https://www.academia.edu/Documents/in/Philosophy_of_Education?f_ri=386037"},{"id":9964,"name":"Well-Being","url":"https://www.academia.edu/Documents/in/Well-Being?f_ri=386037"},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34658836 coauthored" data-work_id="34658836" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" 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data-work_id="38813238" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38813238/%E5%B1%B1%E9%96%93%E5%9C%B0%E5%9F%9F%E3%81%AB%E3%81%8A%E3%81%91%E3%82%8B1960%E5%B9%B4%E4%BB%A3%E3%81%AE_%E3%81%B8%E3%81%8D%E5%9C%B0%E6%95%99%E8%82%B2_%E3%81%AE%E6%80%A7%E6%A0%BC_%E5%A5%88%E8%89%AF%E7%9C%8C%E5%8D%81%E6%B4%A5%E5%B7%9D%E6%9D%91%E3%81%AE%E5%A4%A7%E5%AD%97%E5%87%BA%E8%B0%B7%E3%81%AE%E4%BA%8B%E4%BE%8B%E3%82%92%E4%B8%AD%E5%BF%83%E3%81%AB_Characteristics_of_Rural_Education_in_Mountainous_Areas_1960s_A_case_study_in_Detani_Area_of_Totsukawa_Village_Nara_Prefecture">山間地域における1960年代の「へき地教育」の性格 ―奈良県十津川村の大字出谷の事例を中心に―　Characteristics of Rural Education in Mountainous Areas 1960's: A case study in Detani Area of Totsukawa Village, Nara Prefecture</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">本稿は、1960 年代の山間地域における「へき地教育」について、奈良県吉野郡十津川村の大字出谷の事例を中心とした調査により、現代的評価をおこなうことを目的とする。玉井（2016）の挙げるへき地小規模校教育の良さを指標とした。本稿で調査した旧十津川村立出谷小学校は、標高約 600m の山頂部に位置し、児童は毎日長い時間をかけて山道を上り下りして通学していた。また栄養状態が悪く、学習面のみならず、環境の面でも「遅れた」状態であった。し... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38813238" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">本稿は、1960 年代の山間地域における「へき地教育」について、奈良県吉野郡十津川村の大字出谷の事例を中心とした調査により、現代的評価をおこなうことを目的とする。玉井（2016）の挙げるへき地小規模校教育の良さを指標とした。本稿で調査した旧十津川村立出谷小学校は、標高約 600m の山頂部に位置し、児童は毎日長い時間をかけて山道を上り下りして通学していた。また栄養状態が悪く、学習面のみならず、環境の面でも「遅れた」状態であった。しかし、児童の自然体験は豊かだった。また、授業以外にも教員と子ども、および子ども同士の信頼関係が深いことを示す出来事が多数みられた。例えば、学校で使うための木炭づくりや、水の確保、通学路の整備などである。子どもたちはその生活を通して、リーダーシップや社会性を身につけた。こうした教育を実施するにあたり、保護者のみならず地域社会全体が学校に対し、非常に好意的、協力的であったことがわかる。これにより、教員は一層子どもと向き合う時間を確保でき、深い信頼関係を構築することができたと考えられる。<br /><br /> キーワード：へき地教育 Rural education 小規模校 Small school 山間地域 Mountainous area 十津川村 Totsukawa Village<br /><br />１．はじめに１．１．研究の背景および目的現在、「へき地教育」 1 に関する研究は、へき地教育の積極面をとらえ、それを広く浸透させていこうとする流れが大きくなっている。特に、玉井康之ら北海道教育大学が多くの研究成果を発表しており、また全国へき地教育研究連盟や各地のへき地教育連盟等の大会でも毎年多くの実践事例の発表がある。玉井（2016）は、へき地小規模校教育の良さについて次の 4 つを挙げている。 ① 教師による子ども理解や教師と子どもの信頼感を高めている点 ② 子ども間の信頼関係や相互補完力を高めている点 ③ 少人数であっても社会性を高める学級運営や集団づくりを進めている点 ④ 複式授業の中で、子ども自身が運営する間接指導や自立型学習を進めている点このように、「へき地小規模校の基本特性をとらえ、それを『先進面』としてとらえ直すことにより、へき地小規模校の教育活動の良さを、今後の教育活動の可能性としてとらえることができる」ことから、全国の学校が小規模校化する中で、これまでのへき地小規模校教育の経験が汎用的に活きる可能性を指摘している。・・・</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38813238" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li 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Prefecture","created_at":"2019-04-15T03:23:05.598-07:00","url":"https://www.academia.edu/38813238/%E5%B1%B1%E9%96%93%E5%9C%B0%E5%9F%9F%E3%81%AB%E3%81%8A%E3%81%91%E3%82%8B1960%E5%B9%B4%E4%BB%A3%E3%81%AE_%E3%81%B8%E3%81%8D%E5%9C%B0%E6%95%99%E8%82%B2_%E3%81%AE%E6%80%A7%E6%A0%BC_%E5%A5%88%E8%89%AF%E7%9C%8C%E5%8D%81%E6%B4%A5%E5%B7%9D%E6%9D%91%E3%81%AE%E5%A4%A7%E5%AD%97%E5%87%BA%E8%B0%B7%E3%81%AE%E4%BA%8B%E4%BE%8B%E3%82%92%E4%B8%AD%E5%BF%83%E3%81%AB_Characteristics_of_Rural_Education_in_Mountainous_Areas_1960s_A_case_study_in_Detani_Area_of_Totsukawa_Village_Nara_Prefecture?f_ri=386037","dom_id":"work_38813238","summary":"本稿は、1960 年代の山間地域における「へき地教育」について、奈良県吉野郡十津川村の大字出谷の事例を中心とした調査により、現代的評価をおこなうことを目的とする。玉井（2016）の挙げるへき地小規模校教育の良さを指標とした。本稿で調査した旧十津川村立出谷小学校は、標高約 600m の山頂部に位置し、児童は毎日長い時間をかけて山道を上り下りして通学していた。また栄養状態が悪く、学習面のみならず、環境の面でも「遅れた」状態であった。しかし、児童の自然体験は豊かだった。また、授業以外にも教員と子ども、および子ども同士の信頼関係が深いことを示す出来事が多数みられた。例えば、学校で使うための木炭づくりや、水の確保、通学路の整備などである。子どもたちはその生活を通して、リーダーシップや社会性を身につけた。こうした教育を実施するにあたり、保護者のみならず地域社会全体が学校に対し、非常に好意的、協力的であったことがわかる。これにより、教員は一層子どもと向き合う時間を確保でき、深い信頼関係を構築することができたと考えられる。\n\n キーワード：へき地教育 Rural education 小規模校 Small school 山間地域 Mountainous area 十津川村 Totsukawa Village\n\n１．はじめに１．１．研究の背景および目的現在、「へき地教育」 1 に関する研究は、へき地教育の積極面をとらえ、それを広く浸透させていこうとする流れが大きくなっている。特に、玉井康之ら北海道教育大学が多くの研究成果を発表しており、また全国へき地教育研究連盟や各地のへき地教育連盟等の大会でも毎年多くの実践事例の発表がある。玉井（2016）は、へき地小規模校教育の良さについて次の 4 つを挙げている。 ① 教師による子ども理解や教師と子どもの信頼感を高めている点 ② 子ども間の信頼関係や相互補完力を高めている点 ③ 少人数であっても社会性を高める学級運営や集団づくりを進めている点 ④ 複式授業の中で、子ども自身が運営する間接指導や自立型学習を進めている点このように、「へき地小規模校の基本特性をとらえ、それを『先進面』としてとらえ直すことにより、へき地小規模校の教育活動の良さを、今後の教育活動の可能性としてとらえることができる」ことから、全国の学校が小規模校化する中で、これまでのへき地小規模校教育の経験が汎用的に活きる可能性を指摘している。・・・","downloadable_attachments":[{"id":58905427,"asset_id":38813238,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21060230,"first_name":"Daichi","last_name":"Kohmoto 河本大地","domain_name":"nara-edu","page_name":"DaichiKohmoto河本大地","display_name":"Daichi Kohmoto 河本大地","profile_url":"https://nara-edu.academia.edu/DaichiKohmoto%E6%B2%B3%E6%9C%AC%E5%A4%A7%E5%9C%B0?f_ri=386037","photo":"https://0.academia-photos.com/21060230/5896152/6695408/s65_daichi.kohmoto.jpg"}],"research_interests":[{"id":7453,"name":"Rural Development","url":"https://www.academia.edu/Documents/in/Rural_Development?f_ri=386037","nofollow":false},{"id":9879,"name":"Rural Geography","url":"https://www.academia.edu/Documents/in/Rural_Geography?f_ri=386037","nofollow":false},{"id":17158,"name":"Japan","url":"https://www.academia.edu/Documents/in/Japan?f_ri=386037","nofollow":false},{"id":18059,"name":"Mountain communities","url":"https://www.academia.edu/Documents/in/Mountain_communities?f_ri=386037","nofollow":false},{"id":20603,"name":"Rural education","url":"https://www.academia.edu/Documents/in/Rural_education?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":497978,"name":"Small Schools","url":"https://www.academia.edu/Documents/in/Small_Schools?f_ri=386037"},{"id":653722,"name":"Rural Community","url":"https://www.academia.edu/Documents/in/Rural_Community?f_ri=386037"},{"id":989636,"name":"Mountain Villages","url":"https://www.academia.edu/Documents/in/Mountain_Villages?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66104793" data-work_id="66104793" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66104793/Impact_of_E_Assessment_at_Middle_School_Students_Learning_An_Empirical_study_at_USA_Middle_School_Students">Impact of E-Assessment at Middle School Students’ Learning – An Empirical study at USA Middle School Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Justice and the feeling of being dealt with justly is not only an anxiety reliever but also a great motivator for all human beings. Students appear in exams to get assessed about their academic learnings and understanding of concepts.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66104793" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Justice and the feeling of being dealt with justly is not only an anxiety reliever but also a great motivator for all human beings. Students appear in exams to get assessed about their academic learnings and understanding of concepts. Traditionally, such assessments were made through hard paperpen tests conducted under exam conditions. Carrying out such assessments electronically is a not very old trend and such tests are termed as e-assessment, electronic assessments, and computer-based tests/ exams, etc. This paper studies impact of such tests on the academic learnings of middle school US students using scale used by (John Dermo, 2009). The main scale measured 6 dimensions using 30 indicators while this study is shrinked to only two dimensions of "Comfort in use" and "Learnings through e-tests" measured through 14 indicators. Results show a normal distribution of responses with little skewness both towards "Ease in usage" and "Learning". No significant difference was found in the responses based on "Genders". Still, the study suffers the limitation of sample size and sample frame. These must be increased and the study conducted at different areas students to make it more generalizable.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66104793" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cbc7313eb8b7a9966967b91f1159d2c0" rel="nofollow" data-download="{"attachment_id":77428044,"asset_id":66104793,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77428044/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="135469782" href="https://independent.academia.edu/MaaidaMahmood">Maaida Mahmood</a><script data-card-contents-for-user="135469782" type="text/json">{"id":135469782,"first_name":"Maaida","last_name":"Mahmood","domain_name":"independent","page_name":"MaaidaMahmood","display_name":"Maaida Mahmood","profile_url":"https://independent.academia.edu/MaaidaMahmood?f_ri=386037","photo":"https://0.academia-photos.com/135469782/51258920/39323302/s65_maaida.mahmood.jpeg"}</script></span></span></li><li class="js-paper-rank-work_66104793 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66104793"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66104793, container: ".js-paper-rank-work_66104793", }); 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$(".js-view-count[data-work-id=66104793]").text(description); $(".js-view-count-work_66104793").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66104793").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66104793"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4874" href="https://www.academia.edu/Documents/in/Middle_School_Level_Education">Middle School/Level Education</a>, <script data-card-contents-for-ri="4874" type="text/json">{"id":4874,"name":"Middle School/Level Education","url":"https://www.academia.edu/Documents/in/Middle_School_Level_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6416" href="https://www.academia.edu/Documents/in/Human_Resource_Management">Human Resource Management</a>, <script data-card-contents-for-ri="6416" type="text/json">{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="28848" href="https://www.academia.edu/Documents/in/Educational_measurement_assessment">Educational measurement/assessment</a>, <script data-card-contents-for-ri="28848" type="text/json">{"id":28848,"name":"Educational measurement/assessment","url":"https://www.academia.edu/Documents/in/Educational_measurement_assessment?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66104793]'), work: {"id":66104793,"title":"Impact of E-Assessment at Middle School Students’ Learning – An Empirical study at USA Middle School Students","created_at":"2021-12-27T05:55:23.406-08:00","url":"https://www.academia.edu/66104793/Impact_of_E_Assessment_at_Middle_School_Students_Learning_An_Empirical_study_at_USA_Middle_School_Students?f_ri=386037","dom_id":"work_66104793","summary":"Justice and the feeling of being dealt with justly is not only an anxiety reliever but also a great motivator for all human beings. Students appear in exams to get assessed about their academic learnings and understanding of concepts. Traditionally, such assessments were made through hard paperpen tests conducted under exam conditions. Carrying out such assessments electronically is a not very old trend and such tests are termed as e-assessment, electronic assessments, and computer-based tests/ exams, etc. This paper studies impact of such tests on the academic learnings of middle school US students using scale used by (John Dermo, 2009). The main scale measured 6 dimensions using 30 indicators while this study is shrinked to only two dimensions of \"Comfort in use\" and \"Learnings through e-tests\" measured through 14 indicators. Results show a normal distribution of responses with little skewness both towards \"Ease in usage\" and \"Learning\". No significant difference was found in the responses based on \"Genders\". Still, the study suffers the limitation of sample size and sample frame. These must be increased and the study conducted at different areas students to make it more generalizable.","downloadable_attachments":[{"id":77428044,"asset_id":66104793,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":135469782,"first_name":"Maaida","last_name":"Mahmood","domain_name":"independent","page_name":"MaaidaMahmood","display_name":"Maaida Mahmood","profile_url":"https://independent.academia.edu/MaaidaMahmood?f_ri=386037","photo":"https://0.academia-photos.com/135469782/51258920/39323302/s65_maaida.mahmood.jpeg"}],"research_interests":[{"id":4874,"name":"Middle School/Level Education","url":"https://www.academia.edu/Documents/in/Middle_School_Level_Education?f_ri=386037","nofollow":false},{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=386037","nofollow":false},{"id":28848,"name":"Educational measurement/assessment","url":"https://www.academia.edu/Documents/in/Educational_measurement_assessment?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_55715136" data-work_id="55715136" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/55715136/The_secularization_of_teaching_staff_in_Guadeloupe_1880_1914_Gender_and_race_issues_in_a_colonial_context">The secularization of teaching staff in Guadeloupe (1880-1914): Gender and race issues in a colonial context</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper explores the context in which the French educational laws introduced by Jules Ferry were applied in Guadeloupe, and their impact on the training of secular teaching staff (1880-1914). It analyses the tensions between partisans... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_55715136" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper explores the context in which the French educational laws introduced by Jules Ferry were applied in Guadeloupe, and their impact on the training of secular teaching staff (1880-1914). It analyses the tensions between partisans of the republic, the socialists in particular, and the colonial and clerical authorities, concerning the secularization of staff in the public primary schools – and what these tensions reveal about gender and race antagonism in this colonial society. The study is based on a computerized analysis of the personal files of primary school teachers of both sexes, as well as on qualitative sources (local press, official reports, staff directories, the Bulletin de l’enseignement primaire de la Guadeloupe et des dépendances (1899-1909), minutes of staff meetings at the girls’ secondary school in Pointe-à-Pitre, etc.). It aims to produce a more detailed understanding of what was at stake during the secularization of the primary schools (frequented by the least privileged children in the colony)as well as of the integration of local female teachers into colonial staff.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/55715136" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c61a7c01c3109afa49ba3854a91e9d52" rel="nofollow" data-download="{"attachment_id":90255790,"asset_id":55715136,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/90255790/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12097007" href="https://univ-antilles.academia.edu/ClaraPalmiste">Clara Palmiste</a><script data-card-contents-for-user="12097007" type="text/json">{"id":12097007,"first_name":"Clara","last_name":"Palmiste","domain_name":"univ-antilles","page_name":"ClaraPalmiste","display_name":"Clara Palmiste","profile_url":"https://univ-antilles.academia.edu/ClaraPalmiste?f_ri=386037","photo":"https://0.academia-photos.com/12097007/3471888/33956958/s65_clara.palmiste.jpg"}</script></span></span></li><li class="js-paper-rank-work_55715136 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="55715136"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 55715136, container: ".js-paper-rank-work_55715136", }); });</script></li><li class="js-percentile-work_55715136 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 55715136; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_55715136"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_55715136 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="55715136"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 55715136; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=55715136]").text(description); $(".js-view-count-work_55715136").