Primary Education Research Papers - Academia.edu (original) (raw)

This paper analyzes the impact of a randomized cash transfer program on cognitive development in early childhood in rural Nicaragua. We first show that a very large sample of children in our sample are delayed along various dimensions,... more

This paper analyzes the impact of a randomized cash transfer program on cognitive development in early childhood in rural Nicaragua. We first show that a very large sample of children in our sample are delayed along various dimensions, including language, memory, and social skills, and that these delays are related to household per capita expenditure levels. We then show that the program had significant effects on cognitive outcomes, especially language. Program impacts are larger for older pre-school aged children, who were also more likely to be delayed. We analyze how the program affected several inputs into early childhood development that have been identified as key risk factors in the literature. Households randomly assigned to receive transfers increased the consumption of nutritious foods and provided more cognitive stimulation to children than those assigned to the control group. Moreover, we show that these impacts are not due to the cash component of the program only. The expenditure patterns of beneficiary households are significantly different from those of control households, indicating that households do not spend the cash received through the program in the same way as other income. Thomas, D. 1994. "Like Father, Like Son, Like Mother, Like Daughter: Parental Resources and Child

This study examined the relation between teacher suspicion of attention deficit hyperactivity disorder (ADHD) and teacher ratings on common behavior measures used to identify and diagnose ADHD. The children, urban, Midwestern,... more

This study examined the relation between teacher suspicion of attention deficit hyperactivity disorder (ADHD) and teacher ratings on common behavior measures used to identify and diagnose ADHD. The children, urban, Midwestern, African-American first graders, (N=372) completed the Conners' Continuous Performance Test (CPT), an objective measure of attention. They were also evaluated for ADHD symptomatology by both a teacher and a primary caretaker using the Child Behavior Checklist and the Teacher Report Form and the Conners' Parent and Teacher Rating Scales. Teachers suspected 97 of the 372 children (26.1 percent) of ADHD. Results indicate that children suspected of ADHD by their teachers had significantly higher behavior ratings as measured by both teachers and primary caretakers. However, the CPT did not tend to support the teacher or caretaker ratings of attention problems or impulsivity. (Contains 10 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document. Compton et al 1

Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research... more

Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the "meaningful differences" in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.

This paper describes the past assumptions about the mismatch of child language and school language, noting the distance principle, the characteristics of language interference and the various treatments that have been hypothesized. Past... more

This paper describes the past assumptions about the mismatch of child language and school language, noting the distance principle, the characteristics of language interference and the various treatments that have been hypothesized. Past research involving language mismatch and reading is reviewed, and it is noted that even though the best evidence against mismatch involves phonological mismatch, it elegantly refutes a thesis held by nobody. Grammatical mismatch research is flawed where completed but often hampered by an unwillingness of the public to accept dialect in print.. The major thrust of the paper is to suggest that recent developments in linguistic theory and research have opened the area of language functions for investigation. Functional language competence is asserted to be much more crucial to reading, particularly as it relates to teacher education, curriculum, materials and cross cultural understandings. Finally, it is urged that investigations be undertaken in the mismatch of child language and learning styles. (Author)

This article presents empirical evidence from household and firm survey data collected during 2009−2010 on the implementation of the 2008 Labor Contract Law and effects on China’s workers. The Government and local labor bureaus have made... more

This article presents empirical evidence from household and firm survey data collected during 2009−2010 on the implementation of the 2008 Labor Contract Law and effects on China’s workers. The Government and local labor bureaus have made substantial efforts to enforce the provisions of the new Law, which has likely contributed to reversing a trend toward increasing informalization of the urban labor market. Enforcement of the Law, however, varies substantially across cities. The article analyzes the determinants of worker satisfaction with the Law’s enforcement, workers’ propensity to have a labor contract, their awareness of the Law’s content and their likelihood of initiating disputes, and finds that all are highly correlated with education level, especially for migrants. Although higher labor costs may have had a negative impact on manufacturing employment growth, this has not led to an overall increase in aggregate unemployment or prevented the rapid growth of real wages. Less p...

The use of digital media is increasingly being promoted in school teaching. Since this aspect changes the interaction between teachers and pupils, this research is concerned with the development of a prototype of a mobile application for... more

The use of digital media is increasingly being promoted in school teaching. Since this aspect changes the interaction between teachers and pupils, this research is concerned with the development of a prototype of a mobile application for Android and iOS, in which different learning applications for language acquisition are offered on the basis of learning analytical measurements provided by experts in the field. By logging and collecting interactions of the user, it is possible to create a variety of statistical evaluations and thus respond to the needs and weaknesses of students. For the evaluation of the application, a user experience test was carried out, whereby the child-friendly operation of the application was tested. Due to the very positive feedback, the design was found to be good and can therefore be further developed.

ED280015 - Disfluent Oral Reading and Spelling Development.

