Play-based learning for elementary classrooms

This study explores teachers' perceptions, challenges, and approaches for supporting English competencies in public secondary school learners with communication anxiety in secondary study rooms. Eight educators from various schools participated in qualitative research through semi structured interviews to express their ideas and techniques. The findings indicate that English competencies, such as reading and writing, are often modelled and homogeneous in task challenges, whereas listening and speaking are frequently overlooked due to the critical backwards learning environment of public schools, which persists in the 21st century, as public school learners' communicative skills are being compromised. Some teachers support learners' communicative skills at their own pace to alleviate learners' communication anxiety, which is a significant problem among students stemming from a lack of a solid study foundation. Other issues, such as interest, confidence, lack of motivation, or lack of practice, also arise. Fear of embarrassment and time restrictions make educating in English learning situations challenging. Furthermore, the results indicate that implementing a free anxiety environment facilitates feedback and reflection. It helps students raise confidence in foreign language acquisition, an important strategy to alleviate communication anxiety. Results are used to discuss the various techniques, as well as the pedagogical implications that could potentially follow. Only a teacher who creates an environment with excellent motivation and practice, and less anxiety, can help learners, regardless of their background, improve their communicative skills effectively and succeed in achieving proficiency at an international level. Furthermore, the research demonstrates that the pedagogical environment requires teachers to gain more knowledge, and contemporary technological accessories to support communicative skills and reduce communication anxiety among students in public secondary schools.

This thesis aims to analyze the distribution of English language proficiency in Brazil, as well as to understand the decision-making processes that characterize the implementation of English teaching policies in Rio de Janeiro's public school system. To do so, it connects two theoretical frameworks: the implementation literature and the studies on social educational inequalities and principles of justice aimed at their rectification. Firstly, we mapped the available quantitative data on English language proficiency in Brazil. The analysis suggested that the distribution of such knowledge is unequal, as levels of proficiency seem to be significantly higher for more privileged social groups. English language proficiency, in turn, helps such groups access and/or maintain these positions. When examining foreign language education policies in Brazil, we also identified conflicts over the relevance of language learning in public schools, and disputes over concepts such as language proficiency and citizenship education. At the base of these conflicts lies a broader tension between principles of justice, focused on redistribution (of goods and opportunities) or recognition (of cultural identities). The analysis also pointed out that these policies favored a high level of ambiguity, therefore establishing an experimental type of implementation at the local levels. Such implementation type, combined with low state capacities, contributed to a concentration of English proficiency among a small group of "deserving" students. Some of the attempts to reduce the levels of ambiguity exhibited by those policieseither at the national or local levelresulted from external influences, rather than a collective construction of their underlying problem. Consequently, conflict over increased standardization was raised. As a second aim, this study seeks to understand how the implementation of policies and changes in English language teaching takes place in such conflicting environment, by analyzing the case of Rio Global Child Program, developed in Rio de Janeiro's municipal school system. Based on document analysis and semistructured interviews with different implementing agents, we sought to identify the PUC-Rio -Certificao Digital N 1912608/CA conflicts arising from this process, the strategies developed to handle them, and the principles of justice underlying their manifestation. We identified conflicts related to a lack of connectivity and power imbalance between central agents, as well as resistance to implementation at the local level. The strategies devised by the managing agency of the Program to foster adherence to the policy involved bargaining with central agents and providing resources and incentives to local agents. However, strategies failed to reach agreement on the goals of the Program, due to a deep-rooted conflict over different conceptions of justice, and the social relevance of English language teaching and learning in public schools. The case study analysis points out the difficulties in building capacities amid a context of high conflict. It also suggests that there is still a long way to go before all publicschool students are equitably provided with opportunities for English language learning.

Since 2001, when the Ministry of Education started to collect data on foreigners attending Polish public primary and secondary schools, their number has increased by tenfold, reaching 42 000 in the school year 2019/2020. The article demonstrates how the Polish educational system has responded to immigrant children’s presence. First, it presents instruments targeted at children with migration experience, which Polish authorities have over the years implemented into law regulating schooling. The second part of the article provides an overview of research on the situation of children with migrant experience learning in public schools. The conclusion is not optimistic: Poland did not have and still does not have a strategic vision of national educational policy encompassing such pupils.

This article aims to find out how PAI learning is carried out in public schools and the limitations or topics studied both in public schools and madrasas. In this case, the author generally reviews the curriculum, syllabus, and textbooks related to PAI learning and the portion of Islamic religious education in public schools. Based on the results of the study, it is known that there are indeed differences in the application of PAI learning between madrasas and public schools. In public schools, PAI is taught in a limited time, which is only allocated 3 hours of lessons. Especially in Aceh, due to the implementation of qanun on local content, lessons that contain religion in public schools get an additional two hours of lessons. So that previously only 3 hours of lessons have now become 5 hours of lessons, especially in SMP/SMPLB. Although the curriculum contains the same material and objectives, if the portion of PAI learning in public schools is very small, it will certainly have an impact on the output of PAI learning to be achieved in public schools.