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_55715136").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="55715136"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11932" href="https://www.academia.edu/Documents/in/Secularization">Secularization</a>, <script data-card-contents-for-ri="11932" type="text/json">{"id":11932,"name":"Secularization","url":"https://www.academia.edu/Documents/in/Secularization?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="24294" href="https://www.academia.edu/Documents/in/Gender_and_Race">Gender and Race</a>, <script data-card-contents-for-ri="24294" type="text/json">{"id":24294,"name":"Gender and Race","url":"https://www.academia.edu/Documents/in/Gender_and_Race?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="334616" href="https://www.academia.edu/Documents/in/La%C3%AFcit%C3%A9">Laïcité</a><script data-card-contents-for-ri="334616" type="text/json">{"id":334616,"name":"Laïcité","url":"https://www.academia.edu/Documents/in/La%C3%AFcit%C3%A9?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=55715136]'), work: {"id":55715136,"title":"The secularization of teaching staff in Guadeloupe (1880-1914): Gender and race issues in a colonial context","created_at":"2021-10-05T13:19:12.688-07:00","url":"https://www.academia.edu/55715136/The_secularization_of_teaching_staff_in_Guadeloupe_1880_1914_Gender_and_race_issues_in_a_colonial_context?f_ri=386037","dom_id":"work_55715136","summary":"This paper explores the context in which the French educational laws introduced by Jules Ferry were applied in Guadeloupe, and their impact on the training of secular teaching staff (1880-1914). It analyses the tensions between partisans of the republic, the socialists in particular, and the colonial and clerical authorities, concerning the secularization of staff in the public primary schools – and what these tensions reveal about gender and race antagonism in this colonial society. The study is based on a computerized analysis of the personal files of primary school teachers of both sexes, as well as on qualitative sources (local press, official reports, staff directories, the Bulletin de l’enseignement primaire de la Guadeloupe et des dépendances (1899-1909), minutes of staff meetings at the girls’ secondary school in Pointe-à-Pitre, etc.). It aims to produce a more detailed understanding of what was at stake during the secularization of the primary schools (frequented by the least privileged children in the colony)as well as of the integration of local female teachers into colonial staff.","downloadable_attachments":[{"id":90255790,"asset_id":55715136,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12097007,"first_name":"Clara","last_name":"Palmiste","domain_name":"univ-antilles","page_name":"ClaraPalmiste","display_name":"Clara Palmiste","profile_url":"https://univ-antilles.academia.edu/ClaraPalmiste?f_ri=386037","photo":"https://0.academia-photos.com/12097007/3471888/33956958/s65_clara.palmiste.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false},{"id":11932,"name":"Secularization","url":"https://www.academia.edu/Documents/in/Secularization?f_ri=386037","nofollow":false},{"id":24294,"name":"Gender and Race","url":"https://www.academia.edu/Documents/in/Gender_and_Race?f_ri=386037","nofollow":false},{"id":334616,"name":"Laïcité","url":"https://www.academia.edu/Documents/in/La%C3%AFcit%C3%A9?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":529229,"name":"Post-Abolition","url":"https://www.academia.edu/Documents/in/Post-Abolition?f_ri=386037"},{"id":3859235,"name":"History of Guadeloupe","url":"https://www.academia.edu/Documents/in/History_of_Guadeloupe?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69317047 coauthored" data-work_id="69317047" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69317047/Addressing_Evasion_and_Tax_Morale_by_Educating_Young_Taxpayers">Addressing Evasion and Tax Morale by Educating Young Taxpayers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Rapid economic and social changes, globalization, digitalization, new business models and taxpayers' mobility are just few reasons that forces fiscal authorities worldwide to give even more focus on the efficiency of their tax systems, on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69317047" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Rapid economic and social changes, globalization, digitalization, new business models and taxpayers' mobility are just few reasons that forces fiscal authorities worldwide to give even more focus on the efficiency of their tax systems, on strengthening the tax discipline and efficient use of fiscal resources. Tax evasions and frauds, tax avoidance and weak tax discipline along with the requirements for higher fairness and transparency of taxation pose new challenges to the governments and their tax authorities and demand efficient and innovative ways of collecting the taxes. As willingness to pay taxes is linked to a set of complex mechanism and interwoven factors, several countries strengthen their control mechanisms as well as study alternative ways to improve tax compliance and increase tax morale that are based on education, training and information for taxpayers, especially young people. In our paper we explore the impact of short educational programmes on taxation and benefits of tax-financed welfare state on indicators of stated tax morale and tax compliance of pupils in primary and secondary schools. The results of our hierarchical models on a set of individual and contextual level variables, based on 4926 respondents, show that tax morale of Slovenian primary and secondary school pupils slightly declines with age, educational background in the household are strongly linked to a tax morale of pupils, household affluence have negative impact on tax compliance of pupils and attendance of programs significantly increased the tax morale and the tax compliance. Our findings can help the governments, tax authorities and designers of educational programs to inform and educate current and future taxpayers and hence strengthen the tax culture in their respective countries.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69317047" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="db6b7bf4d93a6d1146fdf1cc24b49fff" rel="nofollow" data-download="{"attachment_id":79459688,"asset_id":69317047,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79459688/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21770824" href="https://uni-lj.academia.edu/Andrejacirman">Andreja cirman</a><script data-card-contents-for-user="21770824" type="text/json">{"id":21770824,"first_name":"Andreja","last_name":"cirman","domain_name":"uni-lj","page_name":"Andrejacirman","display_name":"Andreja cirman","profile_url":"https://uni-lj.academia.edu/Andrejacirman?f_ri=386037","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-69317047">+1</span><div class="hidden js-additional-users-69317047"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uni-lj.academia.edu/DrSimonStar%C4%8Dek">Dr. Simon Starček</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-69317047'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-69317047').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_69317047 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69317047"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69317047, container: ".js-paper-rank-work_69317047", }); });</script></li><li class="js-percentile-work_69317047 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69317047; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69317047"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69317047 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69317047"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69317047; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69317047]").text(description); $(".js-view-count-work_69317047").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69317047").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69317047"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="77318" href="https://www.academia.edu/Documents/in/Primary_School">Primary School</a>, <script data-card-contents-for-ri="77318" type="text/json">{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="314760" href="https://www.academia.edu/Documents/in/Tax_Morale_Tax_Compliance">Tax Morale, Tax Compliance</a>, <script data-card-contents-for-ri="314760" type="text/json">{"id":314760,"name":"Tax Morale, Tax Compliance","url":"https://www.academia.edu/Documents/in/Tax_Morale_Tax_Compliance?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69317047]'), work: {"id":69317047,"title":"Addressing Evasion and Tax Morale by Educating Young Taxpayers","created_at":"2022-01-23T23:31:12.762-08:00","url":"https://www.academia.edu/69317047/Addressing_Evasion_and_Tax_Morale_by_Educating_Young_Taxpayers?f_ri=386037","dom_id":"work_69317047","summary":"Rapid economic and social changes, globalization, digitalization, new business models and taxpayers' mobility are just few reasons that forces fiscal authorities worldwide to give even more focus on the efficiency of their tax systems, on strengthening the tax discipline and efficient use of fiscal resources. Tax evasions and frauds, tax avoidance and weak tax discipline along with the requirements for higher fairness and transparency of taxation pose new challenges to the governments and their tax authorities and demand efficient and innovative ways of collecting the taxes. As willingness to pay taxes is linked to a set of complex mechanism and interwoven factors, several countries strengthen their control mechanisms as well as study alternative ways to improve tax compliance and increase tax morale that are based on education, training and information for taxpayers, especially young people. In our paper we explore the impact of short educational programmes on taxation and benefits of tax-financed welfare state on indicators of stated tax morale and tax compliance of pupils in primary and secondary schools. The results of our hierarchical models on a set of individual and contextual level variables, based on 4926 respondents, show that tax morale of Slovenian primary and secondary school pupils slightly declines with age, educational background in the household are strongly linked to a tax morale of pupils, household affluence have negative impact on tax compliance of pupils and attendance of programs significantly increased the tax morale and the tax compliance. Our findings can help the governments, tax authorities and designers of educational programs to inform and educate current and future taxpayers and hence strengthen the tax culture in their respective countries.","downloadable_attachments":[{"id":79459688,"asset_id":69317047,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21770824,"first_name":"Andreja","last_name":"cirman","domain_name":"uni-lj","page_name":"Andrejacirman","display_name":"Andreja cirman","profile_url":"https://uni-lj.academia.edu/Andrejacirman?f_ri=386037","photo":"/images/s65_no_pic.png"},{"id":3013427,"first_name":"Dr. Simon","last_name":"Starček","domain_name":"uni-lj","page_name":"DrSimonStarček","display_name":"Dr. Simon Starček","profile_url":"https://uni-lj.academia.edu/DrSimonStar%C4%8Dek?f_ri=386037","photo":"https://0.academia-photos.com/3013427/992931/19007580/s65_dr._simon.star_ek.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false},{"id":314760,"name":"Tax Morale, Tax Compliance","url":"https://www.academia.edu/Documents/in/Tax_Morale_Tax_Compliance?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false},{"id":729364,"name":"Tax Administration","url":"https://www.academia.edu/Documents/in/Tax_Administration?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69879520" data-work_id="69879520" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69879520/Challenges_faced_by_classroom_teachers_in_multigrade_classrooms_A_case_study">Challenges faced by classroom teachers in multigrade classrooms: A case study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this study is to identify the main problems that arise in multigrade classrooms. This research was designed as a case study. The data were obtained through interviews and observations. Participants of the study consist of 10... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69879520" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this study is to identify the main problems that arise in multigrade classrooms. This research was designed as a case study. The data were obtained through interviews and observations. Participants of the study consist of 10 teachers working in multigrade classrooms in a district in the Mediterranean region in Turkey. The data were analyzed by using thematic analysis. As a result of the research, it was found out that the teachers were left alone in the multigrade classrooms and had difficult times. It was determined that they had problems in planning and executing the learning-teaching process, as well as ensuring classroom management. It was also revealed that having the duty of a principal teacher was a heavy burden for teachers and this duty led them to do all kinds of work at schools. It was discovered that the inspections made by the Ministry of National Education did not contribute greatly to teachers. However, parental assistance to teachers in non-educational matters appeared to be the only support for them within their daily workload.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69879520" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="37984877f18269db000d0c3c0355d60b" rel="nofollow" data-download="{"attachment_id":79807213,"asset_id":69879520,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79807213/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47210189" href="https://xn--gan-ioa.academia.edu/bariskalender">baris kalender</a><script data-card-contents-for-user="47210189" type="text/json">{"id":47210189,"first_name":"baris","last_name":"kalender","domain_name":"xn--gan-ioa","page_name":"bariskalender","display_name":"baris kalender","profile_url":"https://xn--gan-ioa.academia.edu/bariskalender?f_ri=386037","photo":"https://0.academia-photos.com/47210189/23203936/22302379/s65_baris.kalender.jpg"}</script></span></span></li><li class="js-paper-rank-work_69879520 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69879520"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69879520, container: ".js-paper-rank-work_69879520", }); });</script></li><li class="js-percentile-work_69879520 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69879520; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69879520"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69879520 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69879520"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69879520; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69879520]").text(description); $(".js-view-count-work_69879520").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69879520").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69879520"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a>, <script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1158006" href="https://www.academia.edu/Documents/in/Multigrade_Classes">Multigrade Classes</a><script data-card-contents-for-ri="1158006" type="text/json">{"id":1158006,"name":"Multigrade Classes","url":"https://www.academia.edu/Documents/in/Multigrade_Classes?