Questions related to Elementary Education
O 1.º Ciclo do Ensino Básico é considerado um período formativo essencial no percurso escolar de cada sujeito. A Escola Superior de Educação do Politécnico do Porto (ESE—P.PORTO) irá promover um seminário que tem como objetivo refletir e partilhar perspetivas e investigações sobre o currículo, as práticas e a identidade docente, no âmbito do 1.º Ciclo do Ensino Básico. O seminário — O 1.º ciclo do Ensino Básico — Que identidade(s)? | Currículo, práticas e formação docente — dirige-se a todos que, de forma direta ou indireta, se relacionam com este nível de ensino, como professores, futuros professores, formadores de professores, investigadores, pais/encarregados de educação, dirigentes políticos e comunidade em geral.
A realizar-se em abril de 2019, o Seminário é gratuito com inscrição obrigatória e pretende contar com a intervenção de um grupo alargado de participantes, incentivando-se que sejam feitas diferentes propostas para comunicações, a realizar em sessões paralelas, conforme é indicado no programa.
O envio de resumos termina no dia 17 de fevereiro, e após o evento será publicado um ebook com as atas de todas as comunicações.
Mais informações no site: http://1ciclo.ese.ipp.pt/
We are looking for contributions that - empirically - investigate the use of digital learning tools/aids for language education/promotion of language skills (reading, writing, speaking or listening) in kindergarten and school.
Many thanks for references!
Strengths: It enhances group cohesion and social understanding among learners
Weaknesses: Social activities unintentionally led to bullying and loss of confidence in some learners
Your views are warmly welcomed. Kind regards
For a study about teacher stress (in school and high-school), what tools/methods do you think would be suitable for this research?
There are a number of possible ways to use social media to benefit learning in the classroom, but do the entertainment and social qualities/values also inhibit learning and focus. It is too tempting to "also" check social media for other reasons in an educational context? Do students have enough self-control or discipline? I'm not sure adults do (smile).
Is it possible to use a tool that is designed for both entertainment/social reasons BUT can also be used for learning?
Michael Fullan, in a book called Stratosphere (2013), posted a startling graph see https://goo.gl/tdClEJ showing a drop in enthusiasm from Kindergarten (95% of US students were enthused about school) to grade 8 (37%) and then a slight rise to 45% in grade 12.
I have not been able to find much in the literature about levels of student enthusiasm and school. I wonder if it is similar in other countries, WHY it is such a drastic drop, and WHY there has not been more reaction to this rather sobering finding.
I'm currently working on a project that involves digital games creation by elementary school kids aged 11-12 in cooperation with the schools' communities and the idea is to study the impact of it not only on "games creation" but in the multiple literacies needed in our society besides the 3 R (reading, writing & arithmetics).
I've found the Abbreviated MARS (Math Anxiety Rating Scale) but it is directed at college students and I'd like to survey teachers who might be teaching elementary math but not currently taking a math course or math exam.
Is there a math anxiety survey tool that anyone has used with elementary school teachers?
I want working on learning based model on elementary or secondary students, Im looking for appropriate tool that allow them creating their model, I like netlogo but I think is very hard for my student,please help me?
I am interested in determing the characteristics of the most effective small groups for math instruction/remediation in order to increase math self-confidence and academic success.
If teachers questions are supposed to involve the students in more thinking and teach them how to think critically, and if some outcomes are better achieved if they are learned from childhood, should teachers start teaching critically by asking higher order questions to children? In children's language classrooms, would childrens' level (mastery of language) and their cognitive abilities allow the teacher to use higher order questions?
Do generalist elementary teachers understand how "purposeful" fine arts integration really is? Do they know where to go for resources? Have they had training? Do the administration support them?
First graders cannot write, so if a projective measure like the Children Apperception Test is used, it could only be in the way, that the story is written down by the experimenter. The measure should be used from first to fourth grade.
Does anyone have experience in motive measuring in the age from six to ten years? I would be happy for any advice!
I agree with the writer that education is not a business. I don't agree with the comments on educational technology. Ed tech can be misused and overused but when integrated judiciously it offers great benefits to students in K-12 and beyond.
Do you agree with the writer's model for "personalization/socialization" in education? Would that plus ed tech provide a viable model? What other elements should be included?
Is anyone conducting any research into concept development by children?
We are investigating young children's 'intuitive theories' of the natural world (kids in South Africa).
I do not know whether I have to calculate self determination index or not, and how? Meanwhile, the original scale is 5 point however the Turkish version is 3 point scale. Could this variation in scaling effect calculations?