A national random sample of 505 early elementary school teachers completed a 47-item survey to determine their perceived self-efficacy for teaching tobacco prevention education based on the Centers for Disease Control and Prevention... more

A national random sample of 505 early elementary school teachers completed a 47-item survey to determine their perceived self-efficacy for teaching tobacco prevention education based on the Centers for Disease Control and Prevention guidelines for grades K-3, their training status on tobacco prevention, and their level of teaching about tobacco prevention. Results indicated most of the teachers were female, White, held a bachelor's or master's degree, never smoked, and had not received formal tobacco prevention training. The teachers' scores were high for efficacy expectations. and for outcome expectations. Conversely, for outcome value. teachers ranked tobacco prevention fiifrh out of six health topics, as the most important health topic to teach elementary students. Also, teachers trained in four tobacco areas or more had statistically signrjicantly higher scores for efficacy expectations than those trained in three or fewer areas. Statistically significant positive associations were also found between years of teaching tobacco prevention and efficacy and outcome expectation scores, and between the amount of time that tobacco prevention was taught during the past school year and outcome value.

In schools, the learning and optimal development of children with adaptive or behavioral problems may be seriously affected. In many schools, such problems are so prevalent that demand time and energy of the educators may dilute the... more

In schools, the learning and optimal development of children with adaptive or behavioral problems may be seriously affected. In many schools, such problems are so prevalent that demand time and energy of the educators may dilute the educational experience of all children. This study examines the impact of the Primary Mental Health Project-a research-based, selective program. This early detection and prevention program for preschool and primary grades was implemented by the Jefferson County Public Schools. The Teacher-Child Rating Scale was used as a pre-and posttest measure for the participating students in the treatment schools. This study indicated that the school district participants had statistically significant positive scores in four critical domains: task orientation; behavior control; assertiveness; and peer sociability. Implications for policy and future research are discussed. Appendixes include rating scales and data. (Contains 19 references and 7 tables.) (GCP) Reproductions supplied by EDRS are the best that can be made from the original document.

This study examines some aspects of the quality of Alternative Basic Education (ABE) provision in Ethiopia. Educational indicators of quality were formulated under two general topic areas of ABE programme process and content, and pupil... more

This study examines some aspects of the quality of Alternative Basic Education (ABE) provision in Ethiopia. Educational indicators of quality were formulated under two general topic areas of ABE programme process and content, and pupil learning outcomes. A qualitative-interpretative research approach and survey design was used to collect data from primary and secondary sources and to provide separate case descriptions of the five regions and two city administrations studied. The study’s main findings give clear indication of a broad spread of ABE conceptions and practices in ABE Centres in Ethiopia. The approaches and experiences of the five participating regions reveal factors that have an impact on quality ABE delivery, as well as measures that can improve quality if supported with an appropriate institutional environment.

Resumen: En este artículo se analiza la relación entre la realización de deberes escolares y el rendimiento académico en una muestra de estudiantes de los tres últimos cursos de Educación Primaria. Las variables vinculadas con la... more

Resumen: En este artículo se analiza la relación entre la realización de deberes escolares y el rendimiento académico en una muestra de estudiantes de los tres últimos cursos de Educación Primaria. Las variables vinculadas con la implicación de los alumnos en los deberes escolares fueron el número de deberes realizados, el tiempo dedicado a los deberes y el aprovechamiento del tiempo dedicado a los deberes; mientras que el rendimiento académico fue estimado en base a las notas en matemáticas y lengua extranjera (inglés). Se ha tenido en cuenta el posible efecto del curso y del género a la hora de calcular el nivel predictivo de las variables relativas a los deberes sobre el rendimiento académico. Los resultados obtenidos indican que la cantidad de deberes realizados de los prescritos y el aprovechamiento del tiempo predicen positiva y significativamente el rendimiento académico en ambas asignaturas, mientras que la cantidad de tiempo dedicado a la realización de los deberes no es relevante. Finalmente, mientras que el género no resultó significativo en la predicción del rendimiento académico, el curso sí predijo negativamente el rendimiento en matemáticas: a medida que se asciende de curso el rendimiento en matemáticas tiende a disminuir. Palabras clave: Deberes escolares; implicación en los deberes escolares; rendimiento académico; educación primaria.

