scholarly journals Grade Retention Practices in Primary Education in Timor-Leste: A Case Study

2021 ◽  
Author(s):  
◽  
Cidalio Leite
Keyword(s):  
Student Teachers ◽  
Primary Education ◽  
Grade Retention ◽  
Grade Level ◽  
Primary Schools ◽  
Teacher Qualifications ◽  
School Year ◽  
Conditions For Learning ◽  
Timor Leste

<p>Grade retention is the practice of requiring a student who has been in a given grade level for a full school year to remain at that same grade level the following year (Jimerson, 2001; Owings & Kaplan, 2001; Wynn, 2010). Grade retention has always been practised in primary education in Timor-Leste. This study investigates rationales behind grade retention practice in grade 1 primary education in Timor-Leste. A qualitative case study was use to investigate the mechanisms teachers use to retain or promote a student. Teachers‟ beliefs about grade retention, their efforts to prevent students from being retained, and factors that may inhibit students‟ learning are explored. Six teachers and four principals from six primary schools in two districts participated in this study. Analysis of data that were collected by using semi-structure interviews and studying documents relating to the practice of grade retention revealed that grade retention has been inconsistently practised amongst the participating schools in Timor-Leste. Despite having poor classroom conditions for learning and low teacher qualifications, teachers continue to retain low achieving students due to their beliefs that grade retention improves students‟ learning. This study suggests that classroom conditions need to be improved, and teachers‟ qualifications need to be upgraded in order to increase student learning while reducing grade retention.</p>

scholarly journals Grade Retention Practices in Primary Education in Timor-Leste: A Case Study

2021 ◽  
Author(s):  
◽  
Cidalio Leite
Keyword(s):  
Student Teachers ◽  
Primary Education ◽  
Grade Retention ◽  
Grade Level ◽  
Primary Schools ◽  
Teacher Qualifications ◽  
School Year ◽  
Conditions For Learning ◽  
Timor Leste

<p>Grade retention is the practice of requiring a student who has been in a given grade level for a full school year to remain at that same grade level the following year (Jimerson, 2001; Owings & Kaplan, 2001; Wynn, 2010). Grade retention has always been practised in primary education in Timor-Leste. This study investigates rationales behind grade retention practice in grade 1 primary education in Timor-Leste. A qualitative case study was use to investigate the mechanisms teachers use to retain or promote a student. Teachers‟ beliefs about grade retention, their efforts to prevent students from being retained, and factors that may inhibit students‟ learning are explored. Six teachers and four principals from six primary schools in two districts participated in this study. Analysis of data that were collected by using semi-structure interviews and studying documents relating to the practice of grade retention revealed that grade retention has been inconsistently practised amongst the participating schools in Timor-Leste. Despite having poor classroom conditions for learning and low teacher qualifications, teachers continue to retain low achieving students due to their beliefs that grade retention improves students‟ learning. This study suggests that classroom conditions need to be improved, and teachers‟ qualifications need to be upgraded in order to increase student learning while reducing grade retention.</p>

scholarly journals Communication Competency in Foreign Languages and Digital Competency in Life Sciences Course Book

2020 ◽  
Vol 9 (3) ◽  
pp. 190
Author(s):  
Sevgi Yüksel ◽  
Ahu Taneri
Keyword(s):  
Primary Schools ◽  
Life Sciences ◽  
Foreign Languages ◽  
Case Study Method ◽  
National Education ◽  
Communication Competency ◽  
School Year ◽  
Research Findings ◽  
Digital Competency

This study aims to analyze to what extent the competency of ‘Communication in Foreign Languages’ and ‘Digital Competency’ which are addressed in Turkish Qualifications Framework and instruction programs in Turkey are covered by life sciences course books. The research was performed through the case study method which was within the context of qualitative research models. In the study, life sciences course books which were selected through convenience sampling, approved by the Board of Instruction and Education of the Ministry of National Education of Turkey and used in the first, second and third years of primary schools in the school year of 2018-2019 were examined. As per results obtained from research findings, it was found that the competency of ‘Communication in Foreign Languages’ and ‘Digital Competency’ were insufficiently referred to in course books. On the basis of research findings, recommendations intended for designers, teachers and researchers of instruction programs of life sciences course were presented.

