This document summarizes research on early childhood education in Estonia. It provides a brief history of early childhood education in Estonia dating back to 1840. It then describes the current state of early childhood teacher education programs and preschool institutions in Estonia. The document also summarizes several studies that have been conducted on topics like teacher professionalism, the quality of learning environments, and the values of teachers, principals, and parents in early childhood education in Estonia.
The Effectiveness of Thematic Teaching Approach on Developing Reading Skills ...paperpublications3
This document summarizes a study that investigated the effectiveness of the thematic teaching approach on developing reading skills among preschool children in Manga Sub-County, Kenya. The study found that most teachers (68%) always used the thematic approach. However, the approach was considered more effective for teaching pictures than for teaching letter sounds, words, or numbers. Overall, reading skills among preschoolers remained below average. The study concluded that teachers need more effective reading instruction strategies and training to improve early reading development.
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
Building research and development partnerships between schools and Higher Edu...Brian Hudson
This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34.
Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.
Enhancing teachers curriculum ownership via teacher engagement in state based...Anita Kärner
This document summarizes a study that investigated Estonian upper secondary school teachers' views on how participating in state-based curriculum development has impacted their sense of curriculum ownership. The study compared teachers who participated in state-level curriculum development to those who did not. It found that while the goal of educational policy was to enhance teachers' curriculum ownership, tendencies of compartmentalization and segmentation inherent in the curriculum-making process and documents have not achieved this goal, contrary to aims of de-segmentation and licensing. The theoretical framework draws from concepts of social differentiation processes in large-scale curriculum systems.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Geert Driessen (2012) AERA Trends in Educational Disadvantage in Dutch Elemen...Driessen Research
The document discusses trends in educational disadvantage in Dutch elementary schools based on large cohort studies from 1994 to 2007. The key findings are:
1. Minority students from Turkey, Morocco, Suriname, and other non-Western countries started elementary school with large delays in language and some delays in math compared to non-minority students. However, the initial differences decreased in recent cohorts.
2. During elementary school, minority students gained ground in both language and math, with math delays almost disappearing by 8th grade while language delays remained.
3. In contrast, delays increased for non-minority students from low-education families, with larger delays in math than language.
4. More target
A comparative study of secondary school students’ performanceAlexander Decker
This study compared the performance of secondary school students in English and Social Studies in Osun State, Nigeria. The following key points are summarized:
1. Test results from 800 students across 10 schools showed a significant difference in performance between English and Social Studies, with higher average scores in Social Studies.
2. Scores varied significantly across the 10 schools in both subjects.
3. However, gender, school location, and school type (public vs. private) were not found to significantly influence student performance in either subject.
4. The researchers concluded students performed better in Social Studies than English, possibly due to factors other than English language proficiency influencing Social Studies understanding. Consistent teacher training was recommended to
Teachers` gender and primary school pupils` achievement in mathematics in kenyaAlexander Decker
This study examined the relationship between teacher gender and primary school pupils' achievement in mathematics in Kenya. The study found that there were more male than female mathematics teachers. Female teachers were found to contribute more to higher pupil achievement in mathematics compared to male teachers. Statistical analysis showed a significant relationship between teacher gender and pupil achievement, with female teachers associated with better pupil performance. The study concluded that increasing the number of female mathematics teachers through targeted recruitment and training could help improve pupil achievement in mathematics.
The Effectiveness of Thematic Teaching Approach on Developing Reading Skills ...paperpublications3
This document summarizes a study that investigated the effectiveness of the thematic teaching approach on developing reading skills among preschool children in Manga Sub-County, Kenya. The study found that most teachers (68%) always used the thematic approach. However, the approach was considered more effective for teaching pictures than for teaching letter sounds, words, or numbers. Overall, reading skills among preschoolers remained below average. The study concluded that teachers need more effective reading instruction strategies and training to improve early reading development.
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
Building research and development partnerships between schools and Higher Edu...Brian Hudson
This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34.
Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.
Enhancing teachers curriculum ownership via teacher engagement in state based...Anita Kärner
This document summarizes a study that investigated Estonian upper secondary school teachers' views on how participating in state-based curriculum development has impacted their sense of curriculum ownership. The study compared teachers who participated in state-level curriculum development to those who did not. It found that while the goal of educational policy was to enhance teachers' curriculum ownership, tendencies of compartmentalization and segmentation inherent in the curriculum-making process and documents have not achieved this goal, contrary to aims of de-segmentation and licensing. The theoretical framework draws from concepts of social differentiation processes in large-scale curriculum systems.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Geert Driessen (2012) AERA Trends in Educational Disadvantage in Dutch Elemen...Driessen Research
The document discusses trends in educational disadvantage in Dutch elementary schools based on large cohort studies from 1994 to 2007. The key findings are:
1. Minority students from Turkey, Morocco, Suriname, and other non-Western countries started elementary school with large delays in language and some delays in math compared to non-minority students. However, the initial differences decreased in recent cohorts.
2. During elementary school, minority students gained ground in both language and math, with math delays almost disappearing by 8th grade while language delays remained.
3. In contrast, delays increased for non-minority students from low-education families, with larger delays in math than language.