This study examined demographic, behavioral, and academic contributors to inner-city children's grade retention prior to third grade and at the end of the fifth year of school. Subjects were 138 children who were enrolled in 63 public... more

This study examined demographic, behavioral, and academic contributors to inner-city children's grade retention prior to third grade and at the end of the fifth year of school. Subjects were 138 children who were enrolled in 63 public schools in Washington D.C. Prior to entering first grade, all children, 96 percent of whom were African American, had attended both prekindergarten and kindergarten. Measures included assessments of children's academic progress, children's behavioral and social development, parental involvement during children's first 3 years in school, the nature of children's prekindergarten and kindergarten experiences, and demographic information. Results, based on 66% of the original sample, indicated that relationships existed between children's reading and language skills in first grade and their grade retention prior to third grade; between their parents' involvement in their education during kindergarten and their grade retention prior to third grade; and between their verbal performance during their fifth year in school and their grade retention at the end of their fifth year in school. Three tables are included. (BC)

As provided by Finnish law, the aim of compulsory schooling is to secure adequate equity in education throughout the country. In recent years, however, there have been signs that music education in primary schools may not be living up to... more

As provided by Finnish law, the aim of compulsory schooling is to secure adequate equity in education throughout the country. In recent years, however, there have been signs that music education in primary schools may not be living up to the aim of equity (Suomi 2019; Vesioja 2006). The concern about music education provision in grades 1–6 is shared by many countries around the world. In this study, we examined the variation in how teachers (N = 133) experience their ability to support pupils in realising the objectives for music eduction in the national curriculum and how principals (N = 82) describe the organisation of music education in their schools. Data was generated through an online survey in Swedish-speaking primary schools in Finland and analysed with both quantitative and qualitative methods (descriptive statistics, analysis of variance, regression analysis, qualitative content analysis). The findings suggest that there is a wide and significant variation in how the music...

This paper examines the relationship between policy and politics in relation to the development of public- sector primary education through Breton and Gaelic, considering closely the patterns of power through which such provision is... more

This paper examines the relationship between policy and politics in relation to the development of public- sector primary education through Breton and Gaelic, considering closely the patterns of power through which such provision is delivered. Brittany and Scotland present many similarities as culturally distinctive territories, contained within larger state-nations, which until recently allowed very little scope for minority language education. Initiatives to develop public-sector education through Breton and Gaelic were finally launched in the 1980s and have now became significantly institutionalised, even if they remain small in scale. The dynamics of institutionalisation have been very different in the two territories, however: parallel problems have been tackled in different ways, and issues that have proved fraught in one have presented few complications in the other. Both case studies demonstrate the importance of ‘bottom-up’ dynamics as a source of innovative energy.

One of the tasks for the British National Curriculum Council has been to identify steps toward proficiency-in the English language andi on thatbasis, issue descriptions-of appropriate progress for students,at each level and stage. There... more

One of the tasks for the British National Curriculum Council has been to identify steps toward proficiency-in the English language andi on thatbasis, issue descriptions-of appropriate progress for students,at each level and stage. There is a danger that teac:prs may view these steps-as a linear sequence of accomplishments, each to be achieved in turn.. Rather, language Learning need's to be seen as recursive. Young writers are learning to make their texts explicit to a reader by using, for example, linguistic connectives which give a sense of coherence to the writing. In-an analysis of speech and writing samples from five year Olds, a greater variety of connectives was found in speech than in writing. However, six year olds in the same study displayed the reverse finding. It was also found that they demonstrated a greater syntactic range when writing was purposeful. Writing samples taken from seven and-eight year olds at a suburban primary school in England illustrate a number of different, ways in which deVeloping writers take account of a reader. Much of what these-young writers are doing in their writing-represents embryonic forms of what can be found in the writing of mature authors. The youngsters know how to provide context for their stories, how to build tension and excitement, and how to-keep the attention of a reader. They also manipulate devices which make-it known that they are aware of the reader and handle changes of time.andparallel sequences. Teacher intervention will support these young writers best if it is informed by a deeper understanding of what young writers can do. (MG)-Reproductions supplied by EDRS are the best that can be made from the original document.

There is a particular urgency in this political moment to understand children's experiences with current events. Drawing from data generated following the 2016 presidential election, this paper focuses on three racially and linguistically... more

There is a particular urgency in this political moment to understand children's experiences with current events. Drawing from data generated following the 2016 presidential election, this paper focuses on three racially and linguistically diverse children's persuasive compositions. Within a critical literacies writing unit focused on (im)migrant experiences, children called on legislators to act on the Republican administration's policies. Building on the understanding that all literacies are political and that teaching and learning are value-laden tasks, the author engaged a cultural rhetorics orientation-grounded in the understanding of texts, bodies, materials, and ideas as interconnected aspects of communication-for data generation and analysis. The findings highlight how children strategically employed rhetoric to persuade. They used logos, pathos, and ethos, as well as story, a central tool for meaning-making and building practices in the world. Ultimately, this study demonstrates how children, when properly supported, can agentively participate in critical literacies and act on real-world politics. Through the stories of young children, this study emphasizes what children have to tell adults and what a cultural rhetorics orientation, through its emphasis on story, enables literacies researchers and educators to understand about children's composing.