scholarly journals AS CAUSAS DA EVASÃO ESCOLAR: estudo de caso de uma escola pública de Ensino Fundamental no município de Acará – PA

2017 ◽  
Vol 2 (6) ◽  
pp. 367
Author(s):  
Marcos Jonatas Damasceno da Silva
Keyword(s):  
Elementary School ◽  
Adult Education ◽  
Primary Education ◽  
School Year ◽  
Early School ◽  
The Family ◽  
Education School ◽  
Educación Primaria ◽  
The City

A educação brasileira apresenta diversos problemas e um dos que mais aflige a escola no Brasil é a evasão, uma vez que todo ano é grande o número de alunos que iniciam o ano letivo e não o concluem por diversos motivos. Este trabalho tem como objetivo identificar quais os principais motivos que levaram os alunos de quatro turmas da modalidade Educação de Jovens e Adultos (EJA) do Ensino Fundamental de uma escola pública no município de Acará, no estado do Pará, a não concluírem o ano letivo de 2015. Nesse sentido, foi realizada uma pesquisa nas quatro turmas, a saber: 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 e 4ª Etapa 02. Esta pesquisa foi feita com universo de 50 alunos evadidos. Os resultados demonstraram que, para 34% dos alunos entrevistados, a necessidade de trabalhar foi o motivo para não concluírem o ano letivo de 2015; para 26% o motivo foi a falta de professores devido às greves da categoria; para outros 26%, foi a falta de interesse do próprio aluno em dar continuidade aos estudos e, para 14% dos discentes, não concluíram o ano letivo devido às dificuldades em acompanhar os conteúdos ministrados pelos professores. Desse modo, esforços são necessários no tratamento deste problema que não pode mais ficar restrito à sala de aula e ao professor, mas deve ser compartilhado para que assim se possa reduzir o abandono escolar, através da atuação conjunta do Estado, da família, do aluno e do corpo docente.Palavras-chave: Educação Brasileira; Educação de Jovens e Adultos; Abandono Escolar.THE CAUSES OF SCHOOL EVASION: a case study of a public elementary school in the city of Acará – PAABSTRACTBrazilian education presents several problems and one of the most afflicting school in Brazil is truancy, as every year, in our schools, a large number of students who start the school year and not conclude for several reasons. This study aims to identify the main reasons students from four classes of the sport Youth and Adult Education (EJA) of primary education in a public school in the municipality of Acará, in Pará state, not to complete the school year 2015. In this sense, a survey in the four groups was held, namely 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 e 4ª Etapa 02. This survey was conducted with 50 students escaped universe. The results showed that 34% of interviewed students, the need to work was the reason for not finishing the school year 2015; to 26% the reason was the lack of proper teachers strikes category; for another 26%, was the lack of interest of the students themselves to give continuity to studies and 14% of students, the cause for not having completed the school year were the difficulties in following the content taught by teachers. Thus, efforts are needed in the treatment of this problem can no longer be restricted to the classroom and the teacher, but should be shared so that it can reduce early school leaving through the joint efforts of the state, the family, the student and faculty.Keywords: Brazilian Education; Youth and Adult Education; School Drop-out.LAS CAUSAS DE LA DESERCIÓN ESCOLAR: un estudio de caso de una escuela pública en la escuela primaria en el municipio de Acará – PARESUMENLa educación brasileña presenta varios problemas y uno que más afecta a la escuela en Brasil es el absentismo escolar, como todos los años, en nuestras escuelas, un gran número de estudiantes que comienzan el año escolar y no concluye por varias razones. Este estudio tiene como objetivo identificar las principales razones por las cuales los estudiantes de cuatro clases de este deporte Educación de los Jóvenes y Adultos (EJA) de la educación primaria en una escuela pública en el municipio de Acará, en el estado de Pará, no completar el año escolar 2015. En este sentido, se llevó a cabo una encuesta en los cuatro grupos, a saber, 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 y 4ª Etapa 02. Esta encuesta se realizó con 50 estudiantes escaparon universo. Los resultados mostraron que el 34% de los estudiantes entrevistados, la necesidad de trabajo fue la razón por no haber terminado el año escolar 2015; al 26% la razón fue la falta de maestros adecuados golpea la categoría; otro 26%, fue la falta de interés de los propios estudiantes para dar continuidad a los estudios y el 14% de los estudiantes, la causa por no haber completado el ciclo escolar fueron las dificultades en el seguimiento de los contenidos impartidos por los profesores. Por lo tanto, se necesitan esfuerzos en el tratamiento de este problema ya no puede limitarse a la clase y el profesor, pero deben compartirse de manera que pueda reducir el abandono escolar a través de los esfuerzos conjuntos del estado, la familia, el estudiante y la facultad.Palabras clave: Educación brasileña; Educación de los Jóvenes y Adultos; Abandono Escolar.

