A Jaworskian analysis of four senior class primary teachers endeavouring to teach mathematics from a constructivist-compatible perspective

A constructivist philosophy underlies the Irish primary mathematics curriculum. As constructivism is a theory of learning its implications for teaching need to be addressed. This study explores the experiences of four senior class primary teachers as they endeavour to teach mathematics from a constructivist-compatible perspective with primary school children in Ireland over a school-year period. Such a perspective implies that children should take ownership of their learning while working in groups on tasks which challenge them at their zone of proximal development. The key question on which the research is based is: to what extent will an exposure to constructivism and its implications for the classroom impact on teaching practices within the senior primary mathematics classroom in both the short and longer term? Although several perspectives on constructivism have evolved (von Glaserfeld (1995), Cobb and Yackel (1996), Ernest (1991,1998)), it is the synthesis of the emergent perspective which becomes pivotal to the Irish primary mathematics curriculum. Tracking the development of four primary teachers in a professional learning initiative involving constructivist-compatible approaches necessitated the use of Borko’s (2004) Phase 1 research methodology to account for the evolution in teachers’ understanding of constructivism. Teachers’ and pupils’ viewpoints were recorded using both audio and video technology. Teachers were interviewed at the beginning and end of the project and also one year on to ascertain how their views had evolved. Pupils were interviewed at the end of the project only. The data were analysed from a Jaworskian perspective i.e. using the categories of her Teaching Triad of management of learning, mathematical challenge and sensitivity to students. Management of learning concerns how the teacher organises her classroom to maximise learning opportunities for pupils. Mathematical challenge is reminiscent of the Vygotskian (1978) construct of the zone of proximal development. Sensitivity to students involves a consciousness on the part of the teacher as to how pupils are progressing with a mathematical task and whether or not to intervene to scaffold their learning. Through this analysis a synthesis of the teachers’ interpretations of constructivist philosophy with concomitant implications for theory, policy and practice emerges. The study identifies strategies for teachers wishing to adopt a constructivist-compatible approach to their work. Like O’Shea (2009) it also highlights the likely difficulties to be experienced by such teachers as they move from utilising teacher-dominated methods of teaching mathematics to ones in which pupils have more ownership over their learning.

Bullying in primary school.

This chapter is focussed on the bullying of, and by, Dutch students below age 13. The first questions to be answered are what is 'bullying', and how can it be distinguished from other types of disruptive behaviours? The answers to these questions are given by means of conceptual definitions, based on empirical research and the use of precise instrumentation to measure relevant bullying behaviours. Second, how common is bullying and being bullied among students aged 4-12 in preschools and primary schools? Third, what are the characteristics or variables that function either as correlates or as causes of bullying behaviour? Many risk and promotive factors may be relevant and are mentioned in intervention research to reduce bullying. The final, and probably most important question, focuses on systemic or sustainable prevention of bullying behaviour. Here I sketch a systemic multilevel prevention approach in preschool and primary schools in the Netherlands.

Differential ability and attainment in language and arithmetic of Dutch primary school pupils.

Background. In pre-school and primary education pupils differ in many abilities and competences (‘giftedness’). Yet mainstream educational practice seems rather homogeneous in providing age-based or grade-class subject matter approaches. Aims. To clarify whether pupils scoring initially at high ability level do develop and attain differently at school with respect to language and arithmetic compared with pupils displaying other initial ability levels. To investigate whether specific individual, family or educational variables co-vary with the attainment of these different types of pupils in school. Samples. Data from the large-scale PRIMA cohort study including a total of 8258 grade 2 and 4 pupils from 438 primary schools in The Netherlands. Methods. Secondary analyses were carried out to construct gain scores for both language and arithmetic proficiency and a number of behavioural, attitudinal, family and educational characteristics. The pupils were grouped into different ability categories (highly able; able; above average; average and below). Further analyses used Pearson correlations and analyses of variance both between and within ability categories. Cross-validation was done by introducing a cohort of younger pupils in pre-school and grouping both cohorts into decile groups based on initial ability in language and arithmetic. Results. Highly able pupils generally decreased in attainment in both language and arithmetic, whereas pupils in average and below average groups improved their language and arithmetic scores. Only with highly able pupils were some educational characteristics correlated with the pupils’ development in achievement, behaviour and attitudes. Conclusions. Pre-school and primary education should better match pupils’ differences in abilities and competences from their start in pre-school to improve their functioning, learning processes and outcomes. Recommendations for educational improvement strategies are presented in closing.

The role of the pharmacist and extemporaneous dispensing: The views of school children.

In: International Journal of Pharmacy Practice 18, Supplement 2, 19-20.