4. More target
A comparative study of secondary school students’ performanceAlexander Decker
This study compared the performance of secondary school students in English and Social Studies in Osun State, Nigeria. The following key points are summarized:
1. Test results from 800 students across 10 schools showed a significant difference in performance between English and Social Studies, with higher average scores in Social Studies.
2. Scores varied significantly across the 10 schools in both subjects.
3. However, gender, school location, and school type (public vs. private) were not found to significantly influence student performance in either subject.
4. The researchers concluded students performed better in Social Studies than English, possibly due to factors other than English language proficiency influencing Social Studies understanding. Consistent teacher training was recommended to
Teachers` gender and primary school pupils` achievement in mathematics in kenyaAlexander Decker
This study examined the relationship between teacher gender and primary school pupils' achievement in mathematics in Kenya. The study found that there were more male than female mathematics teachers. Female teachers were found to contribute more to higher pupil achievement in mathematics compared to male teachers. Statistical analysis showed a significant relationship between teacher gender and pupil achievement, with female teachers associated with better pupil performance. The study concluded that increasing the number of female mathematics teachers through targeted recruitment and training could help improve pupil achievement in mathematics.
Πρόγραμμα Αγωγής Υγείας - Δημοσίευση στην Εκπαιδευτική Επικαιρότητα 2013Vasiliki Papaioannou
This document describes a sex education and relationships health project that took place in a public senior high school in Larissa, Greece. Nineteen volunteer students participated in the 25-hour program led by two teachers. Questionnaires were distributed to participants at the beginning, middle, and end to assess needs, attitudes, knowledge of STDs and pregnancy, and evaluate the program. The project aimed to fill gaps in sex education in Greek schools and provide a case study for improving future programs. Implementing and evaluating similar health education programs allows Greek teachers to play an important role in adolescent sexual education.
Foundations of Mathematics Achievement Sarah Vester
This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
PROBLEM BASED LEARNING: BARROW AND BLOOM TAXONOMY (Experimental activity)ijejournal
This paper explains what the PBL consists of, exposes the role of the teacher and the student in
this methodology, and discusses the convenience of using pictograms to determine the
convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a
taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a
problem-based learning method more appropriate for their students. Also, a PBL planning
process is presented for an experimental activity and its process evaluation.
MULTICULTURALISM AND HISTORY EDUCATION: TEACHERS’ PERCEPTIONSijejournal
The present paper attempts to explore the perceptions and views of public primary school teachers in the city of Thessaloniki on multiculturalism and historical education. In particular, the involvement of teachers in the implementation of intercultural practices was studied, while specifically the history course was chosen since on one hand it gathers many identical features and on the other hand it is offered for the design and implementation of many intercultural interventions. The city of Thessaloniki with its multicultural past was used as a basis for outlining the trends and views of the human resources that serve education. The sample of the research consisted of 413 teachers from the primary schools of the prefecture of Thessaloniki. The quantitative methodological approach was followed and the data were collected using a questionnaire. The results of the research showed that the teachers’ training in matters of intercultural education is incomplete, a fact that affects their perceptions and their intercultural practices in a negative way. The research also showed that history curricula are in need of great changes in respect to integrate the multicultural perspective.
This document provides a summary of the educational and professional experience of Lisa M. Martin-Hansen. She received her Ph.D. in Science Education from the University of Iowa in 2001. She is currently a Professor and Chair of the Science Education Department at California State University, Long Beach. Her previous positions include Associate Professor at Georgia State University and Assistant Professor at Drake University. Her research focuses on aspects of inquiry and active learning pedagogy related to science understanding. She has authored or co-authored over 20 publications in peer-reviewed journals.
This report outlines an action research project conducted at a local Christian school in Western Sydney to help the school implement Aboriginal and Torres Strait Islander histories and culture as a cross-curriculum priority. The research included a resource review which found that most books focused on traditional Dreaming stories and recommended adding more modern narratives. A teacher survey found that teachers had minimal knowledge but most felt the priority was important; they wanted cultural awareness training and professional development. The report concludes that teacher capacity must be developed to provide meaningful education and a respectful school culture established to support the new curriculum focus.
Assessing the Impact Of Drama Methods On Learners’ Understanding Of Hiv/ Aids...IJSRED
This study assessed the impact of using drama methods to teach about HIV/AIDS to 140 Grade 11 students in Zambia. It compared an experimental group that was taught using drama methods to a control group taught via traditional lecture methods. Results showed the experimental group had significantly higher post-test scores, indicating drama methods were more effective at enhancing understanding of HIV/AIDS concepts. The study also found students had positive attitudes towards learning biology using drama and that attitudes did not differ between male and female students. The researchers recommend using drama methods for teaching biology and other science subjects.
The impact of ability grouping on foreign language learners a case studyjlps0601
1) The study examined the impact of ability grouping on English learners at Fooyin University in Taiwan, where students were placed into three levels of English classes based on proficiency.
2) A questionnaire was administered to 865 students to understand the psychological, academic, and social effects of ability grouping, as well as differences in attitudes among the three groups.