This article provides perspectives on the promoting of environmental education by using senses. As underlain by the different environmental education models, the base of environmental educational ideas lies on positive attitudes to... more

This article provides perspectives on the promoting of environmental education by using senses. As underlain by the different environmental education models, the base of environmental educational ideas lies on positive attitudes to nature. Thereby it was studied to which extent attitudes could be affected by emphasising senses in a lesson held outdoors. The study is a qualitative phenomenographic case study in which a total of 18 pupils participated voluntarily in the research. The empirical data was gathered in the April 2012. The conceptions of third and fourth graders children of age 9 and 10 were studied. They were given outdoor education that was mostly based on using different senses, namely sense of hearing, touch, sight, smell, and taste. Children drew images on how they perceived the nearby forest and lake area before and after the outdoor lessons. The data was analyzed by using deductive content analysis. Based on the drawings, five children were interviewed before and after the outdoor lessons. The outcome was that even a short teaching period in nature has a positive effects on the pupils attitudes to nature.

This study investigated whether in time-delay discrimination training, the performance of impulsive children can be improved by requiring self-monitoring of the correctness of nonwait responses, and to what extent these improvements are a... more

This study investigated whether in time-delay discrimination training, the performance of impulsive children can be improved by requiring self-monitoring of the correctness of nonwait responses, and to what extent these improvements are a function of the dimensions of the prompts. Four experiments, in each of which multiple prompts were used, one for each stimulus (S +, S-), were done. Comparisons between time delay of distinctive-and nondistinctive-feature prompts, with and without self-monitoring, were made across and within subjects. Time delay of distinctive-feature prompts without self-monitoring did not produce learning. The added requirement of selfmonitoring nonwait responses led to a dramatic improvement in performance, but only when distinctive-feature cues were used for prompting and selfmonitoring.

This work has the assumptions that the nature and the complexity of the reading procedures, for the educators and investigators, is a continuous challenge of the schools. It has two central objectives: a) to propose an explanatory model... more

This work has the assumptions that the nature and the complexity of the reading procedures, for the educators and investigators, is a continuous challenge of the schools. It has two central objectives: a) to propose an explanatory model of the factors that take part in the reading understanding in primary education; b) to describe the characteristics of the professor in its reading understanding. The results demonstrated that the level of reading understanding of the professor, so and as was formed in the investigation, is very below the awaited one. In addition, the results show that the development of the reading ability of the professor must comprise of policies of education by means of the initial formation or continued.

This document consists of a teacher manual and a set of information cards. The teacher manual is designed to educate Alaskan students about the important functions of Alaska's wetlands and about the fish and wildlife that live there. Part... more

This document consists of a teacher manual and a set of information cards. The teacher manual is designed to educate Alaskan students about the important functions of Alaska's wetlands and about the fish and wildlife that live there. Part I of the manual explores Alaska's wetland habitats, the plants and animals that live there, and the relationships between human activities and wetlands as

Students come to formal schooling with prior probabilistic conceptions developed through informal experiential events. One such concept is that of chance outcomes being inherently equiprobable, even when not the case. In the design-based... more

Students come to formal schooling with prior probabilistic conceptions developed through informal experiential events. One such concept is that of chance outcomes being inherently equiprobable, even when not the case. In the design-based research described here, a class of 3rd Grade students was posed an inquiry problem embedded with non-equiprobable outcomes: What is the best addition bingo card? Argumentation was employed as a pedagogic approach to challenging students’ equiprobable beliefs, with students supported to develop an evidence-based argument in response. Students initially experienced conflict with the realisation of unequal frequencies, then developed representations to act as theoretical evidence. A shift from conceptualizing equiprobable outcomes towards responses reflecting theoretical distribution was observed. This exploratory research suggests potential for an evidentiary focus to challenge probabilistic conceptions.

Pemerkasaan kaedah Pendidikan Abad Ke-21 (PAK 21) dalam sistem pendidikan negara kini telah mengubah landskap kehidupan manusia. Peranan pendidik menjadi lebih mudah apabila pengajaran dan pembelajaran berubah kepada pembelajaran dan... more

Pemerkasaan kaedah Pendidikan Abad Ke-21 (PAK 21) dalam sistem pendidikan negara kini telah mengubah landskap kehidupan manusia. Peranan pendidik menjadi lebih mudah apabila pengajaran dan pembelajaran berubah kepada pembelajaran dan pemudahcaraan (PdPc). Lantas pelbagai kemahiran PAK 21 dan penggunaan gadjet berteraskan teknologi terkini perlu dikuasai oleh para guru. Penggunaan komputer riba, telefon bimbit, telefon pintar, pembantu digital peribadi (PDA), tablet dan peralatan teknologi maklumat dan komunikasi yang lain dalam PdPc telah menjadi suatu lumrah pada masa kini. Penyelidik mengetengahkan Pembelajaran Mobil yang bersifat luwes dalam kajian ini. Objektif kajian ini ialah untuk mengenal pasti tahap penerimaan dan kesediaan guru-guru Sains terhadap penggunaan Pembelajaran Mobil serta tahap kesesuaian penggunaan Pembelajaran Mobil dalam kalangan guru Sains di sekolah rendah. Seramai 125 orang guru-guru Sains sekolah rendah di daerah Segamat, Johor telah terlibat dalam kajian ini. Satu set soal selidik yang mengandungi 33 item telah digunakan sebagai instrumen dalam kajian ini. Nilai kebolehpercayaan instrumen kajian Alpha Cronbach bagi semua pembolehubah mencatatkan nilai antara 0.922 sehingga 0.943. Data dianalisis menggunakan perisian Statistical Package For The Social Sciences (SPSS) Versi 22. Dapatan kajian menunjukkan bahawa tahap penerimaan, kesediaan dan kesesuaian penggunaan Pembelajaran Mobil dalam kalangan guru adalah berada pada tahap tinggi bagi mata pelajaran Sains.