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69879520]'), work: {"id":69879520,"title":"Challenges faced by classroom teachers in multigrade classrooms: A case study","created_at":"2022-01-29T01:28:00.335-08:00","url":"https://www.academia.edu/69879520/Challenges_faced_by_classroom_teachers_in_multigrade_classrooms_A_case_study?f_ri=386037","dom_id":"work_69879520","summary":"The aim of this study is to identify the main problems that arise in multigrade classrooms. This research was designed as a case study. The data were obtained through interviews and observations. Participants of the study consist of 10 teachers working in multigrade classrooms in a district in the Mediterranean region in Turkey. The data were analyzed by using thematic analysis. As a result of the research, it was found out that the teachers were left alone in the multigrade classrooms and had difficult times. It was determined that they had problems in planning and executing the learning-teaching process, as well as ensuring classroom management. It was also revealed that having the duty of a principal teacher was a heavy burden for teachers and this duty led them to do all kinds of work at schools. It was discovered that the inspections made by the Ministry of National Education did not contribute greatly to teachers. However, parental assistance to teachers in non-educational matters appeared to be the only support for them within their daily workload.","downloadable_attachments":[{"id":79807213,"asset_id":69879520,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47210189,"first_name":"baris","last_name":"kalender","domain_name":"xn--gan-ioa","page_name":"bariskalender","display_name":"baris kalender","profile_url":"https://xn--gan-ioa.academia.edu/bariskalender?f_ri=386037","photo":"https://0.academia-photos.com/47210189/23203936/22302379/s65_baris.kalender.jpg"}],"research_interests":[{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false},{"id":1158006,"name":"Multigrade Classes","url":"https://www.academia.edu/Documents/in/Multigrade_Classes?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27929453" data-work_id="27929453" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27929453/_2016_Misconceptions_Teaching_and_Time">(2016) Misconceptions, Teaching and Time</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The focus for my school based inquiry was to examine the most common misconceptions that are held by pupils when learning about Time and to explore how teachers seek to address them in their teaching (see appendix 1e for sub questions).... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27929453" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The focus for my school based inquiry was to examine the most common misconceptions that are held by pupils when learning about Time and to explore how teachers seek to address them in their teaching (see appendix 1e for sub questions). The research thread emerged from the alliance topic ‘to investigate ways to develop deep conceptual understanding and handle misconceptions within a particular mathematical topic’. It was anticipated that Time would be a suitable mathematical realm to research due to the variety of misconceptions that are commonly attached to the objective (LittleStreams, 2015). Time appears as a statutory objective in the Primary National Curriculum under the mathematical program of study of measure (DoE, 2013), it is evident in every year group with increasing degree of complexity until year 6 (appendix 1a); by which point pupils are expected to know and be able to use all skills relating to the concept. The present description is based on a 34 interview corpus of data carried out in an inner city Nottingham school, Nottinghamshire, United Kingdom between December 2015 and March 2016. The informants included in the study represent teachers, Newly Qualified Teachers (NQTs) and Teaching Assistants (TAs). The data collected comprise of 22 questionnaires and 12 interviews. The motive for this arrangement will become clear when the methodology is discussed. The analysis was undertaken in order to understand what teachers consider to be the key issues embedded within the teaching of Time, what the observed most common misconceptions are; and how teacher’s perceptions of these and practices in response to these can implicate on future teaching.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27929453" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c91d64eef69221a9f8e041179902c835" rel="nofollow" data-download="{"attachment_id":48227056,"asset_id":27929453,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48227056/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1395612" href="https://nottingham.academia.edu/DWW">Danielle Wood-Wallace (DWW)</a><script data-card-contents-for-user="1395612" type="text/json">{"id":1395612,"first_name":"Danielle","last_name":"Wood-Wallace (DWW)","domain_name":"nottingham","page_name":"DWW","display_name":"Danielle Wood-Wallace (DWW)","profile_url":"https://nottingham.academia.edu/DWW?f_ri=386037","photo":"https://0.academia-photos.com/1395612/509827/15328140/s65_danielle.wood-wallace_dww_.jpg"}</script></span></span></li><li class="js-paper-rank-work_27929453 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27929453"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27929453, container: ".js-paper-rank-work_27929453", }); });</script></li><li class="js-percentile-work_27929453 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27929453; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_27929453"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_27929453 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="27929453"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27929453; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27929453]").text(description); $(".js-view-count-work_27929453").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27929453").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27929453"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="300" href="https://www.academia.edu/Documents/in/Mathematics">Mathematics</a>, <script data-card-contents-for-ri="300" type="text/json">{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1736" href="https://www.academia.edu/Documents/in/Science_Education">Science Education</a><script data-card-contents-for-ri="1736" type="text/json">{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27929453]'), work: {"id":27929453,"title":"(2016) Misconceptions, Teaching and Time","created_at":"2016-08-21T16:00:43.893-07:00","url":"https://www.academia.edu/27929453/_2016_Misconceptions_Teaching_and_Time?f_ri=386037","dom_id":"work_27929453","summary":"The focus for my school based inquiry was to examine the most common misconceptions that are held by pupils when learning about Time and to explore how teachers seek to address them in their teaching (see appendix 1e for sub questions). The research thread emerged from the alliance topic ‘to investigate ways to develop deep conceptual understanding and handle misconceptions within a particular mathematical topic’. It was anticipated that Time would be a suitable mathematical realm to research due to the variety of misconceptions that are commonly attached to the objective (LittleStreams, 2015). Time appears as a statutory objective in the Primary National Curriculum under the mathematical program of study of measure (DoE, 2013), it is evident in every year group with increasing degree of complexity until year 6 (appendix 1a); by which point pupils are expected to know and be able to use all skills relating to the concept. The present description is based on a 34 interview corpus of data carried out in an inner city Nottingham school, Nottinghamshire, United Kingdom between December 2015 and March 2016. The informants included in the study represent teachers, Newly Qualified Teachers (NQTs) and Teaching Assistants (TAs). The data collected comprise of 22 questionnaires and 12 interviews. The motive for this arrangement will become clear when the methodology is discussed. The analysis was undertaken in order to understand what teachers consider to be the key issues embedded within the teaching of Time, what the observed most common misconceptions are; and how teacher’s perceptions of these and practices in response to these can implicate on future teaching.","downloadable_attachments":[{"id":48227056,"asset_id":27929453,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1395612,"first_name":"Danielle","last_name":"Wood-Wallace (DWW)","domain_name":"nottingham","page_name":"DWW","display_name":"Danielle Wood-Wallace (DWW)","profile_url":"https://nottingham.academia.edu/DWW?f_ri=386037","photo":"https://0.academia-photos.com/1395612/509827/15328140/s65_danielle.wood-wallace_dww_.jpg"}],"research_interests":[{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=386037","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=386037","nofollow":false},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037"},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037"},{"id":102669,"name":"Mathematics for Primary and Secondary School","url":"https://www.academia.edu/Documents/in/Mathematics_for_Primary_and_Secondary_School?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":504602,"name":"Danielle Wood Wallace","url":"https://www.academia.edu/Documents/in/Danielle_Wood_Wallace?f_ri=386037"},{"id":658294,"name":"Dww","url":"https://www.academia.edu/Documents/in/Dww?f_ri=386037"},{"id":679029,"name":"Danielle Wood-Wallace","url":"https://www.academia.edu/Documents/in/Danielle_Wood-Wallace?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44588077" data-work_id="44588077" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44588077/Promoviendo_la_educaci%C3%B3n_matem%C3%A1tica_inclusiva_desde_el_Enfoque_de_los_Itinerarios_de_Ense%C3%B1anza_de_las_Matem%C3%A1ticas_el_caso_de_las_fracciones">Promoviendo la educación matemática inclusiva desde el Enfoque de los Itinerarios de Enseñanza de las Matemáticas: el caso de las fracciones.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">RESUMEN | Se describe el diseño, construcción y validación de un itinerario inclusivo de enseñanza de las fracciones para 5º de Educación Primaria (10-11 años), tanto para alumnado con dificultades de aprendizaje como con talento... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44588077" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">RESUMEN | Se describe el diseño, construcción y validación de un itinerario inclusivo de enseñanza de las fracciones para 5º de Educación Primaria (10-11 años), tanto para alumnado con dificultades de aprendizaje como con talento matemático. El itinerario, que se ha diseñado con base en el Enfoque de los Itinerarios de Enseñanza de las Matemáticas (EIEM), ha sido validado por 7 expertos y 14 maestros y maestras en activo, que han valorado también la eficacia del itinerario para atender la diversidad. Por un lado, tanto los expertos como el profesorado han propuesto cambios sobre la correspondencia, la formulación y la pertinencia de las actividades del itinerario; por otro lado, el profesorado ha considerado que las actividades permiten atender la diversidad. Se concluye que esta herramienta contribuye a desarrollar la competencia matemática de todo el alumnado, partiendo de la base que para empoderar esta competencia se requiere diversificar los contextos de enseñanza-aprendizaje. PALABRAS CLAVE: Educación matemática inclusiva, Enfoque de los Itinerarios de Enseñanza de las Matemáticas, Fracciones, Prácticas de enseñanza, Educación Primaria. RESUMO | Descreve-se o desenho, construção e validação de um itinerário inclusivo para o ensino de frações para o 5º ano do Ensino Básico (10-11 anos), tanto para alunos com dificuldades de aprendizagem como com talento matemático. O itinerário, que foi elaborado com base na Abordagem de Itinerários de Ensino de Matemática (EIEM, por sua sigla em espanhol), foi validado por 7 especialistas e 14 professores do Ensino Fundamental, que também avaliaram a eficácia do itinerário para atender à diversidade. Por um lado, tanto especialistas como professores propõem mudanças na correspondência, formulação e relevância das atividades do itinerário; por outro lado, os professores consideram que as atividades permitem abordar a diversidade. Conclui-se que esta ferramenta contribui para o desenvolvimento da competência matemática de todos os alunos, partindo do princípio que para potencializar esta competência é necessário diversificar os contextos de ensino-aprendizagem. PALAVRAS-CHAVE: Educação matemática inclusiva, Abordagem dos Itinerários de Ensino de Matemática, Frações, Práticas de ensino, Ensino Básico. ABSTRACT | The design, construction and validation of an inclusive teaching fractions itinerary for 5th grade of Primary Education (10-11 years) is described, both for students with learning difficulties and with mathematical talent. The itinerary, which has been designed based on the Mathematics Teaching Itineraries Approach (EIEM, by its acronym in Spanish), has been validated by 7 experts and 14 in-service Primary Education' teachers, who have also valued the effectiveness of the itinerary to attend to the diversity. On the one hand, both experts and in-service teachers have proposed changes in the correspondence, formulation and relevance of the itinerary activities; on the other hand, the teachers have considered that the activities allow addressing diversity. It is concluded that this tool contributes to developing the mathematical competence of all students, based on the basis that to empower this competence it is necessary to diversify the teaching-learning contexts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44588077" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8cdbfb012b61b3930e68728f12eccfed" rel="nofollow" data-download="{"attachment_id":65046052,"asset_id":44588077,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65046052/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="542378" href="https://ugirona.academia.edu/AngelAlsina">Angel Alsina</a><script data-card-contents-for-user="542378" type="text/json">{"id":542378,"first_name":"Angel","last_name":"Alsina","domain_name":"ugirona","page_name":"AngelAlsina","display_name":"Angel Alsina","profile_url":"https://ugirona.academia.edu/AngelAlsina?f_ri=386037","photo":"https://0.academia-photos.com/542378/9879688/15244312/s65_angel.alsina.jpg"}</script></span></span></li><li class="js-paper-rank-work_44588077 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44588077"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44588077, container: ".js-paper-rank-work_44588077", }); 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$(".js-view-count[data-work-id=44588077]").text(description); $(".js-view-count-work_44588077").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44588077").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44588077"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2731" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18512" href="https://www.academia.edu/Documents/in/Inclusive_Education">Inclusive Education</a>, <script data-card-contents-for-ri="18512" type="text/json">{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="55712" href="https://www.academia.edu/Documents/in/Inclusive_Education_including_higher_education_">Inclusive Education (including higher education)</a>, <script data-card-contents-for-ri="55712" type="text/json">{"id":55712,"name":"Inclusive Education (including higher education)","url":"https://www.academia.edu/Documents/in/Inclusive_Education_including_higher_education_?