scholarly journals Do differences in classroom composition provide unequal opportunities for academic learning and social participation of SEN students in inclusive classes in primary school?

2019 ◽  
Vol 30 (3) ◽  
pp. 309-327 ◽  
Author(s):  
Katja Scharenberg ◽  
Wolfram Rollett ◽  
Wilfried Bos
Keyword(s):  
Primary School ◽  
Social Participation ◽  
Academic Learning ◽  
Classroom Composition ◽  
Unequal Opportunities

A Space for Making: Collaborative composition as social participation

2021 ◽  
Vol 26 (2) ◽  
pp. 240-254
Author(s):  
Adam Hart ◽  
Alan Williams
Keyword(s):  
Primary School ◽  
Social Participation ◽  
Music Composition ◽  
Digital Platforms ◽  
Graphic Interface ◽  
Theoretical Context ◽  
Sequencing Technologies ◽  
Stage 1 ◽  
Constructivist Approaches ◽  
Experimental Use

Music composition is traditionally regarded as an act of individual creation and expression, but can be approached, through the aid of digital platforms, as an activity that encourages learning through social participation. This article describes the development of a tablet-based app, Paynter, intended as a digital graphic interface for group collaborative composition and its experimental use in a primary school in Salford, UK, alongside musicians from the BBC Philharmonic orchestra. The app created a framework for a negotiated language of symbols used by two groups of students at Key Stage 1 and Key Stage 2 to tell stories through sound and music. Its functionality enabled compositional thinking to emerge collectively from groups with relatively little exposure to the idea of composing and little knowledge of traditional notational or digital sequencing technologies. The research is grounded in a theoretical context of constructivist approaches to education.

The contribution of motor functions to academic achievement in primary school: State of the art and future directions

2020 ◽  
Vol 41 (6) ◽  
pp. 522-542
Author(s):  
Maria Chiara Fastame
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Developmental Coordination Disorder ◽  
Motor Deficits ◽  
Academic Learning ◽  
Future Directions ◽  
Motor Functions ◽  
Motor Functioning ◽  
Motor Difficulties ◽  
The Impact

This review is intended to point out the role played by motor skills proficiency in the academic achievement of typically and atypically developing pupils who are attending primary school. First, the interplay between motor and cognitive development will be presented. Next, the cognitive phenotype, not yet deeply investigated, of a neurodevelopmental condition associated with the atypical development of motor functions (known as Developmental Coordination Disorder) will be illustrated. Thus, the contribution of motor functions to academic learning and the impact of motor difficulties for pupils attending primary school will be discussed. In addition, the importance of developing observational tools to be used in educational settings and the need for effective interventions designed to empower motor functioning and academic achievement of atypically developing pupils with motor deficits will be highlighted. Finally, future directions within the educational agencies for the early detection of the atypically developing motor trajectories and their treatment will be traced.

Musical behaviours of primary school children in Singapore

2009 ◽  
Vol 26 (1) ◽  
pp. 27-42 ◽  
Author(s):  
Chee-Hoo Lum
Keyword(s):  
Mass Media ◽  
Primary School ◽  
School Children ◽  
Ethnographic Study ◽  
Daily Activities ◽  
Primary School Children ◽  
Academic Learning ◽  
Musical Play ◽  
School Day ◽  
The Mass Media

In this ethnographic study, the musical behaviours of 28 primary school children in Singapore were examined for their meaning and diversity as they engaged in the school day. A large part of these children's musical behaviours stemmed from their exposure to the mass media. Children's musical inventions emerged in the context of play, occasionally using musical play as an aid to academic learning. Instances of rhythmic play were more prevalent compared with melodic utterances. The children tended to motivate and encourage each other in their daily activities through the use of rhythmic play while melodic utterances seemed more prominently tied to expression and communication.

scholarly journals Pupils’ Experience of Social Participation in Finnish Primary Schools

2020 ◽  
Vol 40 (4) ◽  
pp. 323-342
Author(s):  
Heli Ketovuori ◽  
Sanna Hirvensalo ◽  
Päivi Pihlaja ◽  
Eero Laakkonen
Keyword(s):  
Primary School ◽  
Social Participation ◽  
Primary Schools ◽  
Age Groups ◽  
Active Role ◽  
School Community ◽  
School Life ◽  
Personal Experiences ◽  
Primary School Pupils

Social participation means taking a full and active role in school life, being a valued and integral member of the school community. The purpose of this study was to examine pupils’ experiences of social participation and their active roles in Finnish primary schools. The intention was to find out in what ways primary school pupils’ (n = 3,760) personal experiences of pupil–pupil (PP) and pupil–teacher (PT) interaction vary between genders and across age groups in small and large schools. Pupils’ experiences were examined with questions concerning the active participation of the child and the participatory role of the teacher. The results show that pupils’ experiences vary, and there are differences between schools in terms of pupils’ social participation.

scholarly journals University Students Teaching Environmental Science to Primary School Students as Service-Learning: Lessons Learned

2018 ◽  
Vol 59 ◽  
pp. 01019
Author(s):  
Mark McGinley
Keyword(s):  
Service Learning ◽  
Primary School ◽  
Environmental Science ◽  
Learning Experience ◽  
Lessons Learned ◽  
Primary Students ◽  
Academic Learning ◽  
School Students ◽  
Problem Solving Skills ◽  
Service Learning Pedagogy

The service-learning pedagogy attempts to enhance student learning by integrating academic study with meaningful community service. This paper discusses lessons learned when attempting to integrate direct service (having S-L students provide science lessons for primary students) and indirect service (having S-L students prepare curriculum guides for use by primary teachers) to maximize academic learning in a course entitled “Ecology: The Science of the Environment” at Lingnan University in Hong Kong. Although the course covered fewer topics when taught using the service-learning pedagogy, S-L students reported that participating in the service-learning project (i) increased their academic learning, (ii) enhanced their interest in science, and (iii) improved their communication and problem solving skills. Based on student feedback received, attempts were made to improve the service-learning experience by (i) altering the course outline so that S-L students have learned the material in class before sharing with the primary students, (ii) providing more input to the focus of their topics, (iii) allowing S-L students to interact with the primary students during their on-site orientation, and (iv) encouraging the primary school teachers to provide immediate feedback to the S-L students at the end of each lesson.

Sign in / Sign up

Export Citation Format

Share Document