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We know that students' creativity develops when there is no fear of failure, then how we do the assessment.
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Dear are new online tools for assessments, Prof. Hacı Hasan Yolcu, for example, the H5P content:
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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/
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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!
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children learning by playing and children learning by doing. because of their cognitive milestone is pre-operational concret and children learn with various learning style, ecpecially kinesthetic and tactile.
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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
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Folowing.
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Does it distort historical facts/trivialise history for children or is it a useful learning tool?
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Peter and Anastasia
Thank you both for your very helpful recommendations. I am delighted to get such a great start with my research.
Regards
Karen
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For a study about teacher stress (in school and high-school), what tools/methods do you think would be suitable for this research?
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I would start with the attachment below to garner what I could from what other scholars recommend. Because the issue of stress is cross-sectional, I would also look into how other helping professionals cope. I actually use a process to measure levels of stress on a five stage continuum: 1. Total well-being. 2. Stress (normal). 3. Problem (starting to show ware and tear). 4. Crisis (intervention/EAP recommended. 5. Burnout (disability compensation and treatment required). This method has afforded others a way to measure and intervene before levels reach the B/O stage. In the meantime I humbly recommend a publication by  Tubsing &Tubsing (1986) Vol. 3 Structured Exercises in Stress Management: A Whole Person Handbook for Trainers, Educaters and Group Leaders. Duluth, MN:  Whole Person Press.  Hope this helps to answer your question.
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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? 
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Yes it's interesting to see that how we can handle the social media in the education system. I agree with @Emad that there should be a balance between control and freedom. We have to take all the positive things available. I have gone through the web and found few articles and this one I found  good: http://mashable.com/2013/08/18/social-media-teachers/#nHVtnD4hOZqI
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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.
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The graph you reference (the link btw is faulty) shows a reduction in percentage of students valuing school. I think this will require different reasoning from the concomittant loss in enthusiasm within each student over time, and i would like to attempt to address both issues if i may.
My start points are:
  1. I am referring to Australian conditions and social context.
  2. I acknowledge the SDT view of motivation based on three pillars of success, control and relatedness.
  3. I distinguish between motivation to achieve, from motivation to learn, with a definite preference for the latter.
  4. 'Schooling' is defined as the cultural construct or 'reading' of the school environment extant in one's country. 
Issue 1, the drop in numbers of students remaining engaged.
The reasons for this are multiple as Laura suggests. I would add that it is an additive effect, the slow, inexorable collection of negative influences within the school environment. Only those students who have high quality motivation can maintain it in the face of the collection of negatives over time.
Issue 2, the progressive loss in engagement/motivation within individuals or groups. The reason i distinguish this is because there are interesting patterns in groups, eg in Australia, the loss in motivation is greatest amongst indigenous and low SES students. My experience, not just general observations as an educator, but also from an action research project i undertook over 5 years where i changed some of the parameters within which the school worked, leads me to focus in particular on schooling parameters that speak to motivational pillars.
A key issue is readings of the meaning of success. Currently, students who, for various reasons, begin school behind the 8 ball socially or educationally are most likely to define themselves as unsuccessful at school from an early age, and soonest lose enthusiasm. So, when i had the opportunity in the A.R., i redefined the meaning of success by altering assessment, reporting processes and teacher language around success. Over the 5 years, i noted greater motivation in class, especially, but not only, amongst the lower achievers. In a nutshell, the definition of success was reframed from 'passing' against criteria, to 'progressing' with effort, a kind of personal best approach. There is much more to say, but hopefully this is enough to get the ideas across.
To your question: while there are multiple reasons for loss in  enthusiasm, the one that is most interesting is self efficacy in schooling. Schooling, that collection of contexts, processes, procedures, relationships and language constructs is not designed well to maintain engagement/motivation because it negatively impacts on self efficacy, mindset, resilience etc. My hypothesis, on the basis of the action research, is that redesigning the processes, procedures, language used in school to positively impact on the student psychology/sociology would see a significant gain in erngagement. Unfortunately, what i think would work is unattractive politically, and hence unlikely to gain traction. That being said, the Australian Council for Educational Research (ACER) is currently looking to change at least some of the parameters, I am describing.
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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).
Thank you!
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Maybe, Lieberoth et al. Sex, violence and learning might be in some help (in Lankoski  & Björk, 2015. Game research methods, http://press.etc.cmu.edu/files/Game-Research-Methods_Lankoski-Bjork-etal-web.pdf). The chapter contains an overview of different designs to study game effects and their strengths & weaknesses (and your set-up would be analogous to many cases they discuss).
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Does anyone have research or data about teaching programming in elementary schools?