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="57305" href="https://www.academia.edu/Documents/in/Teaching_Mathematics">Teaching Mathematics</a><script data-card-contents-for-ri="57305" type="text/json">{"id":57305,"name":"Teaching Mathematics","url":"https://www.academia.edu/Documents/in/Teaching_Mathematics?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44588077]'), work: {"id":44588077,"title":"Promoviendo la educación matemática inclusiva desde el Enfoque de los Itinerarios de Enseñanza de las Matemáticas: el caso de las fracciones.","created_at":"2020-11-27T06:02:30.247-08:00","url":"https://www.academia.edu/44588077/Promoviendo_la_educaci%C3%B3n_matem%C3%A1tica_inclusiva_desde_el_Enfoque_de_los_Itinerarios_de_Ense%C3%B1anza_de_las_Matem%C3%A1ticas_el_caso_de_las_fracciones?f_ri=386037","dom_id":"work_44588077","summary":"RESUMEN | Se describe el diseño, construcción y validación de un itinerario inclusivo de enseñanza de las fracciones para 5º de Educación Primaria (10-11 años), tanto para alumnado con dificultades de aprendizaje como con talento matemático. El itinerario, que se ha diseñado con base en el Enfoque de los Itinerarios de Enseñanza de las Matemáticas (EIEM), ha sido validado por 7 expertos y 14 maestros y maestras en activo, que han valorado también la eficacia del itinerario para atender la diversidad. Por un lado, tanto los expertos como el profesorado han propuesto cambios sobre la correspondencia, la formulación y la pertinencia de las actividades del itinerario; por otro lado, el profesorado ha considerado que las actividades permiten atender la diversidad. Se concluye que esta herramienta contribuye a desarrollar la competencia matemática de todo el alumnado, partiendo de la base que para empoderar esta competencia se requiere diversificar los contextos de enseñanza-aprendizaje. PALABRAS CLAVE: Educación matemática inclusiva, Enfoque de los Itinerarios de Enseñanza de las Matemáticas, Fracciones, Prácticas de enseñanza, Educación Primaria. RESUMO | Descreve-se o desenho, construção e validação de um itinerário inclusivo para o ensino de frações para o 5º ano do Ensino Básico (10-11 anos), tanto para alunos com dificuldades de aprendizagem como com talento matemático. O itinerário, que foi elaborado com base na Abordagem de Itinerários de Ensino de Matemática (EIEM, por sua sigla em espanhol), foi validado por 7 especialistas e 14 professores do Ensino Fundamental, que também avaliaram a eficácia do itinerário para atender à diversidade. Por um lado, tanto especialistas como professores propõem mudanças na correspondência, formulação e relevância das atividades do itinerário; por outro lado, os professores consideram que as atividades permitem abordar a diversidade. Conclui-se que esta ferramenta contribui para o desenvolvimento da competência matemática de todos os alunos, partindo do princípio que para potencializar esta competência é necessário diversificar os contextos de ensino-aprendizagem. PALAVRAS-CHAVE: Educação matemática inclusiva, Abordagem dos Itinerários de Ensino de Matemática, Frações, Práticas de ensino, Ensino Básico. ABSTRACT | The design, construction and validation of an inclusive teaching fractions itinerary for 5th grade of Primary Education (10-11 years) is described, both for students with learning difficulties and with mathematical talent. The itinerary, which has been designed based on the Mathematics Teaching Itineraries Approach (EIEM, by its acronym in Spanish), has been validated by 7 experts and 14 in-service Primary Education' teachers, who have also valued the effectiveness of the itinerary to attend to the diversity. On the one hand, both experts and in-service teachers have proposed changes in the correspondence, formulation and relevance of the itinerary activities; on the other hand, the teachers have considered that the activities allow addressing diversity. It is concluded that this tool contributes to developing the mathematical competence of all students, based on the basis that to empower this competence it is necessary to diversify the teaching-learning contexts.","downloadable_attachments":[{"id":65046052,"asset_id":44588077,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":542378,"first_name":"Angel","last_name":"Alsina","domain_name":"ugirona","page_name":"AngelAlsina","display_name":"Angel Alsina","profile_url":"https://ugirona.academia.edu/AngelAlsina?f_ri=386037","photo":"https://0.academia-photos.com/542378/9879688/15244312/s65_angel.alsina.jpg"}],"research_interests":[{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false},{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=386037","nofollow":false},{"id":55712,"name":"Inclusive Education (including higher education)","url":"https://www.academia.edu/Documents/in/Inclusive_Education_including_higher_education_?f_ri=386037","nofollow":false},{"id":57305,"name":"Teaching Mathematics","url":"https://www.academia.edu/Documents/in/Teaching_Mathematics?f_ri=386037","nofollow":false},{"id":72555,"name":"Didáctica de las matemáticas en Educación Básica","url":"https://www.academia.edu/Documents/in/Didactica_de_las_matematicas_en_Educacion_Basica?f_ri=386037"},{"id":102669,"name":"Mathematics for Primary and Secondary School","url":"https://www.academia.edu/Documents/in/Mathematics_for_Primary_and_Secondary_School?f_ri=386037"},{"id":182978,"name":"Educación Matemática","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Matem%C3%A1tica?f_ri=386037"},{"id":185471,"name":"Fractions","url":"https://www.academia.edu/Documents/in/Fractions?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":512092,"name":"Teaching and Learning Mathematics","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_Mathematics?f_ri=386037"},{"id":647872,"name":"Educación Inclusiva","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Inclusiva?f_ri=386037"},{"id":830901,"name":"Educación Primaria","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Primaria?f_ri=386037"},{"id":955887,"name":"Enseñanza De Las Matemáticas","url":"https://www.academia.edu/Documents/in/Ense%C3%B1anza_De_Las_Matem%C3%A1ticas?f_ri=386037"},{"id":994192,"name":"Fracciones","url":"https://www.academia.edu/Documents/in/Fracciones?f_ri=386037"},{"id":2168192,"name":"Teaching and Learning of Fractions","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_of_Fractions?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22491515" data-work_id="22491515" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22491515/How_the_Fair_Test_Nearly_Killed_Enquiry">How the Fair Test Nearly Killed Enquiry</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Primary Science article The Fair Test came to dominate investigative science in primary schools in the last decade. This article discusses how other types of enquiry have been misunderstood and makes a particular case for the use of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22491515" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Primary Science article<br />The Fair Test came to dominate investigative science in primary schools in the last decade. This article discusses how other types of enquiry have been misunderstood and makes a particular case for the use of research as a reflection of how science is done in the real world.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22491515" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2ea42a23e01e43ec4f7c4f6485d70e08" rel="nofollow" data-download="{"attachment_id":43111157,"asset_id":22491515,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43111157/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5109687" href="https://independent.academia.edu/JulietNickels">Juliet Nickels</a><script data-card-contents-for-user="5109687" type="text/json">{"id":5109687,"first_name":"Juliet","last_name":"Nickels","domain_name":"independent","page_name":"JulietNickels","display_name":"Juliet Nickels","profile_url":"https://independent.academia.edu/JulietNickels?f_ri=386037","photo":"https://0.academia-photos.com/5109687/2237236/2617576/s65_juliet.green.jpg"}</script></span></span></li><li class="js-paper-rank-work_22491515 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22491515"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22491515, container: ".js-paper-rank-work_22491515", }); });</script></li><li class="js-percentile-work_22491515 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22491515; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_22491515"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_22491515 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="22491515"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22491515; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22491515]").text(description); $(".js-view-count-work_22491515").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22491515").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22491515"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="135277" href="https://www.academia.edu/Documents/in/Primary_Science">Primary Science</a>, <script data-card-contents-for-ri="135277" type="text/json">{"id":135277,"name":"Primary Science","url":"https://www.academia.edu/Documents/in/Primary_Science?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="150731" href="https://www.academia.edu/Documents/in/Primary_science_education">Primary science education</a>, <script data-card-contents-for-ri="150731" type="text/json">{"id":150731,"name":"Primary science education","url":"https://www.academia.edu/Documents/in/Primary_science_education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="386037" href="https://www.academia.edu/Documents/in/Primary_School_Education">Primary School Education</a><script data-card-contents-for-ri="386037" type="text/json">{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22491515]'), work: {"id":22491515,"title":"How the Fair Test Nearly Killed Enquiry","created_at":"2016-02-26T13:04:26.269-08:00","url":"https://www.academia.edu/22491515/How_the_Fair_Test_Nearly_Killed_Enquiry?f_ri=386037","dom_id":"work_22491515","summary":"Primary Science article\nThe Fair Test came to dominate investigative science in primary schools in the last decade. This article discusses how other types of enquiry have been misunderstood and makes a particular case for the use of research as a reflection of how science is done in the real world.","downloadable_attachments":[{"id":43111157,"asset_id":22491515,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5109687,"first_name":"Juliet","last_name":"Nickels","domain_name":"independent","page_name":"JulietNickels","display_name":"Juliet Nickels","profile_url":"https://independent.academia.edu/JulietNickels?f_ri=386037","photo":"https://0.academia-photos.com/5109687/2237236/2617576/s65_juliet.green.jpg"}],"research_interests":[{"id":135277,"name":"Primary Science","url":"https://www.academia.edu/Documents/in/Primary_Science?f_ri=386037","nofollow":false},{"id":150731,"name":"Primary science education","url":"https://www.academia.edu/Documents/in/Primary_science_education?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70260621" data-work_id="70260621" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70260621/%E5%AD%A6%E6%A0%A1%E7%B5%B1%E5%BB%83%E5%90%88%E3%81%8C%E5%9C%B0%E5%9F%9F%E5%AD%A6%E7%BF%92%E3%81%AB%E4%B8%8E%E3%81%88%E3%82%8B%E5%BD%B1%E9%9F%BF_%E5%A5%88%E8%89%AF%E7%9C%8C%E5%8D%81%E6%B4%A5%E5%B7%9D%E6%9D%91%E3%81%AE%E5%B0%8F%E5%AD%A6%E6%A0%A1%E3%82%92%E4%BA%8B%E4%BE%8B%E3%81%A8%E3%81%97%E3%81%A6_The_Impact_of_School_Consolidation_on_Local_Learning_A_Case_Study_of_Elementary_Schools_in_Totsukawa_Village_Nara_Prefecture">学校統廃合が地域学習に与える影響 ─ 奈良県十津川村の小学校を事例として─ The Impact of School Consolidation on Local Learning: A Case Study of Elementary Schools in Totsukawa Village, Nara Prefecture</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">How can we conduct local learning (or community learning) in an expanded school district under the circumstances of school consolidation? In order to obtain clues to answer this question, we examine whether the consolidation of schools in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70260621" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">How can we conduct local learning (or community learning) in an expanded school district under the circumstances of school consolidation? In order to obtain clues to answer this question, we examine whether the consolidation of schools in the elementary schools of mountainous Totsukawa Village, Nara Prefecture has led to any changes in local studies, and whether local</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70260621" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0bcf3d2e831c9ea2e96762eb56d3224d" rel="nofollow" data-download="{"attachment_id":80084413,"asset_id":70260621,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80084413/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21060230" href="https://nara-edu.academia.edu/DaichiKohmoto%E6%B2%B3%E6%9C%AC%E5%A4%A7%E5%9C%B0">Daichi Kohmoto 河本大地</a><script data-card-contents-for-user="21060230" type="text/json">{"id":21060230,"first_name":"Daichi","last_name":"Kohmoto 河本大地","domain_name":"nara-edu","page_name":"DaichiKohmoto河本大地","display_name":"Daichi Kohmoto 河本大地","profile_url":"https://nara-edu.academia.edu/DaichiKohmoto%E6%B2%B3%E6%9C%AC%E5%A4%A7%E5%9C%B0?f_ri=386037","photo":"https://0.academia-photos.com/21060230/5896152/6695408/s65_daichi.kohmoto.jpg"}</script></span></span></li><li class="js-paper-rank-work_70260621 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70260621"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70260621, container: ".js-paper-rank-work_70260621", }); 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$(".js-view-count[data-work-id=70260621]").text(description); $(".js-view-count-work_70260621").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70260621").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70260621"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2319" href="https://www.academia.edu/Documents/in/Place_Attachment">Place Attachment</a>, <script data-card-contents-for-ri="2319" type="text/json">{"id":2319,"name":"Place Attachment","url":"https://www.academia.edu/Documents/in/Place_Attachment?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3474" href="https://www.academia.edu/Documents/in/Community_Development">Community Development</a>, <script data-card-contents-for-ri="3474" type="text/json">{"id":3474,"name":"Community Development","url":"https://www.academia.edu/Documents/in/Community_Development?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7453" href="https://www.academia.edu/Documents/in/Rural_Development">Rural Development</a><script data-card-contents-for-ri="7453" type="text/json">{"id":7453,"name":"Rural Development","url":"https://www.academia.edu/Documents/in/Rural_Development?