scholarly journals “Skill, drill, and kill”

2021 ◽  
Vol 9 (2) ◽  
pp. 371-386
Author(s):  
Lokesh Ramnath Maharajh ◽  
Lucia Tsitsi Musikewa
Keyword(s):  
Education System ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Summative Evaluation ◽  
Data Generation ◽  
Structured Interviews ◽  
High Stakes ◽  
Qualitative Research Design ◽  
Severe Effect

This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documents, and records analysis were employed as data generation to allow for rich and detailed information from all available sources for this research. This paper presents and discusses the data about teachers’ summative evaluation experiences at grade seven in the Zimbabwean education system. The findings reveal a severe effect and impact of end-of-year grade seven examinations on teachers, instructional practices, the curriculum, the learners, and the education system. It also shows that teachers depend excessively on drilling and repetitious revision practices to meet the standards required and expected by stakeholders. The findings further reveal contradicting responses from teachers on enhancing learners’ performance from drilling and coaching. There emerged from the findings a consensus among teachers on merging formative, continuous, and summative assessment forms. This paper suggests a more balanced and holistic assessment structure at grade seven level that caters to learners' diverse populations and environments in Zimbabwe.

scholarly journals Factors affecting the implementation of information literacy education in Malaysian primary schools

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Problem ◽  
School Curriculum ◽  
Literacy Education ◽  
Training System ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Social And Cultural Factors

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

scholarly journals Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

2021 ◽  
Author(s):  
Sizwe B Mahlambi ◽  
Ailwei S Mawela
Keyword(s):  
South Africa ◽  
Language Proficiency ◽  
Mathematics Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Code Switching ◽  
Home Language ◽  
Structured Interviews ◽  
Learning And Teaching

In this study, we aimed to explore Grade 6 mathematics teachers' use of English, the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. From Grade 4, English is the language of teaching and learning for most learners, despite English being the home language of a minority of learners. Results of studies have shown that in South Africa, in Grades 1 to 3, in which learners are taught using their home-language performance appears to be better than in Grades 4 to 6 where English as a First Additional Language (EFAL) is used for teaching and learning. Guided by qualitative case study design, we used semi-structured interviews and non-participatory observation to collect data from nine purposefully sampled Grade 6 mathematics teachers. In conjunction with the literature reviewed and the theory underpinning the study, we used themes to analyse, interpret, and discuss the data we collected. This research revealed that learners in Grade 6 struggle to understand English as the language of learning and teaching, so, to augment concept development and understanding, teachers and learners use code-switching. In the classrooms observed, this practice has become the norm to improve the performance of learners with limited language proficiency. However, because of the differences between the home language of learners and that of teachers in mathematics classrooms, code-switching is often not enough to ensure understanding.

scholarly journals Parents and Teachers’ Involvement in Designing Educational Programmes within the Albanian Curricula of Pre-university Education: Their Perceptions in this Context

2020 ◽  
Vol 4 (1) ◽  
pp. 115-134
Author(s):  
Manjola Lumani Zaçellari ◽  
◽  
Heliona Miço ◽  
Keyword(s):  
Education System ◽  
Primary Schools ◽  
Educational Program ◽  
Educational Institution ◽  
University Education ◽  
Structured Interviews ◽  
School Life ◽  
Parents And Children ◽  
Children’S Wellbeing ◽  
The Law

The purpose of this study is to analyse the legislative measures and their implementation regarding the participation of children, parents and teachers in creating an educational program in pre-university education system, as a need for better involvement in school of all the actors, as well as the need for the children’s wellbeing. In addition, the study aims to bring parents’ and teachers’ views on the obstacles they face when they try to collaborate and participate in school life and in designing an educational program. Qualitative methods are used to achieve the aim of this study. The data were collected through document analysis (legislation, strategies, and regulations) for analysing how the law addresses participation of children, parents and teachers’ in school and through semi-structured interviews with parents and teachers from two primary schools so that they can state their perceptions on participation in school life. Each of them was posed 12 different interview questions. After evaluating the responses, some important issues were identified. The participation of children, parents and teachers in Albanian education system has changed in recent years, even promoted as a key that leads to success. However, because of the monist system, where such participation was neither legally recognised nor culturally accepted, this trinomial collaboration has not been easily introduced and integrated in the Albanian educational system. However, parents do not feel very involved in school life, or appreciated when they try to get involved, even though it is legally admitted the need for the collaboration between family and school. They neither take part in the approval of the curricula of the educational institution, nor in the selection of school textbooks as provided by the law. Research has shown that schools as bureaucratic and conservative institutions need to have clear written policies to encourage the participation of the parents and children when drafting an education program. However, when teachers were asked about parents’ participation in school, they said that in many cases parents neglect the collaboration with the school and appear usually when there are problems or troubles, while the participation of children in creating an educational program is still lagging behind.

scholarly journals Factors affecting the implementation of information literacy education in Malaysian primary schools