Background: Peer-education programmes aim to bring about attitudinal and behavioural changes in their target audience. In the South African educational context, peer education is a favoured approach in dealing with issues such as HIV and AIDS, sexual decision-making and substance misuse. Given the reliance on peer-education programmes in the educational system, it is important to establish how well they are working. This study aims to assess the effect of an extensive, structured, time-limited, curriculum-based, peer-led educational programme on first-year high school learners in public schools in the Western Cape Province of South Africa. Method: The curriculum called ‘Listen Up’ addresses issues such as supporting peers, sexual decision-making, healthy relationships, HIV risk, alcohol misuse and unwanted pregnancy in seven structured sessions. The programme targeted adolescents in Grade 8 growing up in what are considered to be risky environments in public schools in the Western Cape during 2012 and 2013. The intervention was evaluated based on 10 scales sourced from published literature related to the outcome indicators of future orientation, sensation-seeking, self-efficacy in sexual relations, HIV transmission knowledge, HIV prevention knowledge, HIV attitudes, sexual attitudes, decision-making, healthy relationships and social support. Descriptive statistics were used to analyse demographic and community characteristics and analyses of variance were used to detect differences between groups. The surveys were administered to a total of 7709 learners across three waves of the study in 27 peer intervention schools and eight control schools. Results: Immediately post intervention, statistically significant differences were noted for the intervention schools when compared to their baseline levels on measures of future orientation, self-efficacy in sexual relations, knowledge regarding HIV transmission, knowledge regarding HIV prevention and knowledge in terms of healthy relationships. Comparing baseline values with results collected between five and seven months post intervention, statistically significant results were noted for self-efficacy in sexual relations and knowledge regarding HIV transmission. Conclusion: The findings of this study suggest that peer-education can improve adolescents’ self-efficacy in sexual relations as well as knowledge regarding the transmission of HIV and therefore can contribute to the prevention of HIV transmission among adolescents.

CITATION: Tshuma, L. & Le Cordeur, M. 2019. Intermediate phase mathematics teachers' proficiency in the language of learning and teaching : the Eastern Cape province. Per Linguam, 35(3):106-124, doi:10.5785/35-3-849.

Two neighboring schools, consisting of the same external and internal environment, the same political, environmental, social and technological environments and educators who are similarly qualified and experienced yet perform as if they are in two different worlds. One schools rates as functional (80% 100% in the SCE) while the other school is rated as dysfunctional (0%-40% in the SCE). The SCE is the common examination written by all learners in public schools after a 12 year schooling experience (Grade R-12). The principals of both schools possess teaching diplomas and have the similar number of years of experience. It is clear that the principals in these two schools possess totally different personalities. The functional school principal is highly emotionally intelligent whilst the dysfunctional school principal hardly possesses any of the competencies in emotional intelligence. The purpose of this paper is to explore whether the emotional intelligence of the principals impact on the performance of these two schools?

Oman’s recent introduction of Environmental Sciences as a new subject for students in the final two years of public schooling (Grades 11 – 12) offers a large‑scale example of how school‑level Earth Science education can be strengthened through collaboration between ministries, academic partners and educators. Developed by Cambridge University Press & Assessment in partnership with the Oman Ministry of Education, Environmental Sciences includes many geoscience topics, including atmospheric and climate science, energy and resource management, ocean sciences, and water security. Each of these global topics has been contextualised to Oman using relevant and up-to-date examples of initiatives related to the ambitions of Oman Vision 2040. The first cohort represents around one third of all Grade 12 learners in public schools and will graduate in 2026. Participation is expected to grow as the subject becomes fully embedded.The rapid nationwide implementation has been supported by a coherent suite of curriculum materials, textbooks, teacher‑training, and assessments. An important pedagogical development has been the expansion of outdoor learning throughout Oman and supporting schools to develop links with local environmental groups. This seeks to engage learners and to help them see the relevance of Earth Science to their immediate environment, whether that be arid interior deserts, urban centres, mountainous areas or the Oman and Arabian sea coastlines.This presentation will share insights from the development and implementation of Environmental Sciences, with early indicators of student engagement and learning, and reflections on how such large‑scale initiatives can contribute to national sustainability goals. By presenting this case study, we aim to contribute to the wider discussion on effective strategies, resources, and partnerships that can elevate Earth Science education and support a stronger international network of practice.

As environmental degradation intensifies globally, integrating environmental education (EE) into basic education has become essential in shaping responsible and sustainability-minded citizens. This study examined the extent of EE integration in the science curriculum and its contribution to promoting sustainable practices among learners in public schools within Talibon I and II Districts, Division of Bohol. Using a sequential-explanatory mixed methods design, the study first conducted a survey with 38 science teachers to assess the level of EE integration. This was followed by in-depth interviews with 15 purposively selected teachers to explore the environmental concepts taught, teaching strategies employed and observed student behaviors related to sustainability. A documentary analysis of the K to 12 Science Curriculum Guide was also conducted. Findings revealed a moderate level of integration, with environmental concepts such as biodiversity, climate change, and resource conservation embedded across grade levels. Teachers utilized various strategies, including project-based learning, multimedia tools, community involvement, and experiential activities like clean-up drives and tree planting. These efforts contributed to improved student awareness and environmental engagement. However, challenges such as limited resources, inadequate teacher training, and unclear curriculum guidelines hinder full integration. Teachers suggested improving instructional materials, enhancing teacher capacity through professional development, and embedding EE more explicitly in curriculum design. Based on these findings, a program enhancement is proposed to strengthen the delivery of EE and cultivate environmentally responsible behaviors among learners.