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הי מואנס
במסגרת חוגים וההעשרה לומדים תלמידים ביסודי רובוטיקה 
כדי להפעיל את הרובוט התלמידים מתכנתים את הרובוט
  באמצעות שפה גרפית המחייבת תכנון אלוגריטמי וקיימים בה אלמנטים רבים של שפה תיקנית - תנאים
- לולאות וכדומה
הרובוט המקובל הוא של חברת לגו
השפה הקודמת נקראה NXT
בנוסף בדוק במשרד החינוך הם אמורים להכניס תכ"ל ללימוד רובוטיקה כפילוט   כבר השנה
בחטיבה הצעירה
תרצה עוד פרטים - חזור אלי
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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?
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Hi 
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?
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Try Insightmaker.com - it s a great tool for creating rich pictures, causal loop diagrams, and Simple SD models. Easier to use that Vensim or Stella for a beginner. More info at systemswiki.
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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. 
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Joanna -
Are you acquainted with RTI (Response to Intervention), the model many schools are using for remediation in math and reading? In this model, the students with the greatest need for intervention in math meet one-on-one (or at most, 2-on 1) with the teacher. Those needing some intervention, but not at such an intensive level, meet in groups of 3 or 4 (and not more) with the teacher. I believe there is research to support groups of this size but I do not have the citations at hand.
A second point - Math self-confidence comes from feeling you understand what is going on in the lesson. The fact is, the primary grade math curriculum in the United States does not match the normal child's normal brain development. To understand number relationships such as subtraction requires keeping more than one idea in mind at the same time. This does not happen until AFTER AGE 7, in other words, around age 8 (Rueda, Fan, McCandliss, et al. (2004) Development of attentional networks in childhood, Neuropsychologia 42(8) 1029-1040). Because the toxic stress of poverty slows normal brain development, children in poverty may be delayed in growing this important brain connection.
That means, when subtraction with borrowing (abstract numeral representation rather than concrete objects) is introduced in 2nd grade (or earlier), the children with spring and summer birthdays often are incapable of understanding it. They don't turn 8 until the end of the school year. These are the smart children who go through life thinking they can't do math, when in reality they were too young to understand certain concepts when the math curriculum presented those concepts.
Unless and until teachers are aware of this mismatch of curriculum and children's brain development - and reteach the concepts when children are able to understand them - these children's feelings of math inadequacy persist. I suggest that the size of the instruction group may have no effect on sefl-confidence unless and until the root cause is corrected.
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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? 
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Urging students to acquire language inductively is a very significant aim, but it needs skilled teachers who are able to measure students' responses to the employed method/technique, and to determine whether or not it fits their levels and works. It is said that learners at some point are not able to acquire a particular skill/knowledge until they are intellectually ready, so it is better to use questions that are one step beyond their level, and that are built on their previous knowledge, otherwise they won't be able to analyze and understand them.
Respect,
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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?
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It appears you'd like to find answers in the general sense and possibly more specific. 
I have been a teacher for 15 years (within the US and internationally) and find today's school setting especially hostile towards integrating the arts (music, art, etc.). Generally, in the US, teaching to the test overshadows instilling the love of learning. Somewhere along the way the importance of supporting creativity and critical thinking have been lost.
I think many in the teaching profession are comfortable with integrating art. Budget concerns, administrative support and time are a bigger challenge than training (training to teach art was a portion of my certification program). It might be worthwhile to see if there have been any surveys on the topic. 
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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!
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My granddaughter Gabrielle is a first-grader strongly motivated to write. Since she could remember, her parents read her books. Now she feels strongly motivated to write books on her own.  This past summer, she sat on my lap and wrote her own "book," sentence by sentence, asking me to spell for her the words she did not know how to write. Several weeks ago (in late November), she was still writing "books," but I noticed that her writing vocabulary had increased as well as the coherence of her "books."  An objective measure of motivation could consist of comparing the size of reading or writing vocabulary at two or more times during the child´s education. As an educator, I would strongly urge parents to read to their children at the earliest opportunity.
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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?
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Dave...that is a great point.  I have often argued (admittedly about public education) that teaching is becoming less and less a profession and more and more a vocation.  In reality, teachers cannot be trained like they would for the workforce.  Teachers need to be educated as professionals.
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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).
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Dear Elizabeth,
I am really interested in your research. I have been working mainly with pre-school educators/practitioners (in a small way) to improve their understanding of science so that this will influence how they scaffold a child's developing understandings.
I am about to move onto looking at the development of science ideas from the point of view of the children (aged 3-5), so would be interested in further discussion,
You may find the work of Marilyn Fleer from Monash Univeristy (Australia) touches on aspects of interest, although she comes form a socio-cultural perspective,
regards Coral
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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?
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The choice of calculating a self-determination index does not depend on the scale you use, but rather on the research question you wish to explore : do you want to examine motivation for itself or its relationships with other variables? and if so, do you want to examine association of the level of self-determined motivation, or of each regulation, with other constructs? A third analysis strategy emerged in SDT research, with researchers examining motivational profiles, rather than using a self-determination index. You can find examples of such studies in education.