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Back to school : a global journey
\"Ajmera, the founder of the Global Fund for Children, and award-winning photographer Ivanko invite children to share the exciting experience of learning with kids just like themselves all over the world in this book filled with beautiful, joy-filled, photos of children studying, learning, exploring, and having fun\"--Provided by publisher.
Book
Ethics and Politics in Early Childhood Education
The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration. Drawing on the ‘Reggio approach’, and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time when they are often reduced to technical and managerial projects, without informed consideration for what is best for the child.
Extending and developing the ideas raised in Beyond Quality in Early Childhood Care and Education the successful team of authors make a wide range of complex material accessible to readers who may have little knowledge of the various important and relevant areas within philosophy, ethics, or politics, covering subjects such as:
post-structural thinkers and their perspectives
the history and practice of early childhood work in Reggio Emilia
globalization, technological change, poverty, and environmental degradation
ethical and political perspectives relevant to early childhood services from Foucault and Deleuze, to Beck, Bauman and Rose.
This book presents essential ideas, theories and debates to an international audience. Those who would find this particularly useful are practitioners, trainers, students, researchers, policymakers and anyone with an interest in early childhood education.
Peter Moss is Professor in Early Childhood Provision at the Institute of Education, University of London. Gunilla Dahlberg is Professor at Stockholm Institute of Education. She is the leading exponent of the application of post-structural theory to the field of early childhood.
'This book is bold and challenging; it deals with complex ideas and the authors are not afraid to engage with difficult, abstract and complex concepts and apply them directly to practice. By challenging many standard features of existing services the book generates a range of useful insights ... It provides for the practitioner, student or academic who is prepared to invest a little time in getting to grips with its central ideas a compelling vision of an unashamedly utopian model of service provision.' - Journal of Early Childhood Research
1. Opening Narrative 2. Technology as First Practice 3. What Ethics? 4. Preschools as a Loci of Ethical Practice 5. Towards a Pedagogy of Listening 6. Major and Minor Politics 7. The Preschool as a Site for Democratic Politics 8. In Search of Utopia
eBook
Factors influencing students’ acceptance and use generative artificial intelligence in elementary education: an expansion of the UTAUT model
This research examines the influence of integrating generative artificial intelligence (GAI) in education, focusing on its acceptance and utilization among elementary education students. Grounded in the Task-Technology Fit (TTF) Theory and an expanded iteration of the Unified Theory of Acceptance and Use of Technology (UTAUT) model, the study analyzes key constructs—Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions—on students’ behavioral intentions and usage behaviors concerning GAI. The UTAUT model, which integrates elements from multiple theories and is widely applied in educational contexts to understand technology adoption behaviors, provides a robust theoretical framework. Additionally, TTF theory, emphasizing the alignment of technology with specific instructional tasks, enhances our understanding of GAI acceptance. This study also investigates the moderating effects of TTF and gender within this framework. Data analysis, conducted through PLS-SEM, is based on responses from 279 elementary education students in China who completed an 8-week course incorporating GAI. Results indicate that Performance Expectancy, Social Influence, and Effort Expectancy significantly influence Behavioral Intention, while Facilitating Conditions have the strongest impact on actual Use Behavior, surpassing their influence on Behavioral Intention. Furthermore, Task-Technology Fit moderates both Performance Expectancy and Effort Expectancy in students’ consideration of GAI use. However, gender does not demonstrate a moderating effect in the overall model. These findings deepen our understanding of elementary school students’ acceptance of GAI technology and provide practical guidance for developers, educational policymakers, teachers, and researchers to effectively integrate GAI into elementary education while maintaining teaching quality.
Journal Article
Elementary classroom teachers as movement educators
\"Physical activity does not start and end in the gymnasium during the school day. It happens all around, every day to make the best lifelong learners. Elementary Classroom Teachers as Movement Educators discusses how teachers can incorporate movement into their daily lessons to help students better learn and engage in a healthy lifestyle. This updated fourth edition continues to cover the traditional physical education content including motor learning and development, exercise physiology, curriculum, safety, and pedagogy in an in-depth way that is meaningful to the classroom teacher. In addition, the book emphasizes motivating children to be active, teaching activity to children with special needs, and integrating subject content and physical activity in the classroom\"-- Provided by publisher.
Book
How Students Come to Be, Know, and Do
Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills.
eBook
Ability-grouping in primary schools
The use of ability-grouping is currently increasing in primary schools. Teachers and teacher educators are placed in the unenviable position of having to marry research evidence suggesting that ability-grouping is ineffectual with current policy advocating this approach. This book links theory, policy and practice in a critical examination of ability-grouping practices and their implications in primary schools, with particular reference to primary mathematics. It provides an accessible text for teacher educators to support their students in engaging with the key debates and reflecting upon their practice. Key changes in structural approaches, such as the movement between streaming, setting or mixed-ability teaching arrangements, are explored in the light of political trends, bringing this up to date with a discussion of current policy and practice.
eBook
Elementary education in India : policy shifts, issues and challenges
\"This book examines the policy shifts over the past three decades in the Indian education system. It explores how these shifts have unequivocally established the domination of neoliberal capital in the context of elementary education in India. The essays in the volume: Discuss a range of elementary education policies and programs in India with focus on the policy development in recent decades of neoliberalism. Analyse policy from diverse perspectives and varied vantage points by scholars, activists, and practitioners illustrated with contemporary statistics. Introduce the key curriculum, assessment and learning debates from contemporary educational discourse. Integrate the tools and methods of education policy analysis with basic concepts in education like equality, quantity, equity, quality and, inclusion. A definitive inter-disciplinary work on a key sector in India, this volume will be essential for scholars and researchers of education, public policy, sociology, politics and South Asian studies\"-- Provided by publisher.
Book
Supporting Primary Teaching and Learning
The book is aimed at all those studying on Foundation Degrees in supporting primary and early years teaching and learning, and particularly those working at levels 4 and 5. It is written in an accessible style with a focus on work-based professional development and encourages critical reflection throughout. It starts with a discussion of reflective practice, and includes helpful guidance on developing effective study skills. Each chapter then focuses on a key topic in education, learning and development, considers any relevant policies and legislation, examines educational theories in relation to professional practice and provides concise case studies to contextualise the learning. It provides up-to-date and relevant material on supporting the new national curriculum, safeguarding, SEN and inclusion issues, and schools as organisations. It also covers the competencies for Higher Level Teaching Assistants.
eBook