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BackgroundAlthough students in teacher education programmes in Namibia study through the medium of English, their academic language (AL) proficiency remains a challenge for most of them. In the Junior Primary Education programmes, they are not only required to master AL for their own studies, but they must also learn how to teach emergent academic AL in the primary school.AimThis study aimed to address this dual challenge, a practitioner research study was undertaken to assess and compare students’ AL proficiency skills in English cross sectionally in 2020.SettingThe study was conducted online with (N = 78) student teachers at one of 12 campuses of the University of Namibia during the COVID-19 pandemic period.MethodsA standardised test compiled by Uccelli et al. was administered to 78 randomly selected students to measure their core AL skills.ResultsThe assessment results revealed distinct gaps in students’ AL proficiency. In addition, the findings demonstrated a statistically significant variance in assessment outcomes across different year groups.ConclusionThe university, despite provision of several courses, has taken note that AL should ideally be integrated across the curriculum.ContributionThe study revealed usable evidence about students’ AL proficiency, indicating patterns across cohorts.

In this study, we examined the perceptions of Ontario elementary (primary K – 3 and junior 4 – 6) literacy coaches to determine their roles, beliefs, and practices. We interviewed thirteen literacy coaches working in one Ontario school board about their literacy coaching. All coaches interviewed were teachers with specialized experience working in a literacy intervention program in their school board. We identified three major topics in participants' statements: coaches' role, barriers to effective literacy coaching, and overcoming barriers. This research offers suggestions for change in practice and provides insight into the role of literacy coaching as a mode of professional development in a Canadian urban centre.

The result of a research project, this work, an attempt to report on what has actually been happening in our schools, answers such questions as: what difference have education reforms made to pupils' experience in schools? and how has recent education policy impacted on children today?

Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.

The article reveals the features of pedagogical school for parents in primary school as an innovative form of pedagogical education of parents to ensure that they acquire the necessary and sufficient knowledge, skills and abilities to lead a healthy lifestyle in the family. The topics are substantiated and the forms of conducting classes in each class of primary school are proposed, which have been successfully tested for ten years in the secondary school of I-III grades № 17 of the city of Ternopil.