3) The results found that ability grouping did not have a strong psychological, academic, or social impact on most students. While a small number felt negatively impacted socially, there were no significant differences found among the three groups in their attitudes toward the ability placement system.
Integrating language learning strategies to promote active cooperative langua...Alexander Decker
The document discusses a study that compared traditional teaching methods to active-cooperative learning methods and their impact on student motivation and behavior. The study involved 60 students ages 14-16 from schools in Tirana and Shkoder, Albania. Classroom observations and student surveys found that interactive teaching strategies positively impacted student motivation, leading them toward active-cooperative learning. Applying these strategies can be effective for teachers and rewarding for students, helping students improve their language skills.
Shannon K. Saxon has over 20 years of experience teaching mathematics to students in grades 1-9. She holds teaching certificates in elementary education, middle grades mathematics, and gifted education from North Carolina and Ohio. Her most recent teaching position was at Shaker Heights City School in Ohio, where she taught 7th grade math using rigorous and student-centered lessons incorporating technology. She has a Bachelor of Science in Elementary Education and a Bachelor of Arts in Psychology from the University of Akron, as well as a pending Master of Education in Mathematics from Walden University.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
The study investigated the effect of gender and location on students' achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. It analyzed data from 827 students in 8 secondary schools. The findings showed that male students achieved significantly higher scores than female students in both urban and rural schools. There was no significant difference in achievement between students in urban versus rural schools. However, within urban schools only, boys achieved significantly higher scores than girls. The study concluded that gender influences achievement more than location.
This document discusses the declining English proficiency levels among Filipino high school students and the rationale for improving English skills. It notes that English proficiency is deteriorating based on national test scores, and that only 1 in 5 public high school teachers are proficient in English. The government recognizes the problem and has taken steps like mandating English instruction in elementary schools. The document presents a study that aims to determine the English proficiency level of fourth year high school students at Dalaguete National High School and provide recommendations for improvement.
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
A study of the demographic differences of instructors in using e-Textbooks in...Sirui Wang
This study presented at AECT 2015 was a part of my dissertation of instructors' using e-Textbooks in higher education. It examined instructors in public universities in east south central of the U.S.
This document summarizes a study on good practices in Sri Lankan schools that promote peace. The study examined four schools and analyzed practices related to creating peaceful classrooms, school climates, communities, and societies. Key findings included:
1) The schools implemented various good practices such as establishing "peace trees", integrating subjects to develop students holistically, and displaying messages of peace and harmony.
2) Students perceived the practices as helping develop respect, conflict resolution skills, and environmental protection attitudes.
3) The practices helped students learn peace concepts such as reconciliation, respecting diversity, and sustainable development.
4) The schools faced challenges including lack of space and resources, but overcame many through creativity and community
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
Teachers' perceptions on the integration of ethnomathematics surendraSurendra Kumar Thakur
This document provides details of Surendra Kumar Thakur's dissertation defense on integrating ethnomathematics in secondary level mathematics teaching in Nepal. The dissertation examines teachers' perceptions of integrating cultural and daily life mathematical concepts and practices into classroom lessons and curriculum. Through a survey of 80 mathematics teachers, the study analyzes the relationship between sources of integration like curriculum, textbooks, classroom processes and teacher training, and teachers' perceptions. It finds teachers have a positive perception of integrating ethnomathematics and identifies demographic factors like age that influence perceptions. The dissertation contributes to understanding how to better connect mathematics learning to students' lives outside of school.
11.perception of teachers towards the use of punishment in sancta maria prima...Alexander Decker
The study investigated teachers' perceptions of punishment in Sancta Maria Primary School in Nigeria. A questionnaire was administered to 58 teachers to understand their views on various punishment methods. The results showed that teachers perceived verbal reprimand, making pupils stay late, fetching water, and toilet cleaning as unacceptable punishments. They also viewed physical punishments like hitting, kicking, hair-pulling as unacceptable. However, punishments like grass-cutting, kneeling, floor scrubbing, caning, and sweeping were deemed acceptable by teachers. The analysis found no significant differences in perceptions based on teachers' gender, age or years of experience.
Perception of teachers towards the use of punishment in sancta maria primary ...Alexander Decker
This document summarizes a study on teachers' perceptions of punishment in Sancta Maria Primary School in Nigeria. It includes the following key points:
1. A survey of 58 teachers at the school found that teachers perceive verbal assaults, keeping students late, and seizing belongings as unacceptable punishments. Physically hitting students is also seen as unacceptable.
2. Acceptable punishments according to teachers include cutting grass, kneeling, scrubbing floors, and light corporal punishment like switching.
3. The study found teachers' gender, age and experience did not significantly impact their views on punishment.
Ton Mooij & Geert Driessen (2008) BJEP Differential ability and attainment.pdfDriessen Research
Background. In preschool 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
those displaying other initial ability levels. To investigate whether specific individual,
family, or educational variables covary with the attainment of these different types of
pupils in school.
