Primary school teachers’ attitudes towards digital educational games: Preliminary findings from the Multiplication Game evaluation

This study investigated the Israeli primary school teachers' attitudes towards using digital educational games in classroom. Through adopting a descriptive analytical approach, the required made sure that the goals of this research. The researcher employed the purposive sampling method for selecting a sample. The selected sample consists from 300female and male primaryIsraeli primary school teachers. Those teachers were selected from 25 primary schools. Those schools are located in the Northern District in Israel. Questionnaire forms were distributed via email to the selected teachers. 288 forms were retrieved. The response rate is 96%. Through the use of the SPSS software, the data collected from the sampled teaches were analysed. The researcher concluded that Israeli primary school teachers show positive attitudes towards using digital educational games in classroom. Such use improves students’ leadership, problem solving and critical thinking skills and raise their self-confidence and academic achievement levels. However, it doesn’t allow instructors to identify the extent of progress achieved by learner. The researcher recommends providing teachers in Israel with professional development courses about modern teaching methods and the significance of employing digital educational games.

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Primary School Teachers’ Attitudes toward Integration of Students with Disabilities in the General Classroom in Nepal

The Journal of Inclusive Education ◽

10.26592/ksie.2017.12.2.1 ◽

2017 ◽

Vol 12 (2) ◽

pp. 1-19

Author(s):

Jung Dae Young ◽

Smriti Rai

Keyword(s):

Primary School ◽

Students With Disabilities ◽

School Teachers ◽

Primary School Teachers ◽

General Classroom ◽

Teachers Attitudes

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An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

Gifted Education International ◽

10.1177/0261429413511887 ◽

2013 ◽

Vol 31 (3) ◽

pp. 271-286 ◽

Cited By ~ 5

Author(s):

Aikaterini Gari ◽

Kostas Mylonas ◽

Sarka Portešová

Keyword(s):

Primary School ◽

Learning Difficulties ◽

Gifted Students ◽

Teaching Experience ◽

School Teachers ◽

Primary School Teachers ◽

Two Samples ◽

Years Of Teaching Experience ◽

Separate System ◽

Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

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Mathematics Attitudes and Achievement among Student Teachers

Australian Journal of Education ◽

10.1177/000494417802200106 ◽

1978 ◽

Vol 22 (1) ◽

pp. 72-82 ◽

Cited By ~ 5

Author(s):

Hilary L. Schofield ◽

K. B. Start

Keyword(s):

Primary School ◽

Student Teachers ◽

Statistical Significance ◽

Empirical Support ◽

Mathematics Attitudes ◽

School Teachers ◽

Partial Explanation ◽

Primary School Teachers ◽

Achievement In Mathematics ◽

Teachers Attitudes

Concern regarding the prevalence in primary school teachers of poor attitudes towards and low achievement in mathematics has received some empirical support. But the common assumptions (i) that attitudes towards, and achievement in, mathematics are substantially related, and (ii) that teachers' attitudes and achievement in mathematics affect pupils' attitudes and achievement, await empirical verification. While studies relating teachers' attitudes toward pupils' attitudes and achievements are sparse, those relating attitude and achievement within teachers or within pupils have typically shown a low positive relationship not always reaching statistical significance. Some writers use this as evidence to discount the importance of attitudes in achievement, but the present paper contends that a partial explanation for the lack of the expected result may arise from the measurement assumption that attitude to mathematics is a unidimensional phenomenon. Two multidimensional attitude instruments were constructed and administered to 317 final year prospective primary school teachers. Although the two instruments employed widely differing techniques for tapping attitudes to mathematics and mathematics teaching, dimensions from both instruments showed substantial correlations with mathematics achievement. The findings gave support for the contention that attitude to mathematics is not a unidimensional phenomenon. The consistency of findings within and between both attitude instruments suggests a good validation of each. The contention that teachers' attitudes (and achievement) affect pupil attitudes and achievement is yet to be tested.

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