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70260621]'), work: {"id":70260621,"title":"学校統廃合が地域学習に与える影響 ─ 奈良県十津川村の小学校を事例として─ The Impact of School Consolidation on Local Learning: A Case Study of Elementary Schools in Totsukawa Village, Nara Prefecture","created_at":"2022-02-02T02:41:59.949-08:00","url":"https://www.academia.edu/70260621/%E5%AD%A6%E6%A0%A1%E7%B5%B1%E5%BB%83%E5%90%88%E3%81%8C%E5%9C%B0%E5%9F%9F%E5%AD%A6%E7%BF%92%E3%81%AB%E4%B8%8E%E3%81%88%E3%82%8B%E5%BD%B1%E9%9F%BF_%E5%A5%88%E8%89%AF%E7%9C%8C%E5%8D%81%E6%B4%A5%E5%B7%9D%E6%9D%91%E3%81%AE%E5%B0%8F%E5%AD%A6%E6%A0%A1%E3%82%92%E4%BA%8B%E4%BE%8B%E3%81%A8%E3%81%97%E3%81%A6_The_Impact_of_School_Consolidation_on_Local_Learning_A_Case_Study_of_Elementary_Schools_in_Totsukawa_Village_Nara_Prefecture?f_ri=386037","dom_id":"work_70260621","summary":"How can we conduct local learning (or community learning) in an expanded school district under the circumstances of school consolidation? In order to obtain clues to answer this question, we examine whether the consolidation of schools in the elementary schools of mountainous Totsukawa Village, Nara Prefecture has led to any changes in local studies, and whether local","downloadable_attachments":[{"id":80084413,"asset_id":70260621,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21060230,"first_name":"Daichi","last_name":"Kohmoto 河本大地","domain_name":"nara-edu","page_name":"DaichiKohmoto河本大地","display_name":"Daichi Kohmoto 河本大地","profile_url":"https://nara-edu.academia.edu/DaichiKohmoto%E6%B2%B3%E6%9C%AC%E5%A4%A7%E5%9C%B0?f_ri=386037","photo":"https://0.academia-photos.com/21060230/5896152/6695408/s65_daichi.kohmoto.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":2319,"name":"Place Attachment","url":"https://www.academia.edu/Documents/in/Place_Attachment?f_ri=386037","nofollow":false},{"id":3474,"name":"Community Development","url":"https://www.academia.edu/Documents/in/Community_Development?f_ri=386037","nofollow":false},{"id":7453,"name":"Rural Development","url":"https://www.academia.edu/Documents/in/Rural_Development?f_ri=386037","nofollow":false},{"id":17158,"name":"Japan","url":"https://www.academia.edu/Documents/in/Japan?f_ri=386037"},{"id":17656,"name":"Community","url":"https://www.academia.edu/Documents/in/Community?f_ri=386037"},{"id":20603,"name":"Rural education","url":"https://www.academia.edu/Documents/in/Rural_education?f_ri=386037"},{"id":37723,"name":"Geography Education","url":"https://www.academia.edu/Documents/in/Geography_Education?f_ri=386037"},{"id":50734,"name":"Community Design","url":"https://www.academia.edu/Documents/in/Community_Design?f_ri=386037"},{"id":230438,"name":"Local Learning","url":"https://www.academia.edu/Documents/in/Local_Learning?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":1109379,"name":"School Consolidation","url":"https://www.academia.edu/Documents/in/School_Consolidation?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38042387" data-work_id="38042387" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38042387/Per_una_storia_delle_scuole_allaperto_in_Italia">Per una storia delle scuole all'aperto in Italia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Centrale nella storia dell’educazione è il rapporto natura/infanzia e scuola, che riaffora quasi come elemento ‘carsico’ nel corso dei secoli. Il volume sofferma l’attenzione su una particolare stagione di questo rapporto, quella delle... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38042387" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Centrale nella storia dell’educazione è il rapporto natura/infanzia e scuola, che riaffora quasi come elemento ‘carsico’ nel corso dei secoli. Il volume sofferma l’attenzione su una particolare stagione di questo rapporto, quella delle scuole all’aperto. Nate ai primi del Novecento per accogliere alunni/e gracili e predisposti alla tubercolosi, esse si diffusero in tutto il mondo con caratteristiche diverse, ma accomunate da pratiche igieniche e pratiche didattiche svolte prevalentemente all’aperto, in natura, outdoor, sulla scia del recupero dei classici della storia dell’educazione. Il volume delinea il fenomeno a livello internazionale rintracciando le aree ed i network di diffusione e individuando i legami con il coevo movimento dell’éducation nouvelle. Lo sguardo poi si concentra sul caso italiano, illustrando le principali esperienze di scuole all’aperto della penisola, diffuse in maniera diversificata ma caratterizzate da un fervore di medici, igienisti, accademici, politici, amministratori e mondo della scuola, tra età giolittiana, fascismo e secondo dopoguerra. Lo studio di caso della città di Bologna permette di entrare nei segreti delle scelte politiche ed educative di un microcosmo particolare, evidenziando il ruolo dei singoli ‘attori in carne e ossa’, gli intrecci, le reti di relazioni e l’azione svolta dal mondo della scuola e dalle insegnanti per attivare il cambiamento e il rinnovamento dei metodi e dei contenuti dell’insegnamento. Volumi a stampa, riviste, fonti archivistiche e iconografiche restituiscono così una ricostruzione a tre livelli di analisi tra loro intrecciati –internazionale, nazionale e locale – che raccontano le vicende e la cultura scolastica prodotta nelle scuole all’aperto, originali istituzioni educative poste ad intersezione della storia sociale dell’infanzia, dell’educazione speciale e delle pratiche didattiche, capaci, ancor oggi, di rilanciare la sfida del rapporto tra bambini, scuola e natura, con rinnovata passione educativa, tesa tra passato e futuro.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38042387" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc8549052d47f3ad10aa58361a7d52cf" rel="nofollow" data-download="{"attachment_id":58066501,"asset_id":38042387,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58066501/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34735967" href="https://unibo.academia.edu/MirellaDAscenzo">Mirella D'Ascenzo</a><script data-card-contents-for-user="34735967" type="text/json">{"id":34735967,"first_name":"Mirella","last_name":"D'Ascenzo","domain_name":"unibo","page_name":"MirellaDAscenzo","display_name":"Mirella D'Ascenzo","profile_url":"https://unibo.academia.edu/MirellaDAscenzo?f_ri=386037","photo":"https://0.academia-photos.com/34735967/10980793/12254688/s65_mirella.d_ascenzo.jpg"}</script></span></span></li><li class="js-paper-rank-work_38042387 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38042387"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38042387, container: ".js-paper-rank-work_38042387", }); 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$(".js-view-count[data-work-id=38042387]").text(description); $(".js-view-count-work_38042387").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38042387").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38042387"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2196" href="https://www.academia.edu/Documents/in/History_of_Education">History of Education</a>, <script data-card-contents-for-ri="2196" type="text/json">{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="12066" href="https://www.academia.edu/Documents/in/Outdoor_Education">Outdoor Education</a>, <script data-card-contents-for-ri="12066" type="text/json">{"id":12066,"name":"Outdoor Education","url":"https://www.academia.edu/Documents/in/Outdoor_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45213" href="https://www.academia.edu/Documents/in/Italy">Italy</a>, <script data-card-contents-for-ri="45213" type="text/json">{"id":45213,"name":"Italy","url":"https://www.academia.edu/Documents/in/Italy?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46608" href="https://www.academia.edu/Documents/in/Childrens_Outdoor_Education">Children's Outdoor Education</a><script data-card-contents-for-ri="46608" type="text/json">{"id":46608,"name":"Children's Outdoor Education","url":"https://www.academia.edu/Documents/in/Childrens_Outdoor_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38042387]'), work: {"id":38042387,"title":"Per una storia delle scuole all'aperto in Italia","created_at":"2018-12-26T09:06:28.281-08:00","url":"https://www.academia.edu/38042387/Per_una_storia_delle_scuole_allaperto_in_Italia?f_ri=386037","dom_id":"work_38042387","summary":"Centrale nella storia dell’educazione è il rapporto natura/infanzia e scuola, che riaffora quasi come elemento ‘carsico’ nel corso dei secoli. Il volume sofferma l’attenzione su una particolare stagione di questo rapporto, quella delle scuole all’aperto. Nate ai primi del Novecento per accogliere alunni/e gracili e predisposti alla tubercolosi, esse si diffusero in tutto il mondo con caratteristiche diverse, ma accomunate da pratiche igieniche e pratiche didattiche svolte prevalentemente all’aperto, in natura, outdoor, sulla scia del recupero dei classici della storia dell’educazione. Il volume delinea il fenomeno a livello internazionale rintracciando le aree ed i network di diffusione e individuando i legami con il coevo movimento dell’éducation nouvelle. Lo sguardo poi si concentra sul caso italiano, illustrando le principali esperienze di scuole all’aperto della penisola, diffuse in maniera diversificata ma caratterizzate da un fervore di medici, igienisti, accademici, politici, amministratori e mondo della scuola, tra età giolittiana, fascismo e secondo dopoguerra. Lo studio di caso della città di Bologna permette di entrare nei segreti delle scelte politiche ed educative di un microcosmo particolare, evidenziando il ruolo dei singoli ‘attori in carne e ossa’, gli intrecci, le reti di relazioni e l’azione svolta dal mondo della scuola e dalle insegnanti per attivare il cambiamento e il rinnovamento dei metodi e dei contenuti dell’insegnamento. Volumi a stampa, riviste, fonti archivistiche e iconografiche restituiscono così una ricostruzione a tre livelli di analisi tra loro intrecciati –internazionale, nazionale e locale – che raccontano le vicende e la cultura scolastica prodotta nelle scuole all’aperto, originali istituzioni educative poste ad intersezione della storia sociale dell’infanzia, dell’educazione speciale e delle pratiche didattiche, capaci, ancor oggi, di rilanciare la sfida del rapporto tra bambini, scuola e natura, con rinnovata passione educativa, tesa tra passato e futuro.","downloadable_attachments":[{"id":58066501,"asset_id":38042387,"asset_type":"Work","always_allow_download":false},{"id":59662454,"asset_id":38042387,"asset_type":"Work","always_allow_download":false},{"id":58066492,"asset_id":38042387,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34735967,"first_name":"Mirella","last_name":"D'Ascenzo","domain_name":"unibo","page_name":"MirellaDAscenzo","display_name":"Mirella D'Ascenzo","profile_url":"https://unibo.academia.edu/MirellaDAscenzo?f_ri=386037","photo":"https://0.academia-photos.com/34735967/10980793/12254688/s65_mirella.d_ascenzo.jpg"}],"research_interests":[{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=386037","nofollow":false},{"id":12066,"name":"Outdoor Education","url":"https://www.academia.edu/Documents/in/Outdoor_Education?f_ri=386037","nofollow":false},{"id":45213,"name":"Italy","url":"https://www.academia.edu/Documents/in/Italy?f_ri=386037","nofollow":false},{"id":46608,"name":"Children's Outdoor Education","url":"https://www.academia.edu/Documents/in/Childrens_Outdoor_Education?f_ri=386037","nofollow":false},{"id":91486,"name":"Outdoor Learning","url":"https://www.academia.edu/Documents/in/Outdoor_Learning?f_ri=386037"},{"id":120081,"name":"Outdoor Education and Learning","url":"https://www.academia.edu/Documents/in/Outdoor_Education_and_Learning?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":525379,"name":"Kindergarten architecture and indoor/outdoor designs","url":"https://www.academia.edu/Documents/in/Kindergarten_architecture_and_indoor_outdoor_designs?f_ri=386037"},{"id":3092154,"name":"Open air schools","url":"https://www.academia.edu/Documents/in/Open_air_schools?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43688412" data-work_id="43688412" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43688412/Solution_Safely_Opening_schools_during_Covid_19">Solution: Safely Opening schools during Covid-19</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">There may only be one safe method where we can open schools for children during the COVID-19 virus pandemic. Why do school parents want to send their kids into a building which has 3,000 other students in it, hundreds of which have... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43688412" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">There may only be one safe method where we can open schools for children during the COVID-19 virus pandemic. <br /> <br />Why do school parents want to send their kids into a building which has 3,000 other students in it, hundreds of which have deadly COVID-19 virus? Just to play football or basketball? I do not understand parents intentionally endangering their own children's lives. <br /> <br />On November 18, 2020 the Chicago School District admitted that they had already had 72,000 children test Positive with the COVID-19 virus. Three days earlier, the AAP Nightly News announced that a million children had already tested Positive for COVID-19 virus in America. On January 4, 2021, Nightly News said that Colleges and Universities have already had 400,000 American students test Positive for Covid-19. On January 19, 2021, AAP News announced that the United States has already gotten 2.5 million children and adolescents to test Positive for Covid-19, with 211,000 of those children newly tested Positive in just this recent week! As a parent, do you STILL want to send your child into a traditional school? <br /> <br />Just WHO is doing the thinking here? The Chicago School District is VERY pleased with themselves that their proposed school environment is "safer than the overall community, so send the children in!" I see. In a year, America has killed off over 400,000 people with COVID-19. So as long as the schools only kill off 100,000 children, they can BRAG about that??? NO! If even ONE child dies of COVID-19 in a year, how dare any school administration BRAG that they ONLY had 211,000 children infected with COVID-19 THIS WEEK? <br /> <br />None of those news reports mentioned how many Teachers have already been infected, but already more than one-third of all Teachers have decided to Retire due to the serious COVID-19 danger. <br /> <br />This is actually a rather old-fashioned idea, but it is amazingly safe. A hundred years ago, public schools were nearly all the same, one-room school houses. There was one Teacher and 6 to 10 children of various Grade levels. <br /> <br />A modern variant of this can make wonderful sense. Several local small vacant homes and some chain link fencing could separate groups of children and their Teacher from external disease carriers and even local bullies and gangs. Nice Recess playground, too! <br /> <br />The children can each live at home and walk each day to spend the school day with a trusted Teacher. <br /> <br />This one-room-school-house approach also includes a beautiful method of Contract Tracing. Since the Teacher checks all the students' forehead temperatures every morning, even if a student is found to have become infected with COVID-19 from an uncle, a few phone calls to members of that family can invite them all in to be Contract Traced within a day! Not just the students, but their hundred relatives can also be continually safe from COVID-19!