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This study evaluates the effectiveness of the KiVa antibullying program in the Netherlands through a randomized controlled trial of students in grades 3–4 (Dutch grades 5–6). The sample involved 98 schools who volunteered to participate in the research, with 245 classes and 4383 students at the baseline (49% girls; M age = 8.7 years), who participated in five measurement waves, collected in three consecutive school years. After the baseline, two-thirds of the schools were assigned to the intervention condition (KiVa or KiVa+, the latter included an additional intervention component of network feedback to teachers) and one-third to the control condition (waiting list, care as usual) with a stratified randomization procedure. The effects of the intervention on self-reported victimization and bullying were tested using cross-classified ordered multinomial models and binomial logistic regression models. These longitudinal models showed that self-reported victimization and bullying reduced more strongly in KiVa-schools compared with control schools, with stronger effects after two school years than after one school year of implementation. The results showed that for students in control schools, the odds of being a victim were 1.29–1.63 higher, and the odds of being a bully were 1.19–1.66 higher than for KiVa students. No significant differences between KiVa and KiVa+ emerged. Overall, the findings provide evidence of the effectiveness of the KiVa program in the Netherlands.

Resumo: O presente estudo trata da formaçâo docente a partir do conhecimento de si, enquanto espaço de formaçâo e de atuaçâo professional em classes multisseriadas. Objetivou-se compreender como os professores lidam e refletem sobre as diferenças em sala de aula. Trata-se de uma pesquisa-formaçâo desenvolvida com tres professores que vivem e convivem em contextos rurais em um municipio do interior da Bahia. Esta pesquisa é fundamentada no método (auto)biográfico. Como dispositivo de recolha de informaçöes, utilizaram-se as narrativas. Percebeu-se que o conhecimento de si, como espaço de formaçâo, desencadeia uma auto, eco e coformaçâo, como principios formativos que transversalizam o fazer docente em contextos de diversidade.

This article explores heterogeneity as fundamental to learning. Inspired by Bakhtin's notion of heteroglossia, a design team consisting of an experienced classroom teacher and 2 researchers investigated how a class of 3rd and 4th graders came to understand disciplinary points of view on heat, heat transfer, and the particulate nature of matter. Through a series of planned and unplanned encounters, official versions of the Second Law of Thermodynamics and the particulate view of matter were juxtaposed with varied domains of experience of heat transfer and phase change in water. We analyze the children's discourse to examine how they populated these phenomena with meaning and what they learned in the process. We conclude by describing key principles and a conundrum that emerged from this research.

Education is central to the acquisition of knowledge, such as when children learn new concepts. It is unknown, however, whether educational differences impact not only what concepts children learn, but how those concepts come to be represented in semantic memory—a system that supports higher cognitive functions, such as creative thinking. Here we leverage computational network science tools to study hidden knowledge structures of 67 Swiss schoolchildren from two distinct educational backgrounds—Montessori and traditional, matched on socioeconomic factors and nonverbal intelligence—to examine how educational experience shape semantic memory and creative thinking. We find that children experiencing Montessori education show a more flexible semantic network structure (high connectivity/short paths between concepts, less modularity) alongside higher scores on creative thinking tests. The findings indicate that education impacts how children represent concepts in semantic memory and suggest that different educational experiences can affect higher cognitive functions, including creative thinking.

This paper presents the results of a research project whose main purpose is to analyse the concept of multigrade teaching resources and the teaching materials used by teachers in rural schools, in particular the role of textbooks. The use and dimensions of teaching materials are studied in order to promote inclusion and learning in multigrade classrooms with children of different ages mixed together. The present systematic review aims to identify and analyse all of the research papers published internationally on teaching resources in rural schools for the Web of Science and Scopus databases (from 1992 to 2021) and Google Scholar (between 2010 and February 2021). Due to the dearth of publications focused on the topic of study, the reviewed articles have broad inclusion and exclusion criteria. This gives relevance and an innovative character to the research, allowing us to objectify the state of the question on multigrade didactic materials and their relation to teaching-learning processes. From a total of 332 research papers in the field of rural multigrade teaching identified for further analysis, only papers that met the inclusion and exclusion criteria and passed all phases of the PRISMA flow diagram were used (N = 33). Some research publications contributed to identifying opportunities and needs, and to suggesting criteria to be taken into account for the selection and creation of materials to promote inclusion and active learning methodologies. The first results show the need to create one’s own materials that analyse the reality of these schools, as well as the need to personalise and adapt printed or digital textbooks and other teaching materials in order to involve the students actively in the learning process and to respond to the needs of rural students in multigrade classrooms.