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations... more

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

Using a personal anecdotal style, this paper describes ethical conflicts that occurred during a study conducted in a kindergarten classroom in which the researcher was a passive observer. The paper is framed around an incident observed by... more

Using a personal anecdotal style, this paper describes ethical conflicts that occurred during a study conducted in a kindergarten classroom in which the researcher was a passive observer. The paper is framed around an incident observed by the researcher in which a kindergarten student was stigmatized as an outsider and mistreated by his peer group. The discussion of the researcher's role as a passive observer in a classroom stresses the need to capture the natural social setting of the classroom. The paper explores the ethical paradox of passive observation research. By avoiding intervention on behalf of a victim, a researcher can maintain objectivity and provide descriptions and analyses that have the potential to ultimately help victims; or a researcher can assist a victim in a sample of subjects being studied, but will thereby alter descriptions and analyses. (MM)

The Whole Language (WL) approach is sweeping across classrooms in the United States, bringing with it motivating and innovative ways to teach language arts skills to primary school children. With its emphasis on individual discovery,... more

The Whole Language (WL) approach is sweeping across classrooms in the United States, bringing with it motivating and innovative ways to teach language arts skills to primary school children. With its emphasis on individual discovery, language as a social activity, and diverse "literacy events," the approach employs many techniques that are used in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) classrooms every day without being called "whole language" activities, while also introducing some less familiar activities of value. In this paper, an explanation is given of the basic principles and practices of the WL approach. It also explores some possible applications of whole language practices to ESL and EFL classrooms, and shares a sampling of some whole language activities that have been successfully transplanted to the ESL classroom. Topics covered include the natural apploach, integration of language arts, decoding strategies, immersion in literacy events, reading materials, classroom activities, individual learning styles, collaborative learning, student role, teacher role, assessment and adult education. (Contains 14 references.) (Author/CK)

The aim of this research was to investigate one of the features of text display in books printed for young readers. The feature chosen as the focus for this study was the position of the line-break with respect to the phrase structure of... more

The aim of this research was to investigate one of the features of text display in books printed for young readers. The feature chosen as the focus for this study was the position of the line-break with respect to the phrase structure of the sentence. When reading aloud, children tend to equate line length with a complete sentence, thus disrupting their fluency and, possibly, comprehension. This research was specifically designed t o investigate the effect of a line-break after each word in the sentence pattern: subject-verb-object-adverbial. In an associated experiment, positioning effects of the word were investigated in coorGiating positions between clauses, phrases and words occurring at the end of one line or at the beginning of the next. These experimental line-breaks were embedded in a story which had an identical parallel form in which none of the sentences was violated by line-breaks. In total, 254 five-to eight-year-old children were tape-recorded reading pairs of texts aloud, with a three-week break between recordings. These tapes were analysed for disruptions of fluency and comprehension. A hierarchy of difficulty in relation to the occurrence of the line-breaks for these sentence patterns has been identified.

Over the past decade, the achievement of universal primary education, under the somewhat misleading rubric of ‘Education for All’ (EFA), has steadily built momentum in international forums as a focus for discussion and action. The present... more

Over the past decade, the achievement of universal primary education, under the somewhat misleading rubric of ‘Education for All’ (EFA), has steadily built momentum in international forums as a focus for discussion and action. The present study looks critically at the evolution of consensus about EFA within the international community. The first section of this contribution provides an overview of ‘education for development’ in the form in which it has been inherited from the 20th century. The second describes what has changed in the context, rhetoric and practice of such ‘education for development’. The final section reflects on two questions: ‘Why has EFA now moved beyond international rhetoric to action?’; and ‘What can our experience with EFA tell us about the prospects for multilateralism and global governance in the 21st century?’ über die letzten zehn Jahre hat die Errungenschaft allgemeiner PrimÄrbildung unter der ein wenig irreführenden überschrift, Bildung für alle’ (Education for All/EFA) in internationalen Foren als ein Zentrum für Diskussionen und Aktionen stetig mehr Beachtung gefunden. Die vorliegende Untersuchung wirft einen kritischen Blick auf die Entwicklung von Einigkeit in Bezug auf EFA innerhalb der internationalen Gemeinschaft. Der erste Abschnitt dieses Beitrages bietet einen überblick über, Bildung für Entwicklung’ in der Form, in der das Konzept aus dem 20. Jahrhundert ererbt ist. Der zweite Abschnitt beschreibt, was sich im Kontext der Rhetorik und der Praxis einer solchen, Bildung für Entwicklung’ verÄndert hat. Der letzte Abschnitt stellt Reflexionen über zwei Fragen an: Warum ist EFA nun über internationale Rhetorik hinaus zur Umsetzung fortgeschritten, und was kann uns unsere Erfahrung mit EFA über die Aussichten für multilaterale VerhÄltnisse und globale Lenkung im 21. Jahrhundert sagen? Durant la derniére décennie, la réalisation d’une éducation primaire universelle, sous la rubrique quelque peu trompeuse de 1’« éducation pour Tous » (EPT) a continuellement donné une impulsion aux forums internationaux en étant au centre de la discussion et de l’action. La présente étude jette un regard critique sur l’évolution du consensus à propos de l’EPT au sein de la communauté internationale. La premiére section de cette contribution offre une vue d’ensemble de « l’éducation pour le développement » selon la forme qui nous a été léguée par le XXe siécle. La seconde décrit ce qui a changé dans le contexte, la rhétorique et la pratique d’une telle ‘éducation pour le développement’. La derniére section est une réflexion sur deux questions : ‘Pourquoi l’EPT a-t-elle maintenant dépassé la rhétorique internationale pour favoriser l’action’ ; et ‘Que peut nous apprendre notre expérience de l’EPT à propos des perspectives du multilatéralisme et du gouvernement global au XXIe siécle ?’ A lo largo de la ultima década, el objetivo de lograr una educación primaria universal bajo el titulo un poco equivoco de “Educación para Todos≓ (EPT) ha impulsado permanentemente los foros internacionales como foco de debates y de acción. El présente estudio echa una mirada critica a la evolución de un consenso en cuanto a la EPT dentro de la comunidad internacional. La primera parte de esta contributión provee una visión sinóptica de la ‘educación para el desarrollo’ en la forma en la que este objetivo se ha heredado del siglo XX. La segunda, describe qué es lo que ha cambiado en el contexto, la retórica y la práctica de esa ‘educación para el desarrollo’. La parte final reflexiona sobre dos interrogantes: ¿Por qué la EPT no ha pasado de la retórica internacional a la actión?; y ¿Qué nos puede decir nuestra experiencia con la EPT sobre las perspectivas de multilateralidad y gobernabilidad global en el siglo XXI? НА пРОтьжЕНИИ пОслЕ ДНЕгО ДЕсьтИлЕтИь УспЕхИ, ДОстИгНУтыЕ В О ВсЕОБЩЕМ НАЧАльНОМ ОБРАжОВАНИИ, пРОВОжг лАшЕННОМ пОД лОжУНгОМ «ОБРАжО ВАНИЕ Дль ВсЕх» (EFA), сООБ ЩАУт НЕпРЕРыВНыИ ИМпУльс И НАхОДьтсь В цЕНтРЕ ДИскУссИИ И РЕ шЕНИИ МЕжДУНАРОДНых ФОРУМОВ. ДАННОЕ ИсслЕ ДОВАНИЕ кРИтИЧЕскИ РАссМАтРИВАЕт ЁВОлУ цИУ ЕДИНОгО ВжгльДА НА EFA ВНУтРИ МЕж ДУНАРОДНОгО сООБЩЕс тВА. В пЕРВОИ ЧАстИ ДАННОИ стАтьИ пРЕДлАгАЕтсь ОБжОР «ОБРАжОВАНИь Д ль РАжВИтИь» В тОИ ФОРМЕ, В кОтОРОИ ОНО БылО жАИМ стВОВАНО Иж 20 ВЕкА. ВО В тОРОИ ЧАстИ стАтьИ РАссМАтРИВАЕтсь, ЧтО ИМЕННО ИжМЕНИлОсь В к ОНтЕкстЕ, ДИскУссИьх И НА пРАктИкЕ тАкОгО «ОБР АжОВАНИь Дль РАжВИтИ ь». В жАклУЧИтЕльНОИ ЧАст И ОБсУжДАУтсь ДВА ВОпР ОсА: «пОЧЕМУ В НАстОьЩ ЕЕ ВРЕМь EFA ВышлО жА РАМкИ ОБсУжДЕНИИ НА МЕжДУН АРОДНОМ УРОВНЕ И пЕРЕ шлО к пРИНьтИУ кОНкРЕтНых РЕшЕНИИ?» И «ЧтО НАш Оп ыт пО EFA гОВОРИт НАМ О пЕРспЕктИВАх МНОгОстОРОННОстИ И г лОБАльНОгО УпРАВлЕН Иь В 21 ВЕкЕ?»

Een Pedagogisch-Didactische KernStructuur® (PDKS®) bestaat uit een diagnostische, met name op kerndoelen en curriculumspecificaties gebaseerde systematiek voor het ontwerpen en realiseren van ‘Optimaliserend Onderwijs’ en de bijbehorende... more

Een Pedagogisch-Didactische KernStructuur® (PDKS®) bestaat uit een diagnostische, met name op kerndoelen en curriculumspecificaties gebaseerde systematiek voor het ontwerpen en realiseren van ‘Optimaliserend Onderwijs’ en de bijbehorende speel-/leerprocessen voor elk kind of elke leerling. In dit document wordt een nieuw ontwerp van een praktijkgerichte PDKS®-systematiek uitgewerkt die is ingebed in een webapplicatie ten behoeve van gebruik in instellingen voor vóór- en vroegschoolse educatie en in scholen voor PO en VO. Doel van dit digitale curriculumbeheersysteem is om het voor genoemde instellingen, scholen en leerkrachten / docenten gemakkelijker te maken het onderwijs en de speel-/leerprocessen verantwoord te individualiseren. Dit wil zeggen: deze onderwijs- en leerprocessen adequaat voor te bereiden en in te zetten ter ondersteuning van de ontwikkeling en de leerbehoefte, het leerniveau en het leertempo van individuele leerlingen en groepjes leerlingen in een flexibel groeps- of klasverband. De groeps- of klasorganisatie van leerlingen wordt onafhankelijk(er) van leeftijd en leerlingen kunnen verantwoord, individueel of samen, de eigen speel-/leerprocessen méér zelf reguleren. Via de hier ontwikkelde, informatietechnologisch ingebedde PDKS® kunnen essentiële onderwijs- en leerprocessen worden geïntegreerd. Bijvoorbeeld diagnostiek gebaseerd op individuele én landelijke indicatoren (dubbele diagnostiek), passende instructie en speel-/leerprocessen, vrije curriculumactiviteiten, curriculuminformatie en -beheer, en systematische evaluatie op verschillende onderwijsniveaus (leerling, groepje, groep/klas, school, bovenschools, landelijk). Samenwerking met jeugdzorg wordt eenduidiger, gemakkelijker en méér preventief. De combinatie van resultaten van landelijk genormeerde toetsing en de schoolgebonden evaluatie van leerarrangementen levert tevens concreet zicht op de feitelijke ‘schoolkwaliteit’.

Weight gain is a well-known and unwanted complication of adjuvant chemotherapy in breast cancer. We observed that the female Turkish cancer patients frequently gain weight with adjuvant treatment of breast cancer and planned to examine... more

Weight gain is a well-known and unwanted complication of adjuvant chemotherapy in breast cancer. We observed that the female Turkish cancer patients frequently gain weight with adjuvant treatment of breast cancer and planned to examine the magnitude of this problem in early breast cancer patients treated at our hospital. A total of 176 early breast cancer patients who received their adjuvant systemic therapy in Marmara University Hospital between 2003 and 2007 are included in the study. We recorded their weight before and after chemotherapy and also a year after chemotherapy to find out whether the change with weight is transitory. We have also recorded demographic information, including the educational level, menopausal status, the type of chemotherapy or hormonal treatment administered stage of disease, marital status, occupation and the underlying diseases to analyze the relationship between change in weight and these parameters. Median age of patients was 53 and 72% of patients were postmenopausal. Educational level was equally distributed for primary education (27%), high school (40%), and university (33%). The majority of the patients (76%) was married, had two children (69%) and was housewife (60%). Family history of any cancer was high (32%). Most of the patients had stage II cancer (56%), received anthracyclines+/− taxane based chemotherapy (98%) and had no underlying disease (68%). The majority also did not smoke (73%) or drink alcohol (93%). A total of 67% and 72% patients gained weight upon completion and one year after completion of chemotherapy. Mean weight before the chemotherapy, upon completion of chemotherapy and one year after completion of chemotherapy were 68.9 kg, 70.6 kg (P = 0.000) and 71.9 kg (P = 0.000) respectively. Mean body mass index was 27.1 at baseline, 27.8 upon completion of chemotherapy (P = 0.000) and 28.3 one year after completion of chemotherapy (P = 0.000). Age, menopausal status, multiparity and presence of comorbid diseases had statistically significant impact on weight gain following adjuvant therapy in breast cancer patients (P = 0.000, P = 0.008, P = 0.015 and P = 0.017 respectively). This study shows that Turkish women with early breast cancer gain weight after adjuvant systemic therapy, in line with European and American counterparts. This increase in weight is maintained at least one year after adjuvant therapy. Given the adverse consequences of weight gain in terms of both breast cancer prognosis and general health, it is necessary to inform patients about this change and to develop strategies for weight maintenance during and after systemic therapy.

This paper presents evidence about the impact on school enrollment of a program in Ecuador that gives cash transfers to the 40 percent poorest families. The evaluation design consists of a randomized experiment for families around the... more

This paper presents evidence about the impact on school enrollment of a program in Ecuador that gives cash transfers to the 40 percent poorest families. The evaluation design consists of a randomized experiment for families around the first quintile of the poverty index and of a regression discontinuity design for families around the second quintile of this index, which is the program's eligibility threshold. This allows us to compare results from two different credible identification methods, and to investigate whether the impact varies with families' poverty level.

This paper presents tha results of tha evaluation of the North York French immersion program at kindergarten, grade 1 and grade 2. The evaluation included the pupils enrolled in the first class established at each grade level, and... more

This paper presents tha results of tha evaluation of the North York French immersion program at kindergarten, grade 1 and grade 2. The evaluation included the pupils enrolled in the first class established at each grade level, and focussed on the following four questions: (1) Are pupils developing competence in the French language; (2) Is the development of reading and arithmetic skills comparable to that of pupils in an English-only program; (3) Are pupils developing a positive self-image; and (4) Has the developm:nt of intellectual and cognitive abilities been hindered as a result of instruction in a second language? In addition to data gathered each year from pupils participating in the program, their parents were asked to complete questionnaires regarding their opinions of the program, as well as their general attitudes toward French and toward learning a second language. The report is divided :into two major sections. Part 1 describes both the method for collecting data from pupils, and the results of the data anulysis for eaci of the three grade levels, respectively. Part 2 outlines the results of the parent questionnaires distributed each year.

The authors use population census data to project school enrolment for Kenya. They also employ current education sector budget and national revenue base statistics to model the sector budget and to forecast the revenue base growth... more

The authors use population census data to project school enrolment for Kenya. They also employ current education sector budget and national revenue base statistics to model the sector budget and to forecast the revenue base growth required to sustain universal primary education (UPE). The 2003 fiscal year unit cost of education is used as the base value for computing the budget needed to fund UPE through 2015, the year by which the international community aims to achieve UPE. The authors apply econometric analysis in exploring the policy implications for the education sector budget and capacity for revenue generation that would support the budgetary growth needed. ß

In this paper we are giving an example of how Information and Communication Technologies (ICT) can enhance the process of Teacher training, and how this can be used for Lifelong Competence Development of teachers. We show how one... more

In this paper we are giving an example of how Information and Communication Technologies (ICT) can enhance the process of Teacher training, and how this can be used for Lifelong Competence Development of teachers. We show how one particular methodology for teaching and training soft skills can be further enhanced by the use of ICT. We show how the use of Learning Design centred software platform for lifelong competence development can enhance the in-service training of teachers.

Education is the basic way for accelerating the human development process of a country. Under the sphere of education system, primary education gets the highest priority regarding itself as the base of formal education. Primary education... more

Education is the basic way for accelerating the human development process of a country. Under the sphere of education system, primary education gets the highest priority regarding itself as the base of formal education. Primary education in West Bengal, as all over the country, suffers from many deficiencies including problems of infrastructure, shortage of schools, shortage of teachers, the financial handicap of the parents, and so on. These deficiencies have long been recognised and formed part of the popular discourse on the shortcomings of primary education in the state.
The student teacher ratio have been an effect on school management where the number of student is very low in number, but according to our Right to Education Act 2009, it have been clear by our general observation that the 30: 01 pupil teacher ratio (PTR) effect on the primary school in both rural and urban areas. In where, mainly two or three teachers primary school, situated in different parts of India as well as West Bengal. There are so many works which are very essential to do for a head teacher as well as teacher-in- charge to maintain the official works which are also effect on the class as well as the teaching learning process in a primary school. Beside this also effect on the student achievement, it is also leads to minimize the learning quality in a primary school.
Mainly by this study we would try to understand the effect of student teacher ratio on the primary school management in North 24 Parganas, West Bengal, according to Right to Education Act, 2009. On the basis of this background we would try to understand the original effect of Student teacher ratio on the primary level.

Meer inzicht in de achtergronden van zowel pesten als gepest worden op school is te verkrijgen door verschillende informatiebronnen te analyseren. Hierbij gaat het om de leerlingen, hun gezinsachtergrond, kenmerken van de klas en school,... more

Meer inzicht in de achtergronden van zowel pesten als gepest worden op school is te verkrijgen door verschillende informatiebronnen te analyseren. Hierbij gaat het om de leerlingen, hun gezinsachtergrond, kenmerken van de klas en school, het onderwijssysteem en ook de samenleving waarbinnen het pesten plaatsvindt.