</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43688412" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b86c4e63b915c81339f5d43eecd071fb" rel="nofollow" data-download="{"attachment_id":65541897,"asset_id":43688412,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65541897/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14881854" href="https://chicago.academia.edu/CarlJohnson">Carl W Johnson</a><script data-card-contents-for-user="14881854" type="text/json">{"id":14881854,"first_name":"Carl","last_name":"Johnson","domain_name":"chicago","page_name":"CarlJohnson","display_name":"Carl W Johnson","profile_url":"https://chicago.academia.edu/CarlJohnson?f_ri=386037","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_43688412 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43688412"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43688412, container: ".js-paper-rank-work_43688412", }); });</script></li><li class="js-percentile-work_43688412 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43688412; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43688412"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43688412 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43688412"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43688412; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43688412]").text(description); $(".js-view-count-work_43688412").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43688412").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43688412"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="21383" href="https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement">School effectiveness and school improvement</a>, <script data-card-contents-for-ri="21383" type="text/json">{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="36556" href="https://www.academia.edu/Documents/in/Elementary_Education">Elementary Education</a>, <script data-card-contents-for-ri="36556" type="text/json">{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="53391" href="https://www.academia.edu/Documents/in/School_culture">School culture</a>, <script data-card-contents-for-ri="53391" type="text/json">{"id":53391,"name":"School culture","url":"https://www.academia.edu/Documents/in/School_culture?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="85930" href="https://www.academia.edu/Documents/in/High_School">High School</a><script data-card-contents-for-ri="85930" type="text/json">{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43688412]'), work: {"id":43688412,"title":"Solution: Safely Opening schools during Covid-19","created_at":"2020-07-22T06:15:40.998-07:00","url":"https://www.academia.edu/43688412/Solution_Safely_Opening_schools_during_Covid_19?f_ri=386037","dom_id":"work_43688412","summary":"There may only be one safe method where we can open schools for children during the COVID-19 virus pandemic.\r\n\r\nWhy do school parents want to send their kids into a building which has 3,000 other students in it, hundreds of which have deadly COVID-19 virus? Just to play football or basketball? I do not understand parents intentionally endangering their own children's lives.\r\n\r\nOn November 18, 2020 the Chicago School District admitted that they had already had 72,000 children test Positive with the COVID-19 virus. Three days earlier, the AAP Nightly News announced that a million children had already tested Positive for COVID-19 virus in America. On January 4, 2021, Nightly News said that Colleges and Universities have already had 400,000 American students test Positive for Covid-19. On January 19, 2021, AAP News announced that the United States has already gotten 2.5 million children and adolescents to test Positive for Covid-19, with 211,000 of those children newly tested Positive in just this recent week! As a parent, do you STILL want to send your child into a traditional school?\r\n\r\nJust WHO is doing the thinking here? The Chicago School District is VERY pleased with themselves that their proposed school environment is \"safer than the overall community, so send the children in!\" I see. In a year, America has killed off over 400,000 people with COVID-19. So as long as the schools only kill off 100,000 children, they can BRAG about that??? NO! If even ONE child dies of COVID-19 in a year, how dare any school administration BRAG that they ONLY had 211,000 children infected with COVID-19 THIS WEEK?\r\n\r\nNone of those news reports mentioned how many Teachers have already been infected, but already more than one-third of all Teachers have decided to Retire due to the serious COVID-19 danger.\r\n\r\nThis is actually a rather old-fashioned idea, but it is amazingly safe. A hundred years ago, public schools were nearly all the same, one-room school houses. There was one Teacher and 6 to 10 children of various Grade levels.\r\n\r\nA modern variant of this can make wonderful sense. Several local small vacant homes and some chain link fencing could separate groups of children and their Teacher from external disease carriers and even local bullies and gangs. Nice Recess playground, too!\r\n\r\nThe children can each live at home and walk each day to spend the school day with a trusted Teacher.\r\n\r\nThis one-room-school-house approach also includes a beautiful method of Contract Tracing. Since the Teacher checks all the students' forehead temperatures every morning, even if a student is found to have become infected with COVID-19 from an uncle, a few phone calls to members of that family can invite them all in to be Contract Traced within a day! Not just the students, but their hundred relatives can also be continually safe from COVID-19!\r\n\r\n","downloadable_attachments":[{"id":65541897,"asset_id":43688412,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14881854,"first_name":"Carl","last_name":"Johnson","domain_name":"chicago","page_name":"CarlJohnson","display_name":"Carl W Johnson","profile_url":"https://chicago.academia.edu/CarlJohnson?f_ri=386037","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement?f_ri=386037","nofollow":false},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=386037","nofollow":false},{"id":53391,"name":"School culture","url":"https://www.academia.edu/Documents/in/School_culture?f_ri=386037","nofollow":false},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School?f_ri=386037","nofollow":false},{"id":91916,"name":"School","url":"https://www.academia.edu/Documents/in/School?f_ri=386037"},{"id":102669,"name":"Mathematics for Primary and Secondary School","url":"https://www.academia.edu/Documents/in/Mathematics_for_Primary_and_Secondary_School?f_ri=386037"},{"id":112879,"name":"Elementary School","url":"https://www.academia.edu/Documents/in/Elementary_School?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":565128,"name":"School management and leadership","url":"https://www.academia.edu/Documents/in/School_management_and_leadership?f_ri=386037"},{"id":583916,"name":"School Safety","url":"https://www.academia.edu/Documents/in/School_Safety?f_ri=386037"},{"id":797528,"name":"High School Students","url":"https://www.academia.edu/Documents/in/High_School_Students?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16383488" data-work_id="16383488" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16383488/Managing_an_Elementary_Class_of_Diverse_Learners">Managing an Elementary Class of Diverse Learners</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">You are an early career Elementary school teacher and it is the start of a new school year. You walk into your assigned classroom for the year and as you begin the morning session of the first day, before you are seated 26 students. From... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16383488" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">You are an early career Elementary school teacher and it is the start of a new school year. You walk into your assigned classroom for the year and as you begin the morning session of the first day, before you are seated 26 students. From dialogues you have had in staff meetings during the days prior to the commencement of the school year you will have gained an understanding of the mix of different learners presented before you. Upon identifying the specific needs of the number of<br />diverse learners in your classroom, how will you manage their learning to develop a harmonious and productive learning environment for your learners? Let's look at some straightforward approaches that can be used to facilitate learning for the following:<br />• ESL learner<br />• Indigenous & Minority group learner<br />• Shy learner<br />• Gifted learner<br />• Autistic learner<br />• Classroom & School bully<br />• Refugee learner & State Welfare Care learner<br />• Disruptive learner<br />Let's look at some tips for managing these specific cases and how to maximize their integration into the class group.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16383488" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d73f33e2fe597b035ce14c74270ab165" rel="nofollow" data-download="{"attachment_id":38970387,"asset_id":16383488,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38970387/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35459712" href="https://independent.academia.edu/ALeichsenring">Andrew Leichsenring</a><script data-card-contents-for-user="35459712" type="text/json">{"id":35459712,"first_name":"Andrew","last_name":"Leichsenring","domain_name":"independent","page_name":"ALeichsenring","display_name":"Andrew Leichsenring","profile_url":"https://independent.academia.edu/ALeichsenring?f_ri=386037","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_16383488 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16383488"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16383488, container: ".js-paper-rank-work_16383488", }); });</script></li><li class="js-percentile-work_16383488 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16383488; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_16383488"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_16383488 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="16383488"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16383488; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16383488]").text(description); $(".js-view-count-work_16383488").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16383488").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16383488"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9488" href="https://www.academia.edu/Documents/in/Restorative_Justice">Restorative Justice</a>, <script data-card-contents-for-ri="9488" type="text/json">{"id":9488,"name":"Restorative Justice","url":"https://www.academia.edu/Documents/in/Restorative_Justice?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23875" href="https://www.academia.edu/Documents/in/Classroom_Management">Classroom Management</a>, <script data-card-contents-for-ri="23875" type="text/json">{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="88382" href="https://www.academia.edu/Documents/in/Primary_Education">Primary Education</a><script data-card-contents-for-ri="88382" type="text/json">{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16383488]'), work: {"id":16383488,"title":"Managing an Elementary Class of Diverse Learners","created_at":"2015-10-01T18:57:05.096-07:00","url":"https://www.academia.edu/16383488/Managing_an_Elementary_Class_of_Diverse_Learners?f_ri=386037","dom_id":"work_16383488","summary":"You are an early career Elementary school teacher and it is the start of a new school year. You walk into your assigned classroom for the year and as you begin the morning session of the first day, before you are seated 26 students. From dialogues you have had in staff meetings during the days prior to the commencement of the school year you will have gained an understanding of the mix of different learners presented before you. Upon identifying the specific needs of the number of\ndiverse learners in your classroom, how will you manage their learning to develop a harmonious and productive learning environment for your learners? Let's look at some straightforward approaches that can be used to facilitate learning for the following:\n• ESL learner\n• Indigenous \u0026 Minority group learner\n• Shy learner\n• Gifted learner\n• Autistic learner\n• Classroom \u0026 School bully\n• Refugee learner \u0026 State Welfare Care learner\n• Disruptive learner\nLet's look at some tips for managing these specific cases and how to maximize their integration into the class group.","downloadable_attachments":[{"id":38970387,"asset_id":16383488,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35459712,"first_name":"Andrew","last_name":"Leichsenring","domain_name":"independent","page_name":"ALeichsenring","display_name":"Andrew Leichsenring","profile_url":"https://independent.academia.edu/ALeichsenring?f_ri=386037","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=386037","nofollow":false},{"id":9488,"name":"Restorative Justice","url":"https://www.academia.edu/Documents/in/Restorative_Justice?f_ri=386037","nofollow":false},{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=386037","nofollow":false},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":889087,"name":"Diverse Learners","url":"https://www.academia.edu/Documents/in/Diverse_Learners?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49344126" data-work_id="49344126" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49344126/Supporting_the_Implementation_of_Digital_Technologies_in_Disadvantaged_Schools">Supporting the Implementation of Digital Technologies in Disadvantaged Schools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As in other nations, in Australia, socioeconomic, educational, cultural and geographical factors collide with institutionalised curriculum and resourcing practices to produce disadvantage with respect to formal education participation and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49344126" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As in other nations, in Australia, socioeconomic, educational, cultural and geographical factors collide with institutionalised curriculum and resourcing practices to produce disadvantage with respect to formal education participation and achievement in some schools. Unevenness of educational outcomes is strongly associated with poverty, with lower levels of attainment found in poorer urban postcodes and in regional and Indigenous schools. Among the many challenges faced by schools in these settings, availability of resources and provision of teacher professional learning to support curricular change is a perennial issue. This research investigated the impacts, outcomes, sustainability of a national curriculum implementation project designed specifically to support Australia’s most disadvantaged schools to implement the Digital Technologies (DT) curriciulum. The implementation project—Digital Technologies in Focus (DTIF)—was funded by the Federal govement and led by the Australian Curriculum, Assessment and Reporting Authority (ACARA). This output is the final report of external evaluation commissioned by ACARA and published on their website. <br />A case study design focussed on six schools selected to incorporate diversity of contextual factors (state, sector and location—urban, regional and remote) provided accounts of:<br />• contexts and histories of participating schools with regards to DT curriculum and resourcing;<br />• participation in DTIF project activities, including professional learning activities, online support, and project reporting and evaluation processes;<br />• outcomes of participation at for schools, teachers and students;<br />• impact and sustainability of new and developing practices.<br />The research findings contribute to understandings about challenges to implementation of DT curriculum in disadvantaged Australian schools and and factors promoting success, including transferred to other settings and other curriculum areas.