Access, Quality, and the Global Learning Crisis

2021 ◽  
Author(s):  
Sarah Kabay
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
Sub Saharan Africa ◽  
Education Quality ◽  
Access To Education ◽  
Global Learning ◽  
The World ◽  
Access And Quality

Around the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40 percent of all primary school-aged children. This situation has come to be called the “Global Learning Crisis,” and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the Global Learning Crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. In a mixed-methods case study, this book provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. The book concludes that embracing the complexity of education systems and focusing on dynamics where improvements in access and quality can be mutually reinforcing can be a new approach for improving basic education in contexts around the world.

scholarly journals Qui decideix sobre la música a l’escola? Investigant l’equilibri entre perfils professionals i projectes escolars.

2020 ◽  
Author(s):  
Anna Ma. Sambola ◽  
Albert Casals
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Music Teachers ◽  
Qualitative Case Study ◽  
Methodological Approach ◽  
Mission Statements ◽  
Music Teacher ◽  
Teaching Staff ◽  
School Year

This article reflects on the figure of the music teacher in the design of the school subject music education and as part of primary education mission statements and plans. In this qualitative case study of Joan Juncadella school in Barcelona, the data was collected through a literature review and interviews and observations of music classes and classes in other subjects, during the course of one school year. The data was contrasted with data from the two other primary schools in Barcelona: Nabí and Els Encants. The findings suggest that when specialist (music) teachers have a stable position as members of teaching staff, this has an important influence on the focus of music education that may be even more noticeable than the influence of teachers on the school’s general methodological approach.

scholarly journals Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage

2020 ◽  
Vol 6 (3) ◽  
pp. 458
Author(s):  
Senem Sahin
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Primary Schools ◽  
School Administrators ◽  
English Teachers ◽  
Federal State ◽  
English Only ◽  
School Year ◽  
The University ◽  
Teaching Ideas

In Germany, where every federal state has a different educational philosophy and diverse legal circumstances, the practices of English teachers vary considerably. In Bavaria, where the present study was conducted, English only became a mandatory primary school subject in the school year 2005-2004. Because a specific training for becoming primary school English teacher was only integrated into the university curriculum after that year, the majority of current primary school English teachers have not been trained to teach this subject so they lack the methodological background. Therefore, coursebooks with detailed teaching ideas and pedagogical explanations for lesson planning become an essential part of their profession providing guidance and feeling of security. Some German scholars have noted; however, these teachers mostly devise other materials like worksheets to replace or supplement the English coursebooks (Fuchs et al., 2010). The present study aims to critically reflect on perceptions, preferences and expectations of English teachers at German primary schools concerning their coursebook usage. After presenting and discussing the research results, the paper proposes some ideas for striking a balance between teaching English with and without a coursebook. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.

scholarly journals Challenges for Quality Primary Education in Papua New Guinea—A Case Study

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ravinder Rena
Keyword(s):  
Papua New Guinea ◽  
Primary Education ◽  
Primary Schools ◽  
New Guinea ◽  
Dropout Rate ◽  
Gender Disparity ◽  
Education For All ◽  
The Past