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Problem ◽  
School Curriculum ◽  
Literacy Education ◽  
Training System ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Social And Cultural Factors

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

scholarly journals Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

2021 ◽  
Vol 7 (3) ◽  
pp. 473-485
Author(s):  
Sizwe Blessing
Keyword(s):  
Active Learning ◽  
Mathematics Teachers ◽  
Time Management ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Case Study Research ◽  
Assessment For Learning ◽  
Structured Interviews ◽  
Learner Participation

<p style="text-align:justify">The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.</p>

scholarly journals "She says that I'm good at reading":  A Case Study of Engaged Māori Beginning Readers

2021 ◽  
Author(s):  
◽  
Mary Ann Meri Arthur Marshall
Keyword(s):  
Classroom Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Daily Practice ◽  
Home School ◽  
Beginning Readers ◽  
Structured Interviews ◽  
Open Communication

<p>The impetus and reason for this study has been a desire to discover and capture the 'spark' that causes Māori children specifically, to have a love of reading, to be enthusiastic about reading and, in turn to be confident and competent beginning readers. Research in Maori education often focuses on problems of student underachievement. This study by contrast has aimed to highlight aspects of positive practice by recording the learning behaviours of a group of Maori children across two low decile primary schools, who are not only engaged in the beginning approach to reading but who are clearly motivated by and enjoying the process. This study explores the reasons why Māori children are engaged and motivated beginning readers and aims to see if it is possible to capture any of these attributes in order to support other Māori learners in becoming successful readers. The value of this research is in its potential to contribute to frameworks or initiatives that support Māori children achieving well, in this case, in the area of literacy. This study is a qualitative research under the tradition of a case study inquiry and is embedded within a Kaupapa Māori paradigm. A total of 17 participants (two literacy advisers, two teachers, six children and seven parents) were interviewed using flexibly structured interviews. The interviews were transcribed and analysed through themes that came from the data itself. Common themes from each participant group allowed for analysis in relation to the key research questions: What is the spark that causes Māori children to have a 'love of reading? What does this spark look like? What sparks Māori children into enjoying reading? And what are the factors and influences that contribute to reading engagement and motivation for Māori children? Classroom observations and video filming were also methods of data gathering in order to gain full and deep contexts of descriptive data of the children and teachers in their natural everyday classroom environment. The six children observed in this study were strongly engaged in classroom reading contexts and motivated to read. Both teachers and parents had a firm but relaxed approach to the reading experience. Strong and supportive home-school relationships with open communication were evident. Māori tikanga (practice) was incorporated naturally into planning. Teacher planning and practice was in line with best evidence for effective literacy practice. The practice of the two Pakeha teachers was in many ways consonant with Maori pedagogical approaches and this gave support to the children as Māori learners. The observations and interviews showed beginning readers who were comfortable and relaxed in their learning. They were making clear progress in reading, and approaching national norms in achievement. The 'spark' that leads children to be highly motivated readers, concentrating on reading tasks and clearly loving the process of learning to read is an intangible quality, hard to jmeasure in practice. But high levels of concentration, enjoyment of reading, and a desire to learn can be observed and recorded. All these things were seen in this study. It is possible to nurture and grow the enthusiasm, engagement and motivation that these children have if teachers demonstrate open hearts and minds in wanting to know their learners. The 'spark' or motivation in this study was also nurtured through the interconnected relationships the children had with their teachers and families and the effective teaching and learning practices displayed by the teachers. Using te reo (language) and tikanga Māori as a 'normal' part of daily practice contributed to the holistic wellbeing of the Māori children in this study, alongside strong home-school relationships. The combination of good teaching practice, good relationships and a firm but relaxed approach provides a model in action for success in supporting Maori children's beginning reading.</p>

scholarly journals Teaching and learning how to make informed health choices: Protocol for a context analysis in Spanish primary schools

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 312
Author(s):  
Laura Martínez García ◽  
Laura Samsó Jofra ◽  
Pablo Alonso-Coello ◽  
Eukane Ansuategi ◽  
Laia Asso Mistral ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Primary Care Providers ◽  
Primary School Children ◽  
Learning Resources ◽  
Structured Interviews ◽  
Systematic Assessment ◽  
Education And Health ◽  
Health Choices

Introduction The Informed Health Choices (IHC) project developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore the educational context for teaching and learning critical thinking about health in Spanish primary schools. Methods During the 2020-2021 school year, we will conduct 1) a systematic assessment of educational documents and resources, and 2) semi-structured interviews with key education and health stakeholders. In the systematic assessment of educational documents and resources, we will include state and autonomous communities’ curriculums, school educational projects, and commonly used textbooks and other health teaching materials. In the semi-structured interviews, we will involve education and health policy makers, developers of learning resources, developers of health promotion and educational interventions, head teachers, teachers, families, and paediatric primary care providers. We will design and pilot a data extraction form and a semi-structured interview guide to collect the data. We will perform a quantitative and a qualitative analysis of the data to explore how critical thinking about health is being taught and learned in Spanish primary schools. Conclusion We will identify opportunities for and barriers to teaching and learning critical thinking about health in Spanish primary schools. We will formulate recommendations—for both practice and research purposes—on how to use, adapt (if needed), and implement the IHC resources in this context.