Samples. Data from the large-scale PRIMA cohort study including a total of 8,258
Grades 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 four different ability
categories (highly able, able, above average, average or below average). 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
preschool 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. Preschool and primary education should better match pupils’
differences in abilities and competences from their start in preschool to improve
their functioning, learning processes, and outcomes. Recommendations for educational
improvement strategies are presented at the end of the article.
Geert Driessen & Michael Merry (2013) AERA Tackling socioeconomic and ethnic ...Driessen Research
Driessen, G., & Merry, M. (2013). Tackling socioeconomic and ethnic educational disadvantage to prevent lifelong poverty. Paper Annual Meeting AERA 2013, San Francisco, CA, USA, April 27 – May 1, 2013.
Πρόγραμμα Αγωγής Υγείας - Δημοσίευση στην Εκπαιδευτική Επικαιρότητα 2013Vasiliki Papaioannou
This document describes a sex education and relationships health project that took place in a public senior high school in Larissa, Greece. Nineteen volunteer students participated in the 25-hour program led by two teachers. Questionnaires were distributed to participants at the beginning, middle, and end to assess needs, attitudes, knowledge of STDs and pregnancy, and evaluate the program. The project aimed to fill gaps in sex education in Greek schools and provide a case study for improving future programs. Implementing and evaluating similar health education programs allows Greek teachers to play an important role in adolescent sexual education.
Foundations of Mathematics Achievement Sarah Vester
This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
PROBLEM BASED LEARNING: BARROW AND BLOOM TAXONOMY (Experimental activity)ijejournal
This paper explains what the PBL consists of, exposes the role of the teacher and the student in
this methodology, and discusses the convenience of using pictograms to determine the
convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a
taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a
problem-based learning method more appropriate for their students. Also, a PBL planning
process is presented for an experimental activity and its process evaluation.
MULTICULTURALISM AND HISTORY EDUCATION: TEACHERS’ PERCEPTIONSijejournal
The present paper attempts to explore the perceptions and views of public primary school teachers in the city of Thessaloniki on multiculturalism and historical education. In particular, the involvement of teachers in the implementation of intercultural practices was studied, while specifically the history course was chosen since on one hand it gathers many identical features and on the other hand it is offered for the design and implementation of many intercultural interventions. The city of Thessaloniki with its multicultural past was used as a basis for outlining the trends and views of the human resources that serve education. The sample of the research consisted of 413 teachers from the primary schools of the prefecture of Thessaloniki. The quantitative methodological approach was followed and the data were collected using a questionnaire. The results of the research showed that the teachers’ training in matters of intercultural education is incomplete, a fact that affects their perceptions and their intercultural practices in a negative way. The research also showed that history curricula are in need of great changes in respect to integrate the multicultural perspective.
This document provides a summary of the educational and professional experience of Lisa M. Martin-Hansen. She received her Ph.D. in Science Education from the University of Iowa in 2001. She is currently a Professor and Chair of the Science Education Department at California State University, Long Beach. Her previous positions include Associate Professor at Georgia State University and Assistant Professor at Drake University. Her research focuses on aspects of inquiry and active learning pedagogy related to science understanding. She has authored or co-authored over 20 publications in peer-reviewed journals.
This report outlines an action research project conducted at a local Christian school in Western Sydney to help the school implement Aboriginal and Torres Strait Islander histories and culture as a cross-curriculum priority. The research included a resource review which found that most books focused on traditional Dreaming stories and recommended adding more modern narratives. A teacher survey found that teachers had minimal knowledge but most felt the priority was important; they wanted cultural awareness training and professional development. The report concludes that teacher capacity must be developed to provide meaningful education and a respectful school culture established to support the new curriculum focus.
Assessing the Impact Of Drama Methods On Learners’ Understanding Of Hiv/ Aids...IJSRED
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1) The study examined the impact of ability grouping on English learners at Fooyin University in Taiwan, where students were placed into three levels of English classes based on proficiency.
2) A questionnaire was administered to 865 students to understand the psychological, academic, and social effects of ability grouping, as well as differences in attitudes among the three groups.
3) The results found that ability grouping did not have a strong psychological, academic, or social impact on most students. While a small number felt negatively impacted socially, there were no significant differences found among the three groups in their attitudes toward the ability placement system.
Integrating language learning strategies to promote active cooperative langua...Alexander Decker
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Shannon K. Saxon has over 20 years of experience teaching mathematics to students in grades 1-9. She holds teaching certificates in elementary education, middle grades mathematics, and gifted education from North Carolina and Ohio. Her most recent teaching position was at Shaker Heights City School in Ohio, where she taught 7th grade math using rigorous and student-centered lessons incorporating technology. She has a Bachelor of Science in Elementary Education and a Bachelor of Arts in Psychology from the University of Akron, as well as a pending Master of Education in Mathematics from Walden University.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
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This document discusses the declining English proficiency levels among Filipino high school students and the rationale for improving English skills. It notes that English proficiency is deteriorating based on national test scores, and that only 1 in 5 public high school teachers are proficient in English. The government recognizes the problem and has taken steps like mandating English instruction in elementary schools. The document presents a study that aims to determine the English proficiency level of fourth year high school students at Dalaguete National High School and provide recommendations for improvement.
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
A study of the demographic differences of instructors in using e-Textbooks in...Sirui Wang
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This document summarizes a study on good practices in Sri Lankan schools that promote peace. The study examined four schools and analyzed practices related to creating peaceful classrooms, school climates, communities, and societies. Key findings included:
1) The schools implemented various good practices such as establishing "peace trees", integrating subjects to develop students holistically, and displaying messages of peace and harmony.
2) Students perceived the practices as helping develop respect, conflict resolution skills, and environmental protection attitudes.
3) The practices helped students learn peace concepts such as reconciliation, respecting diversity, and sustainable development.
4) The schools faced challenges including lack of space and resources, but overcame many through creativity and community
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
Teachers' perceptions on the integration of ethnomathematics surendraSurendra Kumar Thakur
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The study investigated teachers' perceptions of punishment in Sancta Maria Primary School in Nigeria. A questionnaire was administered to 58 teachers to understand their views on various punishment methods. The results showed that teachers perceived verbal reprimand, making pupils stay late, fetching water, and toilet cleaning as unacceptable punishments. They also viewed physical punishments like hitting, kicking, hair-pulling as unacceptable. However, punishments like grass-cutting, kneeling, floor scrubbing, caning, and sweeping were deemed acceptable by teachers. The analysis found no significant differences in perceptions based on teachers' gender, age or years of experience.
Perception of teachers towards the use of punishment in sancta maria primary ...Alexander Decker
This document summarizes a study on teachers' perceptions of punishment in Sancta Maria Primary School in Nigeria. It includes the following key points:
1. A survey of 58 teachers at the school found that teachers perceive verbal assaults, keeping students late, and seizing belongings as unacceptable punishments. Physically hitting students is also seen as unacceptable.
2. Acceptable punishments according to teachers include cutting grass, kneeling, scrubbing floors, and light corporal punishment like switching.
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Ton Mooij & Geert Driessen (2008) BJEP Differential ability and attainment.pdfDriessen Research
Background. In preschool 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
those displaying other initial ability levels. To investigate whether specific individual,
family, or educational variables covary with the attainment of these different types of
pupils in school.
Samples. Data from the large-scale PRIMA cohort study including a total of 8,258
Grades 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 four different ability
categories (highly able, able, above average, average or below average). 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
preschool 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. Preschool and primary education should better match pupils’
differences in abilities and competences from their start in preschool to improve
their functioning, learning processes, and outcomes. Recommendations for educational
improvement strategies are presented at the end of the article.
Geert Driessen & Michael Merry (2013) AERA Tackling socioeconomic and ethnic ...Driessen Research
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Friedrich Froebel opened the first kindergarten in Germany in 1837, introducing the concept developed by Rousseau and Pestalozzi. By the late 1800s, many countries had started kindergartens for 3-6 year olds. Kindergartens aim to provide a playful learning environment as preparation for primary school, welcoming families. However, kindergartens in Bangladesh face issues like a lack of teacher training and standardized assessment, and can prioritize results over child development. While kindergarten aims to develop skills and character, critics argue it can decrease children's natural liveliness and start an unhealthy achievement race.
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This document discusses the concept of "social pedagogy" as it is used in continental Europe to describe a holistic approach to working with children and young people across services. Social pedagogy focuses on supporting a child's overall development through personal relationships, sees the child as a whole person connected to others, and informs related policy, training, practice and theory. Some key principles of social pedagogic practice include focusing on the child as a whole person, the practitioner seeing themselves in relationship with the child, and emphasizing teamwork and community involvement in "bringing up" children. The personal, relational approach of social pedagogy is emphasized in training where developing sound values and attitudes is as important as acquiring skills
The document discusses using PISA data to develop an educational equity account (EEA) to analyze educational equity factors and identify issues of national concern in Finland. The EEA examines how contextual factors like gender, socioeconomic status, immigration status, language, and school influence educational outcomes. It identifies some national gaps in Finland related to engaging boys and girls equally, educating immigrants, addressing urban-rural differences, rising special education enrollment, and tensions between academic/vocational tracks. The summary condenses this information and the key points about developing an EEA using PISA data to analyze equity factors and identify areas for improvement.
1. The document discusses the concept of social pedagogy as it is practiced in some European countries. Social pedagogy takes a holistic approach to working with children and views practitioners primarily as pedagogues rather than being defined by their job titles.
2. Key aspects of social pedagogy include its focus on the whole child, personal relationships between practitioner and child, and practitioners reflecting on their practice. Training for pedagogues includes theoretical, practical and creative elements to prepare them for direct work with children.
3. Adopting aspects of social pedagogy could provide benefits for social policy, training and education of the children's workforce, and outcomes for children and parents in areas like
This summary provides an overview of a study that examined Pacific Island families' perceptions of parental involvement in their children's education. The study found that:
1) Parents highly value education as a means to achieve economic security and encourage their children to work hard in school.
2) Parents place importance on supporting their family and being part of a community.
3) Parents emphasized respectful relationships and listening as important values. They acknowledged this respectful nature could be a barrier to effective communication with teachers.
The document discusses a study that examined the effect of medium of instruction (English vs native Odia language) on the development of cognitive processes in children in India. 80 children in 4th and 6th grade were given tests of planning, attention, simultaneous and successive processing. Results showed higher performance for English medium children on most measures. Cognitive processes improved with age/grade. The lone exception was an attention test where Odia medium children performed better, possibly due to less automatic word reading interfering. Overall, the study found that using a non-native language as the medium of instruction facilitated cognitive development compared to the native language.
This document discusses a study that examined the effect of medium of instruction on the development of cognitive processes in children. The study compared 80 children aged 8-11 years old from English medium schools and Odia medium schools in India. The children were tested on measures of planning, attention, simultaneous processing, and successive processing from the Cognitive Assessment System. The results showed that children from English medium schools performed significantly higher on most cognitive measures compared to children from Odia medium schools. The study also found cognitive processes developed with age, as older children performed better. The results provide evidence that the medium of instruction impacts cognitive development.
This document summarizes a study conducted in Lithuania on gender stereotypes in education and career guidance. The study used qualitative methods such as classroom observations, focus groups with teachers and students, and textbook analysis. The study aimed to identify attitudes and behaviors that perpetuate gender stereotyping in education and career choices. Key findings included that gender stereotypes influence the career choices of boys and girls by encouraging them to conform to traditional gender roles. For example, few men choose careers in teaching or nursing. The study also found that teachers and school environments can unintentionally reinforce gender stereotypes through their interactions with students.
Demographics and Definition
The Role of Language in Shaping Brain Potential
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The document discusses social pedagogy, which involves using education and care to support child development. Social pedagogy views children holistically and uses a relational approach. It is practiced in several European countries through the role of pedagogues, who are generalists with broad training in education, health, social services and youth work. Studies show social pedagogy is associated with better outcomes for children in residential care, including higher education levels and lower criminal involvement.
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This document discusses pedagogy, a holistic approach to working with children that focuses on their overall development. It summarizes research on pedagogic models in Europe and argues that adopting aspects of pedagogy could benefit children's services in England. Key points include:
1) Pedagogy views children holistically and practitioners work to support children's mental, physical, and social development through relationship-building.
2) European countries integrate pedagogy into policy, training, practice, and theory across children's services. Practitioners receive broad university training emphasizing reflection and practical skills.
3) Adopting pedagogic principles could provide coherence to England's changing children's services framework
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Similaire à Marika Veisson EECERA 2013 Keynote (20)
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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1. Values, culture and contexts in
early childhood education
Marika Veisson
Tallinn University
Presentation at EECERA 2013
29 August 2013
2. Short History of Early Childhood
Education in Estonia
First nursery for infants (2-8-year-olds) in Tallinn was
opened in 1840 for poor parents by the widow of Baron
von Üexküll.
The Estonian Preschool Society in Tartu (Tartu Eesti
Lasteaia Selts) was established in 1905 under the
leadership of Jaan Tõnisson and Oskar Kallas, who were
later well-known statesmen. The aim was to offer
preschool instruction in the Estonian language for
fostering national spirit. Before that the languages of
instruction were German or Russian.
The society also started to organize courses for preschool
teachers (Torm, 2011: 82).
3. Preschool teacher education in
Tallinn University
Since 1967 Tallinn University and its predecessors
started to offer higher education for preschool
teachers.
Before 2002 we offered a 4 to 5 years diploma
education, which is equal to MA education today.
Since 2002 the university follows Bologna
recommendations. The specialities of early
childhood education teacher as well as early
childhood teacher-counsellor have been offered at
postgraduate level (BA + MA system).
4. Preschool institutions today
In 2012/13 we had 644 preschool institutions in
Estonia.
Altogether 67 034 children participated in preschools.
Estonian government pays to mothers 18 months full
salary and this is one of the reasons, why most
children start preschool at the age of 18 months.
76% of 2 to 3-year-olds and 97% of 4 to 6-year-olds
attend preschools.
5.
6. Education level of teachers
63% of teachers and 98% of principals and head
teachers have higher education on BA or MA
level.
In every kindergarten group there are two teachers
and one assistant teacher.
Assistant teachers do not have teacher education.
This a problem that needs to be solved in the near
future.
The adult/child ratio is 1:8.
7. In the latest national preschool curriculum (2008)
there are seven important areas:
native language, mathematics, me and
environment, music, moving, arts and Estonian for
not Estonian-speaking children.
Preschools follow national curriculum, but use
their own specific methods and activities.
Play and child-centered approach are important in
the national curriculum.
National curriculum
8. Former curricula
1968 – First preschool education program in
Soviet Estonia
1979 – Second preschool education program in
Soviet Estonia
1999 – Framework curriculum
2008 – National preschool education curriculum
9. According to the study of Neudorf et al.
(2013) the new curriculum (2008) gives the
teacher more freedom to consider the needs
of children, as well as to choose suitable
teaching methods.
Differences between the two latest
curricula
10. Teaching methods used in Estonia
Regular
Step by Step
Montessori pedagogy
Reggio Emilia Approach
Waldorf pedagogy
11. Research topics
The most important areas of research are:
quality of early childhood education;
curriculum of early childhood education;
professionalism of preschool teachers;
partnership with parents and community;
research-based approach as recommended also
by OECD (2012).
12. Study 1: Teacher’s professionalism
Tiina Peterson and Marika Veisson from
Estonia, Eeva Hujala and Ulla Härkönen
from Finland, Anette Sandberg and Inge
Johannson from Sweden and Eeva Kovacne
Bakosi from Hungary studied teacher
professionalism.
Here I will talk only about Estonian results.
13. The research question of
professionality study
What are the ratings of principals and teachers about
professionalism of preschool teachers in the following
areas:
interaction
family involvement
planning of education and evaluation of children’s
development
using teaching strategies
supporting professional development
creating growth environment
development of values
14. Method
We used structured questionnaires (in the
second phase also focus group interviews),
carried out with Estonian, Finnish, Swedish
and Hungarian preschool principals and
teachers.
Responses ranged on a Likert scale from 1
to 5, where 1 meant “strongly disagree” and
5 “strongly agree”.
15. Sample of the study in Estonia
Teachers - 174
Principals – 118
Questionnaires were sent by post and e-mail
to preschool institutions. Replies were
anonymous.
16. Data analysis
Quantitative data was analysed with the
statistical program SPSS 14.0.
Analysis of frequency and ANOVA were
used.
17. Estonian results (most important)
Area of
professionality
Mean of
teachers
Mean of
principals
Growth
environment
4,72 4,65
Development of
values
4,67 4,55
Using teaching
strategies
4,60 4,48
20. Conclusion of the first study
We must turn more attention to family
involvement, interaction, planning of
education, and professional development of
teachers in Estonia.
21. Study 2: Quality of learning
environment
According to Õun (2010) and Õun et al. (in press)
the quality of the learning environment in child
care institutions is an important factor for
supporting the development of preschool children.
Every child has the right to high-quality early
childhood education.
The learning activities in Estonian preschools
follow the national curriculum; however, there are
no common criteria for assessing the quality of the
learning environment.
22. Quality of learning environment
The main aim of the study was to
investigate the quality of the learning
environment in preschools, and to establish
whether the created environment supports
the implementation of the national
curriculum.
23. The study included an investigation of the
learning environment of 61 preschool groups
on the basis of the ECERS-R (Harms, Clifford
& Cryer, 2005) scale.
The results showed that the indicators of the
quality of the learning environment differed in
different preschool groups, and that the spatial
conditions of the groups had an impact on
several factors.
24. It appears that in two room groups the scores were
higher. Statistically significant differences were
revealed in the following items:
Space and furnishing (indoor space, furniture for
routine care, play and learning, room arrangement
for play, space for privacy);
Personal care routines (greetings/departings,
safety practices, meals/snacks);
Language reasoning (encouraging children to
communicate, informal use of language).
25. Statistically significant differences were also
revealed in the following:
activities: blocks, sand/water, dramatic play
and promoting acceptance;
interactions: supervision of gross motor
activities, interactions among children, child-
staff interaction;
programme structure: schedule and group
time
26. Study 3: Values of teachers, principals
and parents
Ülavere, Veisson, Tart and Soo (2013)
studied values of teachers, principals and
parents.
S. Schwartz Personal Value Questionnaire
(PVQ-R3) was used.
Sample: 978 persons participated (163
principals, 425 teachers and 390 parents).
There was a possibility to fill in online or
paper version questionnaires .
27. Theory
Schwartz (1992) defined basic values as trans-
situational goals, varying in importance, that serve as
guiding principles in the life of persons or groups.
According to his theory basic values are organized
into a coherent system that underlies and can help to
explain individual decision making, attitudes, and
behavior.
This coherent structure arises from the social and
psychological conflict or congruity between values
that people experience when they make everyday
decisions (Schwartz, 1992, 2006, 2012).
28. Values of teachers (T), principals
(Pr), and parents (Pa)
Value Conceptual
definition
Definition
components
Mean (scale
1-6)
Benevolence:
caring
Preservation
of welfare of
people
Caring for
ingroup
members
T – 5.39
Pr – 5.42
Pa – 5.36
Benevolence:
dependability
Preservation
of welfare of
people
Caring for
ingroup
members
T – 5.14
Pr – 5.20
Pa – 5.16
29. Value Conceptual
definition
Definition
components
Mean
(scale 1-6)
Tradition Respect,
commitment
and acceptance
of the customs
Maintaining
cultural and
religious traditions
T – 4.96
Pr – 4.97
Pa – 4.58
Universalism:
tolerance
Understanding,
appreciation,
tolerance
Tolerance T – 4.79
Pr – 4.97
P – 4.61
Table continues...
34. Table continues...
Value Conceptual
definition
Definition
components
Mean
(scale 1-6)
Conformity -
interpersonal
First potential
conformity
subtypes,
interpersonal
Politeness/courtesy,
honor parents/show
respect
T – 4.40
Pr – 4.37
Pa – 4.18
Conformity -
rules
Second potential
conformity
subtypes:
compliance
Follow rules, behave
properly
T – 4.32
Pr – 4.04
Pa – 4.13
35. Table continues...
Value Conceptual
definition
Definition
components
Mean
(scale 1-6)
Achievement Personal success
through
demonstrating
competence
Personal success T – 4.18
Pr – 4.21
Pa – 4.24
Stimulation Three potential
subtypes:
excitement, novelty,
and challenge in life
Excitement,
novelty, challenge
T – 4.00
Pr – 4.20
Pa – 3.82
42. Conclusions of study 3
Highly evaluated values are benevolence
(caring and dependability), personal
security for teachers and parents and
tradition for principals.
Lower evaluated values are power
(dominance and resources), hedonism, and
humility.
43. Study 4: Intellectual development of
Estonian children during 15 years:
A Longitudinal Study
The aim of the research was to study children’s
intellectual development in different ages and its
stability.
Our hypothesis was that intelligence is stable
during early childhood and school age and is
significantly correlated with school results.
44. Kristina Nugin wrote her PhD as part of this
study
Tiiu Urva’s PhD study is in process
45. Instruments
Three instruments were used:
Bayley Scales of Infant Development II (1993) –
for measuring infant’s mental and motor abilities at
the age of 1 to 42 months;
WPPSI-R (Wechsler, 1990) for measuring the
intelligence of children aged 3 to 7 years and 3
months;
Raven’s intelligence test for children aged 13 years
to adulthood (Raven, 1958).
46. Sample
51 boys and 51 girls participated
longitudinally.
The study started in 1996 when the children
were born.
47. Procedure
All children were tested individually at the
Child Research Centre in Tallinn University
or in their homes at least 3 times (at the age
of 3,4 and 15).
48. Results of the IQ study according to
Nugin
100
105
110
115
120
125
Verbaalne IQ 111 109 118 118
Motoorne IQ 121 116 124 121
IQ 118 114 124 123
3 a. 4 a. 5 a. 6 a.
49. Results of the longitudinal study
Ability items Min Max Mean SD
Mental scale
BSID II
80 142 115 15.86
Motor scale
BSID II
77 140 111 14.36
50. Table continues...
Ability items Min Max Mean SD
Verbal IQ 3y
WPPSI-R
91 151 116 15.49
Motor IQ 3y
WPPSI-R
106 136 122 9.93
IQ 3y
WPPSI- R
98 150 122 14.26
51. Ability items Min Max Mean SD
Verbal IQ 4y
WPPSI-R
63 157 112 18.25
Motor IQ 4y
WPPSI-R
78 158 118 15.26
IQ 4y
WPPSI-R
74 160 117 17.35
Table continues...
53. Correlations
The correlation between the results of BSID-II and
WPPSI-R of 3-year-old children was in case of
general intelligence r = .656, p < .001; Verbal IQ r
= .951 and p < .001; Motor IQ r =.850 and p < .
001).
The correlation between BSID II and WPPSI-R
results of 4-year-old children was in case of
general intelligence r = .593 and p < .001; Verbal
IQ r = .907 and Motor IQ r = .822 and p < .001.
54. Correlations
The correlation between BSID II and RSPM was r
= .308, p < .006. Correlation between RSPM and
WPPSI-R results of 4-year-olds was r =.498, p < .
001.
Average grade point at the age of 15 years
correlates significantly with BSID Mental Scale
and with WPPSI-R (all ages).
Average grade point correlates also significantly
with RSPM.
55. Conclusions
Our hypotheses was confirmed. IQ scores in
different ages are in all cases correlated
significantly. Intelligence is stable.
56. Study 5: Language development of 2-3-
year-old children (PhD study of Tiiu
Tammemäe, 2009).
Tammemäe’s study used the Reynell test for
measuring children’s speech development.
In Estonia this test can only be used for evaluating
speech comprehension, not expressive speech (this
is a cultural difference).
The Finnish HYKS test was well suited for
evaluating children’s vocabulary.
57. Both the longitudinal and Tammemäe’s study
indicated that children’s intelligence as well as
speech development are influenced by parents’
level of education (especially mother’s), telling
bed time stories to children, parents’ foreign
language skills, and a varied environment.
Successful speech development is also connected
to material welfare, since children who live in a
family house or have their own room, tend to be
more intelligent and better at speech development.
58. Study 6: Study about teacher-parent
partnerships
The results of the study (Lukk, 2009):
indicate a high degree of readiness for cooperation
from both sides - parents and the school.
Parents and teachers should have mutual power
and influence regarding the child's education,
although schools have to take the prime
responsibility in organizing the cooperation
process.
59. Conclusions
It is necessary to turn more attention to teacher-
parent partnership and interaction;
Teachers and pricipals value highly creating
proper growth environment, values, and teaching
strategies;
Values of teachers, pricipals and parents are quite
similar. Most important value for teachers,
principals and parents is benevolence.
60. Teachers and parents consider important personal
security; principals and teachers consider tradition
more important than parents; tolerance is more
important for principals than for teachers and
parents;
The results of the longitudinal study indicated that
intelligence of children is stable and correlates
with school grades;
Children need more space and a rich learning
environment for development.