There is an urgent need to reform the educational system to achieve universal primary education in Papua New Guinea (PNG). Even after 35 years of independence, PNG has been struggling to educate an estimated 2 million elementary- and primary-aged children and faces numerous challenges in providing Education for All (EFA). This study was conducted in four primary schools of Buma Yong area of Lae district of Morobe Province, PNG. The study revealed that the quality of education has been deteriorated over the past few decades. Many schools in PNG do not have classrooms, teachers, and basic facilities. As a result, the children are losing interest in going to school. The children dropped out of school so as to assist their families in the household and agricultural activities. It also reveals that the dropout rate of girls is more than that of the boys due to the gender disparity in the country. The study recommended that budgetary allocations should be increased so as to improve the infrastructural facilities and encourage the children to attend primary school and thus achieve the Millennium Development Goal/Education For All in PNG.

scholarly journals The Use of E-Learning Platform by Flipped Classroom Method in Chemistry Lessons in Poland and Ukraine – Case Study

2020 ◽  
Author(s):  
Małgorzata Bartoszewicz ◽  
Hanna Gulińska ◽  
Mariia Gaidova
Keyword(s):  
Primary Schools ◽  
Flipped Classroom ◽  
Chemical Education ◽  
Chemistry Teaching ◽  
School Year ◽  
Learning Platform ◽  
Teaching Support ◽  
E Learning

The objective of this article is to compare chemistry teaching in Poland and Ukraine at the primary schools level by discussing the possibilities of supporting education using a flipped classroom method (preemptive teaching) and ICT including free Google platform in chemical education. The article peruses some results of tests and surveys carried out among students in Polish and Ukrainian schools in the school year of 2018/2019 pointing out students’ motivation regarding ICT teaching support.

scholarly journals The State of Primary School Third-Grade Pupils’ Making Sense of the Concepts of “0” and “1”

2021 ◽  
Vol 8 (3) ◽  
pp. 13-27
Author(s):  
Halil Önal ◽  
Sıtkı Çekirdekci ◽  
Alper Yorulmaz
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Structured Interview ◽  
Third Grade ◽  
School Year ◽  
Making Sense ◽  
Element Number ◽  
The City ◽  
Selection Of

This paper focuses on determining the opinions of primary school third-grade pupils about the conceptual meaning and use of the numbers “0” and “1”. The current study employed the case study design, which is one of the qualitative research methods. In the selection of the sample, the criterion sampling method, one of the purposive sampling methods, was used. The study was conducted with the participation of a total of 114 third-grade pupils (58 girls and 56 boys) attending two state primary schools located in the city of Ankara in the fall term of the 2019-2020 school year. As the data collection tool, a semi-structured interview form developed by the researchers in relation to the concepts of “0” and “1” was used. In the analysis of the data obtained in relation to the concepts of “0” and “1”, content analysis was used. The primary school third-grade pupils made sense of the number “0” in association with the categories of four operations, ineffective element, absorbing element, number, natural number, meaningless, valueless, absence, even number, beginning, and letter. The categories in which most thoughts about the meaning of the number “1” are gathered are number, ineffective element, and uniqueness. It was determined that the pupils are more successful in the use of the numbers “0” and “1” in the addition and subtraction operations than in the multiplication and division operations.

scholarly journals Gender equality and the effectiveness of primary education in Katosi town council, Mukono district in central Uganda

2021 ◽  
Vol 1 (2) ◽  
pp. 133-142
Author(s):  
Moreen Amoding ◽  
◽  
David Mwesigwa ◽  
Keyword(s):  
Gender Equality ◽  
Primary Education ◽  
Random Sampling ◽  
Primary Schools ◽  
Sampling Technique ◽  
Text Book ◽  
Town Council ◽  
Mukono District ◽  
The Relationship

Purpose: This study aimed to assess ways by which Gender Equality affects primary education in Mukono District Research methodology: This study is a case study that concentrates on a single institute to provide information that can be used in similar businesses to establish the effect of gender equality on primary school. A case study as the research design was preferred because it helps to measure the relationship among variables. A random sampling technique was applied in the study to produce more reliable results. Results: Results indicate that majority of pupils said that three pupils shared one text book. Also, schools only hire highly skilled teachers that a helping in the accessibility of gender equal skilled teachers that a helping in the primary education. Limitations: The study covered only one town council in one district local government and so the results may not be generalized across the country or region. Contribution: The results of this study can be useful to educationists and policy planners. Keywords: Gender, Gender equality, Primary schools, UPE

Sign in / Sign up

Export Citation Format

Share Document