The Health Behaviours in School Children (HBSC) survey 2014

The Health Behaviours in School Children (HBSC) survey 2014 shows that overall health levels are good. There are encouraging findings on consumption of fruit and vegetables, teeth cleaning, and a drop in smoking levels and consumption of sweets and soft drinks.  However, many children said they find it easy to get cigarettes, too many children are going to bed hungry, and there are concerns about levels of cyber bullying. A total of 13,611 pupils were surveyed with questions on topics like general health, food and dietary behaviour, exercise and physical activity, self-care, smoking, use of alcohol and other substances, bullying including cyber bullying, and sexual health behaviours.

Approaches to Developing Educational Resources Using AI Embedded in Computer Game Technology. A Case Study: Primary School Literacy

In this extended abstract, we discuss recent research at Worcester into the inclusion of AI into ‘Serious Games’. Serious Games research intends to harness the power of computer game technology to produce educational and training materials. We prefer the name ‘Immersive Environments’ (IEs) since this emphasises the human psychological dimension. Creation of compelling and convincing learning software requires a rich engagement of the learner, and a convincing learning experience. We believe that various aspects of the AI tradition can inform the production of such learning.

Knowledge and awareness of type 1 diabetes among primary school initial teacher trainees

Plurilingualism vs multilingualism in early years of schooling: The rise of a critical cultural awareness in primary school

Since early 80s the Council of Europe has taken a great approach to teaching and learning of languages by encouraging plurilingual practices instead of multilingual practices, being these understood as the coexistence of several languages within a given society. In this context, we believe that once one learns many languages, one values one's native language, allowing one to understand it more clearly and to communicate with others on an equal footing and, more importantly, one also learns about other cultures. This is an issue of great importance in order to value and respect one's own and other cultures in the context of European integration. Considering this, in this article, we present two linked projects: a) the “PrimaLang” project, related teaching practices multilingual promoting critical cultural awarenessl in the 1st cycle of Portuguese Primary School System; b) the “Plurilingual” project, which refers to the design of a coursebook which stimulates the development of a plurilingual competence in the 1st cycle of Portuguese Primary School System. At the same time, we analyze some materials made by students and teachers in the projects to better understand their contribution under the InterNetwork Comenius Project

Prevalence of asthma among school children in Gaborone, Botswana.

Background: Asthma prevalence is high (>10%) in developed countries and although data is still missing for most of Africa, rates are increasing in developing regions as they become more westernized. We investigated the prevalence of asthma in school children in Gaborone, Botswana. Methods: This was a cross sectional descriptive study. ISAAC methodology was used. A representative proportionate size random sample of two age groups of children (13-14 year olds and 6-7 year olds) was consecutively enrolled from 10 schools. The schools were selected using a table of random numbers. A minimum sample size of 924 individuals (462 from each group) was adequate to achieve a precision of 3 % around our estimated prevalence of asthma of 10% with 95% confidence assuming a non-response rate of 20%. Data was collected using the validated International study of Asthma and Allergies in children (ISAAC) questionnaire. In accordance with the ISAAC criteria, Asthma was defined as wheezing in the previous 12 months. Data was captured in microsoft excel and analysed using SPSS version 23. Results: The prevalence of asthma (wheezing in the previous 12 months) was 16.5% (194/1175). Among the 6-7 year olds, the prevalence of asthma (wheezing in the previous 12 months) was 15.9%, while among the 13-14 years olds it was 16.8 %. The prevalence school type was 22.3 % in private schools versus 14.5 % in public schools. More severe asthma was associated with older children, 13 -14 years. The older children reported more limited speech due to wheezing (OR= 2.0, 95% CI =1.034, 3.9, p-value=0.043), ever had asthma (OR= 1.5, 95% CI=1.031, 2.3, p-value=0.034) and wheezing during exercise (OR=3.4, 95% CI= 2.5, 4.9, p-value= <0.001) compared to the younger children 6-7 years. Children from private schools had more wheezing symptoms. They were more likely to have ever wheezed (OR=2.2, .95% CI=1.7,2.9, p-value < 0.0001), wheezed in the previous twelve months (have asthma) (OR=1.7,95%CI=1.2,2.4, p-value = 0.001), ever had asthma (OR=2.4, 95% CI=1.7,3.5, pvalue< 0.0001), and wheezed during exercise (OR=1.8, 95% CI=1.4,2.4, p-value < 0.0001). Conclusion: The prevalence of asthma amongst school children in Gaborone, Botswana is high with older children experiencing more severe symptoms of asthma.

Job satisfaction among primary school personnel in Madagascar

This article analyzes the job satisfaction of primary school teachers in Madagascar. Based on the estimation of multilevel models, low wages and problems getting paid, job insecurity, lack of in-service training, high pupil-teacher ratios, and lack of basic infrastructure and teaching materials are identified as the main reasons for dissatisfaction. Principals’ control of teachers’ activities also adversely affects satisfaction, suggesting that, in Malagasy schools, neither school directors nor teachers have succeeded in adopting organizational cultures based on cooperation among their members. These results are likely to stimulate debates on educational policy, both in Madagascar and in many other developing countries.

Teacher perceived difficulty in implementing differentiated instructional strategies in primary school

This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed.