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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
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
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
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
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
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
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
THINQ Grades 1--3
Many educators understand that inquiry-based learning holds great potential but still need guidance to implement inquiry in their daily instructional practice. In this book, the authors provide a clear and concise approach to making inquiry-based learning a reality for any classroom. Discover why and how elementary teachers should adopt inquiry-based assessment and instructional practices to benefit their first- to third-grade learners. Grades 1–3 teachers can use this book to: * Recognize how they can realistically and gradually integrate inquiry-based learning into their classrooms * Answer questions individually or with colleagues to reflect on their journey into inquiry-based learning * Read real-life accounts of inquiry in action across grade levels * Assess what effective reflection and sharing look like in grades 1–3 * Access reproducibles that will help them with inquiry-based learning Contents: Introduction: About THINQ Chapter 1: Getting Started—Inquiry-Based Learning With Elementary Learners Chapter 2: Assessment and Evaluation—Understanding How Elementary Learners Are Doing Chapter 3: Wondering and Questioning—The Heart of Inquiry Chapter 4: Finding Out—The Investigation and Exploration Phase of an Inquiry Chapter 5: Making Sense—Helping Elementary Students Synthesize, Consolidate, and Reflect Chapter 6: Reflecting and Sharing—Pushing Learning to a Deeper Level Chapter 7: Wrapping It Up—What Matters Most References and Resources Index
eBook