Workforce shortages in the education sector have reached crisis levels, particularly in regional, rural and remote (RRR) communities. While teacher attrition is the subject of much critical research and public debate, understanding the reasons teachers remain in these communities is less frequently explored. Our phenomenological study, based on interviews with 21 teachers from six RRR schools in Western Australia, reveals that the merging of personal and professional identities fosters a sense of validation and belonging. The profound impact of strong bonds with colleagues, students, and their families significantly enriches these teachers' lives and is a key reason for their decision to stay.

Rural schools often have strong community involvement and thus can offer educational experiences to students that are more closely aligned with local people and places. However, curricula in rural schools rarely offer this same alignment. Partnerships with others, including higher education, can support rural schools in creating STEM curricula that center the resources and careers present in their communities. A research design practice partnership (RPDP) was created as a Third Space to enable the development of locally relevant STEM curricula. The partnership was formed focusing on respect, responsibility, and reciprocity, necessary tenets as the roles and goals of the project changed. Interviews with participants provide insights into the formation and maintenance of RPDPs, especially as roles changed and goals shifted. Collectively, the importance of having shared vision and goals for the project are a core part of establishing and maintaining respect. Responsibility is diff cult to maintain within a Third Space, especially as members of long-term RPDPs change professionally. Reciprocity should be evidenced in many ways, starting at the onset of the RPDP, to establish a Third Space wherein all perspectives are valued and encouraged. Findings discuss the importance of and challenges faced within, the RPDP, centering respect, responsibility, and reciprocity.

Yupana Inca Tawa Pukllay (YITP) is a ludic didactic resource based on semiotic alternation that, using the reading of numbers in the Inca numeral system, improves its equivalent Indo-Arabic reading. Twelve children from first to fourth grade of a bilingual (Spanish-Quechua), multi-grade elementary school in a small rural Peruvian community were assigned an electronic tablet with YITP and learned autonomously, without teachers during the COVID-19 pandemic. The results obtained show that: (a) they learned in a very short period of time (14 min-05h 41 min) (b) they improved digit reading accuracy on the first attempt (c) they improved digit reading speed d) they achieved a high percentage of correct reading of numbers containing at least one zero digit. The results suggest the potential of YITP as an educational tool in the teaching-learning process of arithmetic.

This study aims to analyze the graphical comprehension of 5th and 6th grade students in multigrade rural primary education in Chile. The theoretical framework considers levels of reading and semiotic levels in statistical graphs. A qualitative methodology of descriptive level is followed, using content analysis method for the responses given to a questionnaire by 22 students from five multigrade rural schools. The results show that, overall, students do not encounter difficulties in answering questions at level 1 reading (literal reading), but difficulties gradually increase as the reading level increases. Regarding semiotic levels, difficulties arise in constructing graphs using data distribution (semiotic level 3) and completing a graph with two data distributions (semiotic level 4).

This article presents a comparative case analysis of three U.S. rural science teachers who participated in an online course focused on designing assessments aligned with the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Data from surveys, designed assessments, classroom observations, and interviews were used to investigate and compare these rural teachers ' experiences before, during, and after the course. This article describes the variations among rural science teachers in their local teaching contexts, relevant prior experiences, and how they engaged in and learned from professional development. The case study teachers entered the course with differences in their knowledge and professional learning opportunities related to the NGSS as well as in the degree to which they were connected with other science educators in their community or state. However, findings showed that all these teachers drew resourcefully on social and material supports provided by the course and made large shifts in their designed assessments. In some cases, teachers ' beliefs and practices changed as well. This study highlights the unique backgrounds of each teacher and the variation in their growth trajectories, as they entered and exited the course in different places along their journey toward gaining expertise in science assessment. We argue that professional learning opportunities for rural science teachers should be designed to leverage and support the breadth of assets and needs that vary between distinct rural communities.