scholarly journals SUMMATIVE EVALUATION SCORE IN HALAL NUTRITION COURSE: COMPARATIVE ANALYSIS OF WRITTEN REPORT AND WRITTEN TEST

2021 ◽  
Vol 1 (1) ◽  
pp. 20-26
Author(s):  
Mohd Amzari Tumiran ◽  
Mohd Zaid Daud ◽  
Nur Farhani Zarmani
Keyword(s):  
Academic Achievement ◽  
Comparative Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Summative Evaluation ◽  
Achievement Scores ◽  
Nutrition Course ◽  
Written Test ◽  
Different Levels

Summative assessment is a type of assessment that is commonly used in the teaching and learning process of an academic course. Nevertheless, the variety of summative assessment methods prevalently exhibits different levels of achievement. The objective of this study was to compare academic achievement scores involving summative assessment in halal nutrition courses. The study involved final year students of a halal nutrition course at the diploma level (n = 65) at Universiti Teknologi MARA. Statistical comparisons through t-test was made using IBM SPSS Statistics software. The results of the analysis showed significant differences in the Written Report (M = 24.02, SD = 2.32) compared to the Written Test (M = 23.22, SD = 2.53) with; t(64) = 1.999, ρ = 0.05. In conclusion, this study suggests that the achievement of the Written Report is higher than the Written Test is due to the support of ICT as an online learning facility.

“To have and then lose the safety net” –Female cancer survivors’ experiences of the process of becoming ready to return to work

Work ◽  
2021 ◽  
pp. 1-10
Author(s):  
K.S. Petersen ◽  
L.S. Anth Madsen ◽  
C.V. Nielsen ◽  
M. Labriola ◽  
C.M. Stapelfeldt
Keyword(s):  
Return To Work ◽  
Cancer Survivors ◽  
Safety Net ◽  
Occupational Rehabilitation ◽  
Data Driven ◽  
Data Generation ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
Returning To Work ◽  
Female Cancer Survivors

BACKGROUND: Validation studies have not been able to confirm the stage-specific understanding as operationalised in the readiness for return to work (RRTW) questionnaire. OBJECTIVE: To explore retrospectively how working female cancer survivors experienced the process of becoming ready to RTW during and beyond participation in an occupational rehabilitation intervention and thereby expand the understanding of the RRTW construct. METHODS: A qualitative research design was employed. Thirteen female cancer survivors were included for semi-structured interviews one to two years after they had completed active treatment and returned to work. The RRTW construct guided data generation and analysis. Content analysis was performed in four analytical steps that combined a concept-driven and a data-driven analytic strategy. RESULTS: Three themes were identified; “To have and then lose the safety net”, “Realise a changed life situation”, “Strive to balance work and everyday life”. In a time span of approximately one to two years (from receiving treatment, being enrolled in an intervention and to gradually returning to work); the identified themes were interdependent of each other as one theme gradually evolved to the next theme in the process of engaging in sustained work participation. CONCLUSIONS: The present study points towards continuous development of the RRTW construct and whether the addition of a preparedness dimension would improve validity.

Students’ Challenging Behavior in Phoenix Primary Schools, South Africa: Impact on Teachers

2021 ◽  
pp. 001312452110123
Author(s):  
Julie Shantone Rubbi Nunan ◽  
Sithabile Ntombela
Keyword(s):  
South African ◽  
School System ◽  
Challenging Behavior ◽  
Primary Schools ◽  
Teaching Profession ◽  
Future Research ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
Interpretative Approach

Students’ challenging behavior is impacting negatively on teachers’ wellbeing worldwide. Currently, teaching for some teachers in South African primary schools has become exhausting and daunting to say the least. Teachers feel that they have had enough degradation and are not receiving the respect they, as professionals, deserve. Students’ relentless rampages and their refusal to listen to teachers are pushing teachers to the near brink of mental breakdown. This article, which embraces a qualitative research design and draws on an interpretative approach, derives from a larger case study conducted at three primary schools in Phoenix. To determine “how does students’ challenging behavior impact on teachers,” semi-structured interviews were conducted with five teachers from each sample school ( N  = 15). Thematic analysis was used to classify data for this study. The systems theory applied portrays how behavior transferred from the home and environmental system, into the school system was impacting on teachers. Results indicate that teachers are unhappy and are awaiting their exit from the teaching profession. Furthermore, lack of collaboration between systems deters any amalgamated progress. Future research should concentrate on embracing constructive systems to reduce teachers’ mental and physical stresses in South African primary schools.

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