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49344126" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="714eef0720de1c2fdf586236621183b4" rel="nofollow" data-download="{"attachment_id":67717828,"asset_id":49344126,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67717828/download_file?st=MTczNDQ5NjYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="905555" href="https://deakin.academia.edu/JulianneLynch">Julianne Lynch</a><script data-card-contents-for-user="905555" type="text/json">{"id":905555,"first_name":"Julianne","last_name":"Lynch","domain_name":"deakin","page_name":"JulianneLynch","display_name":"Julianne Lynch","profile_url":"https://deakin.academia.edu/JulianneLynch?f_ri=386037","photo":"https://0.academia-photos.com/905555/334400/396856/s65_julianne.lynch.jpg"}</script></span></span></li><li class="js-paper-rank-work_49344126 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49344126"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49344126, container: ".js-paper-rank-work_49344126", }); });</script></li><li class="js-percentile-work_49344126 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49344126; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49344126"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49344126 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49344126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49344126; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49344126]").text(description); $(".js-view-count-work_49344126").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49344126").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49344126"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3611" href="https://www.academia.edu/Documents/in/Digital_Technology">Digital Technology</a>, <script data-card-contents-for-ri="3611" type="text/json">{"id":3611,"name":"Digital Technology","url":"https://www.academia.edu/Documents/in/Digital_Technology?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17773" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a>, <script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="47979" href="https://www.academia.edu/Documents/in/Educational_Technologies">Educational Technologies</a><script data-card-contents-for-ri="47979" type="text/json">{"id":47979,"name":"Educational Technologies","url":"https://www.academia.edu/Documents/in/Educational_Technologies?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49344126]'), work: {"id":49344126,"title":"Supporting the Implementation of Digital Technologies in Disadvantaged Schools","created_at":"2021-06-22T18:56:07.713-07:00","url":"https://www.academia.edu/49344126/Supporting_the_Implementation_of_Digital_Technologies_in_Disadvantaged_Schools?f_ri=386037","dom_id":"work_49344126","summary":"As in other nations, in Australia, socioeconomic, educational, cultural and geographical factors collide with institutionalised curriculum and resourcing practices to produce disadvantage with respect to formal education participation and achievement in some schools. Unevenness of educational outcomes is strongly associated with poverty, with lower levels of attainment found in poorer urban postcodes and in regional and Indigenous schools. Among the many challenges faced by schools in these settings, availability of resources and provision of teacher professional learning to support curricular change is a perennial issue. This research investigated the impacts, outcomes, sustainability of a national curriculum implementation project designed specifically to support Australia’s most disadvantaged schools to implement the Digital Technologies (DT) curriciulum. The implementation project—Digital Technologies in Focus (DTIF)—was funded by the Federal govement and led by the Australian Curriculum, Assessment and Reporting Authority (ACARA). This output is the final report of external evaluation commissioned by ACARA and published on their website. \nA case study design focussed on six schools selected to incorporate diversity of contextual factors (state, sector and location—urban, regional and remote) provided accounts of:\n•\tcontexts and histories of participating schools with regards to DT curriculum and resourcing;\n•\tparticipation in DTIF project activities, including professional learning activities, online support, and project reporting and evaluation processes;\n•\toutcomes of participation at for schools, teachers and students;\n•\timpact and sustainability of new and developing practices.\nThe research findings contribute to understandings about challenges to implementation of DT curriculum in disadvantaged Australian schools and and factors promoting success, including transferred to other settings and other curriculum areas. \n","downloadable_attachments":[{"id":67717828,"asset_id":49344126,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":905555,"first_name":"Julianne","last_name":"Lynch","domain_name":"deakin","page_name":"JulianneLynch","display_name":"Julianne Lynch","profile_url":"https://deakin.academia.edu/JulianneLynch?f_ri=386037","photo":"https://0.academia-photos.com/905555/334400/396856/s65_julianne.lynch.jpg"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=386037","nofollow":false},{"id":3611,"name":"Digital Technology","url":"https://www.academia.edu/Documents/in/Digital_Technology?f_ri=386037","nofollow":false},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=386037","nofollow":false},{"id":47979,"name":"Educational Technologies","url":"https://www.academia.edu/Documents/in/Educational_Technologies?f_ri=386037","nofollow":false},{"id":154764,"name":"Teacher Professional Learning","url":"https://www.academia.edu/Documents/in/Teacher_Professional_Learning?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":423532,"name":"Secondary School","url":"https://www.academia.edu/Documents/in/Secondary_School?f_ri=386037"},{"id":2149432,"name":"Historically disadvantaged schools","url":"https://www.academia.edu/Documents/in/Historically_disadvantaged_schools?f_ri=386037"},{"id":3558064,"name":"STEM curriculum","url":"https://www.academia.edu/Documents/in/STEM_curriculum?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42725159" data-work_id="42725159" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42725159/Whalley_R_and_Barbour_M_K_2020_Collaboration_and_virtual_learning_in_New_Zealand_rural_primary_schools_A_review_of_the_literature_Turkish_Online_Journal_of_Distance_Education_21_2_102_125">Whalley, R., & Barbour, M. K. (2020). Collaboration and virtual learning in New Zealand rural primary schools: A review of the literature. Turkish Online Journal of Distance Education, 21(2), 102-125.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this literature review, the authors examined three key areas that were chosen as relevant to the challenges faced by small rural schools, and collaborative practice between schools working in virtual learning environments in New... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42725159" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this literature review, the authors examined three key areas that were chosen as relevant to the challenges faced by small rural schools, and collaborative practice between schools working in virtual learning environments in New Zealand. The first area was rural education, where definitions of rurality and the demographics and characteristics of small rural New Zealand schools were described, and the challenges and innovations in rural school setting were explored. The second area was collaborative practice, where features of effective collaboration were discussed as is the professional practice and theory that underpins collaboration across school networks. Finally, the third area was virtual learning, which was defined and described, along with the benefits and challenges of learning in virtual environments, and the growth of networked learning communities in New Zealand was chronicled. A comprehensive scope of the current New Zealand education landscape was included to provide the context in which this review resides.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42725159" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1e37f66f2c044b6f4693cb413391dc60" rel="nofollow" data-download="{"attachment_id":62940952,"asset_id":42725159,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62940952/download_file?st=MTczNDQ5NjYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="171604" href="https://tu-ca.academia.edu/MichaelBarbour">Michael Barbour</a><script data-card-contents-for-user="171604" type="text/json">{"id":171604,"first_name":"Michael","last_name":"Barbour","domain_name":"tu-ca","page_name":"MichaelBarbour","display_name":"Michael Barbour","profile_url":"https://tu-ca.academia.edu/MichaelBarbour?f_ri=386037","photo":"https://0.academia-photos.com/171604/43056/36090379/s65_michael.barbour.jpg"}</script></span></span></li><li class="js-paper-rank-work_42725159 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42725159"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42725159, container: ".js-paper-rank-work_42725159", }); });</script></li><li class="js-percentile-work_42725159 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42725159; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_42725159"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42725159 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42725159"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42725159; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42725159]").text(description); $(".js-view-count-work_42725159").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42725159").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42725159"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="9306" href="https://www.academia.edu/Documents/in/Virtual_Schooling">Virtual Schooling</a>, <script data-card-contents-for-ri="9306" type="text/json">{"id":9306,"name":"Virtual Schooling","url":"https://www.academia.edu/Documents/in/Virtual_Schooling?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20603" href="https://www.academia.edu/Documents/in/Rural_education">Rural education</a>, <script data-card-contents-for-ri="20603" type="text/json">{"id":20603,"name":"Rural education","url":"https://www.academia.edu/Documents/in/Rural_education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="77318" href="https://www.academia.edu/Documents/in/Primary_School">Primary School</a>, <script data-card-contents-for-ri="77318" type="text/json">{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="98941" href="https://www.academia.edu/Documents/in/Virtual_Learning">Virtual Learning</a><script data-card-contents-for-ri="98941" type="text/json">{"id":98941,"name":"Virtual Learning","url":"https://www.academia.edu/Documents/in/Virtual_Learning?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42725159]'), work: {"id":42725159,"title":"Whalley, R., \u0026 Barbour, M. K. (2020). Collaboration and virtual learning in New Zealand rural primary schools: A review of the literature. Turkish Online Journal of Distance Education, 21(2), 102-125.","created_at":"2020-04-13T09:29:00.893-07:00","url":"https://www.academia.edu/42725159/Whalley_R_and_Barbour_M_K_2020_Collaboration_and_virtual_learning_in_New_Zealand_rural_primary_schools_A_review_of_the_literature_Turkish_Online_Journal_of_Distance_Education_21_2_102_125?f_ri=386037","dom_id":"work_42725159","summary":"In this literature review, the authors examined three key areas that were chosen as relevant to the challenges faced by small rural schools, and collaborative practice between schools working in virtual learning environments in New Zealand. The first area was rural education, where definitions of rurality and the demographics and characteristics of small rural New Zealand schools were described, and the challenges and innovations in rural school setting were explored. The second area was collaborative practice, where features of effective collaboration were discussed as is the professional practice and theory that underpins collaboration across school networks. Finally, the third area was virtual learning, which was defined and described, along with the benefits and challenges of learning in virtual environments, and the growth of networked learning communities in New Zealand was chronicled. A comprehensive scope of the current New Zealand education landscape was included to provide the context in which this review resides. ","downloadable_attachments":[{"id":62940952,"asset_id":42725159,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":171604,"first_name":"Michael","last_name":"Barbour","domain_name":"tu-ca","page_name":"MichaelBarbour","display_name":"Michael Barbour","profile_url":"https://tu-ca.academia.edu/MichaelBarbour?f_ri=386037","photo":"https://0.academia-photos.com/171604/43056/36090379/s65_michael.barbour.jpg"}],"research_interests":[{"id":9306,"name":"Virtual Schooling","url":"https://www.academia.edu/Documents/in/Virtual_Schooling?f_ri=386037","nofollow":false},{"id":20603,"name":"Rural education","url":"https://www.academia.edu/Documents/in/Rural_education?f_ri=386037","nofollow":false},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false},{"id":98941,"name":"Virtual Learning","url":"https://www.academia.edu/Documents/in/Virtual_Learning?f_ri=386037","nofollow":false},{"id":116108,"name":"New Zealand","url":"https://www.academia.edu/Documents/in/New_Zealand?f_ri=386037"},{"id":120697,"name":"Cyber Schooling","url":"https://www.academia.edu/Documents/in/Cyber_Schooling?f_ri=386037"},{"id":147261,"name":"K-12 Online Learning","url":"https://www.academia.edu/Documents/in/K-12_Online_Learning?f_ri=386037"},{"id":148783,"name":"K-12 online learning;","url":"https://www.academia.edu/Documents/in/K-12_online_learning_?f_ri=386037"},{"id":256491,"name":"Virtual Schools","url":"https://www.academia.edu/Documents/in/Virtual_Schools?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":647459,"name":"Cyber educational programs and schools","url":"https://www.academia.edu/Documents/in/Cyber_educational_programs_and_schools?f_ri=386037"},{"id":2793210,"name":"Online Learning (Virtual Schools)","url":"https://www.academia.edu/Documents/in/Online_Learning_Virtual_Schools_?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30039751" data-work_id="30039751" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30039751/DAMPAK_PENGGUNAAN_SMARTPHONE_UNTUK_ANAK_USIA_SEKOLAH_DASAR">DAMPAK PENGGUNAAN SMARTPHONE UNTUK ANAK USIA SEKOLAH DASAR</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Perkembangan smartphone menimbulkan berbagai dampak kepada anak usia sekolah dasar. Dampak positif yang timbul seringkali diikuti oleh dampak negatifnya. Sebagai orang tua dan guru, kita harus mengetahui dampak positif dan negatif... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30039751" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Perkembangan smartphone menimbulkan berbagai dampak kepada anak usia sekolah dasar. Dampak positif yang timbul seringkali diikuti oleh dampak negatifnya. Sebagai orang tua dan guru, kita harus mengetahui dampak positif dan negatif smartphone untuk anak agar anak kita dapat menggunakan smartphone dengan bijak.