Teachers' Acculturation Attitudes and their Classroom Management: an empirical study among fifth-grade primary school teachers in Switzerland

This article investigates the influence of attitudes towards acculturation of 180 primary school teachers on their classroom management. The results indicate that teachers with integrative attitudes towards immigrant students' acculturation have a high propensity to punish students for disruptive behaviour, but they also demonstrate high levels of diagnostic expertise in social areas. Teachers with assimilative attitudes are also likely to punish students for misbehaviour, but tend to have a deficiency in the ability to diagnose social tensions among students. Teachers with assimilative attitudes who report high levels of disruptive behaviour in their classroom have the strongest tendency to punish and the lowest level of diagnostic expertise in social areas.

Cognitively engaging chronic physical activity, but not aerobic exercise, affects executive functions in primary school children: A group-randomized controlled trial

Although the positive effects of different kinds of physical activity (PA) on cognitive functioning have already been demonstrated in a variety of studies, the role of cognitive engagement in promoting children’s executive functions is still unclear. The aim of the present study was therefore to investigate the effects of two qualitatively different chronic PA interventions on executive functions in primary school children. 181 children aged between 10 and 12 years were assigned to either a 6-week physical education program with a high level of physical exertion and high cognitive engagement (team games), a physical education program with high physical exertion but low cognitive engagement (aerobic exercise), or to a physical education program with both low physical exertion and low cognitive engagement (control condition). Executive functions (updating, inhibition, shifting) and aerobic fitness (multistage 20-meter shuttle run test) were measured before and after the respective condition. Results revealed that both interventions (team games and aerobic exercise) have a positive impact on children’s aerobic fitness (4-5 % increase in estimated VO2max). Importantly, an improvement in shifting performance was found only in the team games and not in the aerobic exercise or control condition. Thus, the inclusion of cognitive engagement in PA seems to be the most promising type of chronic intervention to enhance executive functions in children, providing further evidence for the importance of the qualitative aspects of PA.

Integral development of an Agricultural Training Center to ensure food security in Glory Special Needs Primary School. Kitgum, Uganda. DANIEL

El presente proyecto, titulado “Integral development of an Agricultural Training Center to ensure food security in Glory Special Needs Primary School. Kitgum, Uganda” fue llevado a cabo de Julio de 2011 a Febrero de 2012 en la escuela primaria Glory Special Needs, dedicada a la atención y educación de jóvenes discapacitados, en Kitgum, Uganda. El proyecto se realizó con la colaboración del grupo de cooperación de la ETSI Agrónomos, AgSystems, la Fundación AmigoSolidarios y la ONG local NUCBACD. Su objetivo principal fue el desarrollo y puesta en marcha de un centro de capacitación Agrícola para dotar de igualdad de oportunidades a los jóvenes con discapacidad de Kitgum, potenciando y favoreciendo su integración en la comunidad, y garantizar así la seguridad alimentaria de los 137 alumnos internos en la escuela Glory Special Needs. El trabajo realizado supuso una acción relevante en Kitgum, superando la visión de una economía familiar basada en las actividades agrícolas, para centrarse en la profesionalización de la Agricultura como motor económico de la región. Este documento presenta una descripción de las principales actividades que se desarrollaron con el fin de alcanzar el objetivo planteado, desde un punto de vista educativo, sostenible e inclusivo. Para conseguirlo, se plantearon tres lineas de trabajo: - Programa productivo. - Programa educativo. - Programa organizativo.

Primary school teacher’s noticing of students’ mathematical thinking in problem solving

Professional noticing of students’ mathematical thinking in problem solving involves the identification of noteworthy mathematical ideas of students’ mathematical thinking and its interpretation to make decisions in the teaching of mathematics. The goal of this study is to begin to characterize pre-service primary school teachers’ noticing of students’ mathematical thinking when students solve tasks that involve proportional and non-proportional reasoning. From the analysis of how pre-service primary school teachers notice students’ mathematical thinking, we have identified an initial framework with four levels of development. This framework indicates a possible trajectory in the development of primary teachers’ professional noticing.

Third reading-book in the primary school.

Mode of access: Internet.