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30039751" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0e89738f690f60267c3ac1a66520072a" rel="nofollow" data-download="{"attachment_id":50492215,"asset_id":30039751,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50492215/download_file?st=MTczNDQ5NjYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9090042" href="https://sikadu.academia.edu/ArdhyNugraha">R Gita Ardhy Nugraha</a><script data-card-contents-for-user="9090042" type="text/json">{"id":9090042,"first_name":"R Gita Ardhy","last_name":"Nugraha","domain_name":"sikadu","page_name":"ArdhyNugraha","display_name":"R Gita Ardhy Nugraha","profile_url":"https://sikadu.academia.edu/ArdhyNugraha?f_ri=386037","photo":"https://0.academia-photos.com/9090042/14060489/15191358/s65_r_gita_ardhy.nugraha.jpg"}</script></span></span></li><li class="js-paper-rank-work_30039751 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30039751"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30039751, container: ".js-paper-rank-work_30039751", }); });</script></li><li class="js-percentile-work_30039751 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30039751; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_30039751"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_30039751 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="30039751"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30039751; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30039751]").text(description); $(".js-view-count-work_30039751").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30039751").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30039751"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="77318" href="https://www.academia.edu/Documents/in/Primary_School">Primary School</a>, <script data-card-contents-for-ri="77318" type="text/json">{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="81221" href="https://www.academia.edu/Documents/in/Smartphones">Smartphones</a>, <script data-card-contents-for-ri="81221" type="text/json">{"id":81221,"name":"Smartphones","url":"https://www.academia.edu/Documents/in/Smartphones?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="90732" href="https://www.academia.edu/Documents/in/Pendidikan">Pendidikan</a><script data-card-contents-for-ri="90732" type="text/json">{"id":90732,"name":"Pendidikan","url":"https://www.academia.edu/Documents/in/Pendidikan?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30039751]'), work: {"id":30039751,"title":"DAMPAK PENGGUNAAN SMARTPHONE UNTUK ANAK USIA SEKOLAH DASAR","created_at":"2016-11-22T20:42:39.330-08:00","url":"https://www.academia.edu/30039751/DAMPAK_PENGGUNAAN_SMARTPHONE_UNTUK_ANAK_USIA_SEKOLAH_DASAR?f_ri=386037","dom_id":"work_30039751","summary":"Perkembangan smartphone menimbulkan berbagai dampak kepada anak usia sekolah dasar. Dampak positif yang timbul seringkali diikuti oleh dampak negatifnya. Sebagai orang tua dan guru, kita harus mengetahui dampak positif dan negatif smartphone untuk anak agar anak kita dapat menggunakan smartphone dengan bijak.","downloadable_attachments":[{"id":50492215,"asset_id":30039751,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9090042,"first_name":"R Gita Ardhy","last_name":"Nugraha","domain_name":"sikadu","page_name":"ArdhyNugraha","display_name":"R Gita Ardhy Nugraha","profile_url":"https://sikadu.academia.edu/ArdhyNugraha?f_ri=386037","photo":"https://0.academia-photos.com/9090042/14060489/15191358/s65_r_gita_ardhy.nugraha.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=386037","nofollow":false},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=386037","nofollow":false},{"id":81221,"name":"Smartphones","url":"https://www.academia.edu/Documents/in/Smartphones?f_ri=386037","nofollow":false},{"id":90732,"name":"Pendidikan","url":"https://www.academia.edu/Documents/in/Pendidikan?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"},{"id":843659,"name":"Pendidikan Guru Sekolah Dasar","url":"https://www.academia.edu/Documents/in/Pendidikan_Guru_Sekolah_Dasar?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37913809" data-work_id="37913809" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37913809/What_makes_a_good_mathematical_game">What makes a ‘good’ mathematical game?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37913809" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which games to introduce in their classrooms? In this paper we attempt to support teachers to address this our intention for presenting these principles is to stimulate critical discussion and to guide teacher decision-making. Examples of mathematical games that we believe appropriately capture each principle are provided.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37913809" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="67153b8fc56aabb9cdd25cd85f1fd44c" rel="nofollow" data-download="{"attachment_id":57924956,"asset_id":37913809,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57924956/download_file?st=MTczNDQ5NjYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32948746" href="https://monash.academia.edu/JamesRusso">James A Russo</a><script data-card-contents-for-user="32948746" type="text/json">{"id":32948746,"first_name":"James","last_name":"Russo","domain_name":"monash","page_name":"JamesRusso","display_name":"James A Russo","profile_url":"https://monash.academia.edu/JamesRusso?f_ri=386037","photo":"https://0.academia-photos.com/32948746/9798391/10917619/s65_james.russo.jpg"}</script></span></span></li><li class="js-paper-rank-work_37913809 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37913809"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37913809, container: ".js-paper-rank-work_37913809", }); });</script></li><li class="js-percentile-work_37913809 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37913809; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37913809"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37913809 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37913809"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37913809; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37913809]").text(description); $(".js-view-count-work_37913809").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37913809").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37913809"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2731" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10641" href="https://www.academia.edu/Documents/in/Game_Based_Learning">Game Based Learning</a>, <script data-card-contents-for-ri="10641" type="text/json">{"id":10641,"name":"Game Based Learning","url":"https://www.academia.edu/Documents/in/Game_Based_Learning?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23876" href="https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools">Mathematics Education at Primary Schools</a>, <script data-card-contents-for-ri="23876" type="text/json">{"id":23876,"name":"Mathematics Education at Primary Schools","url":"https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools?f_ri=386037","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="36556" href="https://www.academia.edu/Documents/in/Elementary_Education">Elementary Education</a><script data-card-contents-for-ri="36556" type="text/json">{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=386037","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37913809]'), work: {"id":37913809,"title":"What makes a ‘good’ mathematical game?","created_at":"2018-12-04T15:02:58.452-08:00","url":"https://www.academia.edu/37913809/What_makes_a_good_mathematical_game?f_ri=386037","dom_id":"work_37913809","summary":"Most primary school teachers would concur that mathematical games are a valuable pedagogical tool to deploy in the primary classroom; however, not all mathematical games are likely to be equally valuable. How might teachers decide which games to introduce in their classrooms? In this paper we attempt to support teachers to address this our intention for presenting these principles is to stimulate critical discussion and to guide teacher decision-making. Examples of mathematical games that we believe appropriately capture each principle are provided.","downloadable_attachments":[{"id":57924956,"asset_id":37913809,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32948746,"first_name":"James","last_name":"Russo","domain_name":"monash","page_name":"JamesRusso","display_name":"James A Russo","profile_url":"https://monash.academia.edu/JamesRusso?f_ri=386037","photo":"https://0.academia-photos.com/32948746/9798391/10917619/s65_james.russo.jpg"}],"research_interests":[{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=386037","nofollow":false},{"id":10641,"name":"Game Based Learning","url":"https://www.academia.edu/Documents/in/Game_Based_Learning?f_ri=386037","nofollow":false},{"id":23876,"name":"Mathematics Education at Primary Schools","url":"https://www.academia.edu/Documents/in/Mathematics_Education_at_Primary_Schools?f_ri=386037","nofollow":false},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=386037","nofollow":false},{"id":46722,"name":"Elementary Mathematics Education","url":"https://www.academia.edu/Documents/in/Elementary_Mathematics_Education?f_ri=386037"},{"id":50932,"name":"Games","url":"https://www.academia.edu/Documents/in/Games?f_ri=386037"},{"id":85419,"name":"Game-based Learning","url":"https://www.academia.edu/Documents/in/Game-based_Learning?f_ri=386037"},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=386037"},{"id":329008,"name":"Mathematical Games","url":"https://www.academia.edu/Documents/in/Mathematical_Games?f_ri=386037"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70256257" data-work_id="70256257" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70256257/Barns_estetiska_l%C3%A4roprocesser_Atelierista_i_f%C3%B6rskola_och_skola">Barns estetiska läroprocesser. Atelierista i förskola och skola</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Haikio har sin utgangspunkt i konst- och bildvetenskap och beskriver barns estetiska laroprocesser utifran ett mangvetenskapligt perspektiv. Reggio Emilias pedagogiska filosofi utgor en grundlaggande utgangspunkt i avhandlingen.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70256257" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Haikio har sin utgangspunkt i konst- och bildvetenskap och beskriver barns estetiska laroprocesser utifran ett mangvetenskapligt perspektiv. Reggio Emilias pedagogiska filosofi utgor en grundlaggande utgangspunkt i avhandlingen. Bildpedagogiska praktiker beskrivs genom fallstudier gjorda i Sverige och jamforelser med verksamheter i Italien och i Finland. Atelieristans bildpedagogiska arbete med barnen i atelje star i fokus och rollen som pedagogisk handledare eller pedagogista presenteras. Reggio Emilia-forskolornas barnsyn, verksamhet med dokumentation, pedagogiska miljoer och forhallningssatt beskrivs och analyseras. I avhandlingen beskriver, analyserar och granskar Haikio den pedagogiska praxis som ligger bakom dokumentationen som medvetandegorande metod. Utvecklingspsykologen Lev Vygotskijs fantasibegrepp bildar avhandlingens teoretiska bas. Haikio lyfter fram fantasin som en avgorande del i ett barns utveckling utifran Vygotskijs teori om fantasin som medvetandeform. Minnets och forestallandets komplementara funktion antas har utgora en forutsattning for barns larande.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70256257" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e0aa3fb70c7e4cbc9a5de8991fe32312" rel="nofollow" data-download="{"attachment_id":80116236,"asset_id":70256257,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80116236/download_file?st=MTczNDQ5NjYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47670567" href="https://gu-se.academia.edu/TarjaH%C3%A4iki%C3%B6">Tarja Häikiö</a><script data-card-contents-for-user="47670567" type="text/json">{"id":47670567,"first_name":"Tarja","last_name":"Häikiö","domain_name":"gu-se","page_name":"TarjaHäikiö","display_name":"Tarja Häikiö","profile_url":"https://gu-se.academia.edu/TarjaH%C3%A4iki%C3%B6?f_ri=386037","photo":"https://0.academia-photos.com/47670567/153310661/142915522/s65_tarja.h_iki_.jpg"}</script></span></span></li><li class="js-paper-rank-work_70256257 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70256257"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70256257, container: ".js-paper-rank-work_70256257", }); 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I avhandlingen beskriver, analyserar och granskar Haikio den pedagogiska praxis som ligger bakom dokumentationen som medvetandegorande metod. Utvecklingspsykologen Lev Vygotskijs fantasibegrepp bildar avhandlingens teoretiska bas. Haikio lyfter fram fantasin som en avgorande del i ett barns utveckling utifran Vygotskijs teori om fantasin som medvetandeform. Minnets och forestallandets komplementara funktion antas har utgora en forutsattning for barns larande.","downloadable_attachments":[{"id":80116236,"asset_id":70256257,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47670567,"first_name":"Tarja","last_name":"Häikiö","domain_name":"gu-se","page_name":"TarjaHäikiö","display_name":"Tarja Häikiö","profile_url":"https://gu-se.academia.edu/TarjaH%C3%A4iki%C3%B6?f_ri=386037","photo":"https://0.academia-photos.com/47670567/153310661/142915522/s65_tarja.h_iki_.jpg"}],"research_interests":[{"id":25969,"name":"Art Education","url":"https://www.academia.edu/Documents/in/Art_Education?f_ri=386037","nofollow":false},{"id":67453,"name":"Preschool Education","url":"https://www.academia.edu/Documents/in/Preschool_Education?f_ri=386037","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=386037","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31334270" data-work_id="31334270" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31334270/TUTORS_FACTORS_INFLUENCING_QUALITY_IN_PUBLIC_PRIMARY_TEACHERS_TRAINING_COLLEGES_IN_RIFT_VALLEY_KENYA">TUTORS' FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS TRAINING COLLEGES IN RIFT VALLEY, KENYA</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of the study was to establish tutors' factors influencing quality in public primary teachers training colleges in Rift Valley Zone, Kenya. This study was based on the Malcolm Knowles (1968) Theory of Andragogy of adult... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31334270" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of the study was to establish tutors' factors influencing quality in public primary teachers training colleges in Rift Valley Zone, Kenya. This study was based on the Malcolm Knowles (1968) Theory of Andragogy of adult learning which postulates that adult learning is self-directed and is expected to take responsibility for their decision. The study used descriptive survey research design and the instruments for data collection were questionnaires, interviews and document analysis. Purposive, stratified and simple random sampling techniques were used to select study sample.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31334270" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b1bc6cf79d5c0500f30ff4eb74f87f1f" rel="nofollow" data-download="{"attachment_id":51720526,"asset_id":31334270,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51720526/download_file?st=MTczNDQ5NjYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=386037","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_31334270 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31334270"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31334270, container: ".js-paper-rank-work_31334270", }); 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This study was based on the Malcolm Knowles (1968) Theory of Andragogy of adult learning which postulates that adult learning is self-directed and is expected to take responsibility for their decision. The study used descriptive survey research design and the instruments for data collection were questionnaires, interviews and document analysis. 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