The existence of Islamic Religious Education in SMP Negeri 2 Jember has not changed the situation much. This is due to the dichotomy of education system, caused by general lessons that subordinate Islamic Religious Education, so that religious teachers lose the guts to continue to develop Islamic Religious Education strategies, even if sometimes the potential exists. So there needs to be a form of a reliable strategy, in order to attract students' interest in learning religion. In this regard, the discussion in this journal discusses the school's strategy in developing Islamic education at SMP Negeri 2 Jember. The research method used in this research is qualitative. This research is a case study, because this research is carried out intensively, in detail and fundamentally about an institution that projects educational development strategies. The results of this study indicate that SMP Negeri 2 Jember concentrates on learning PAI. This is evidenced by the various efforts made for the success of school strategies in improving PAI learning in public schools on a macro basis.

COVID 19 pandemic has strategically overwhelmed all the global sectors of human endeavours since its first appearance in December 2019. The Virus shattered and paralysed all socioeconomic activities for several months. One of the areas that is seriously affected globally is the education sector. Nigeria is most affected just like other world countries economically and socio-culturally. The Nigerian Policy on Education has been widely criticised for its failure to make adequate provisions for an unforeseen contingency like pandemic periods. Thus, when COVID 19 emerged in Nigeria, the education sector emerges arguably as the most affected. Schools were totally shut down for more than two terms or nearly two semesters for tertiary institutions. The study examined the Nigerian education policy and the impacts of COVID 19 on tertiary institutions. The study used both primary and secondary sources of data. The data obtained were discussed using manual SPSS. The study discovered that the obsolete educational policies subjected tertiary institutions to the mercy of COVID 19 protocols which left the schools closed for many months leading to crisis of confidence from the students and a total loss of a whole session in most cases. The study recommends among others that the Nigerian Policy in Education should be immediately revisited to cater for future pandemic preparations that will avoid closure of schools or learning. This can be achieved through the adoption of e-learning and provision of modern tools of learning in public schools.

Drawing upon Joseph Heller’s Catch-22 , this paper explores the logic of standards-based education reform and the myriad ways in which accountability systems, performance standards, and market-based reform initiatives have degraded teaching and learning in public schools. In this critical analysis of essential elements of the Bush administration’s No Child Left Behind Act and the Obama administration’s Race to the Top fund, the author explores three dominant themes woven throughout Heller’s work: (1) the reliance on symbolic indicators of progress, (2) the irrational nature and deadening effect of bureaucratic rules and procedures, and (3) the dangers of unchecked capitalism. The author suggests that these reform efforts are not only counterproductive, but eroding the democratic foundations of our public school systems. The author concludes that to maintain their autonomy and professionalism, teachers will have to find alternative ways of organizing and produce a counter narrative that not only exposes the failings of standards-based reform but also offers meaningful alternatives.

In this article, Jeremy Sullivan explores the history of teacher evaluations in Montgomery County, Maryland. He describes how, over the course of three decades, the Montgomery County Education Association (MCEA) established itself as a strong and powerful professional association and leveraged its power to institutionalize a more collaborative approach to teacher evaluations in the county. Drawing largely on archival data from educational organizations in Montgomery County, Sullivan shows how the MCEA and its member teachers objected to evaluation mechanisms they considered unfair and ineffective. He then outlines the process through which the MCEA worked together with administrators to develop the Peer Assisted Review program. Today this program, jointly run by MCEA and the school system, enjoys widespread support in the county and serves as an example of how teachers and their unions can partner with administrators to work together toward the goal of improving teaching and learning in public schools.

Religious education in public schools plays an important role in shaping the spiritual, ethical, and moral character of students, but its implementation faces a number of complex obstacles. This study aims to identify various challenges in religious education in public schools, particularly time constraints, and to offer relevant solutions to optimize its implementation. The research method used is a literature study by reviewing literature from national journals, proceedings, and scientific books over the last ten years to obtain a comprehensive picture of this issue. The results of the analysis show that time constraints are a major factor affecting the depth of students' understanding of religious values, as limited class hours often make the learning process formal and fail to touch on affective and applicative aspects. Other significant challenges include low student interest and motivation to learn, limited digital learning facilities that can support creativity, and limited teacher competence in developing innovative contextual methods. In addition, the multicultural factor in the form of diversity in students' cultural and religious backgrounds requires a high level of sensitivity so that religious education remains inclusive and harmonious. The conclusion findings of this study demonstrate that enhancing the quality of religious education necessitates a multifaceted approach that extends beyond mere augmentation of instructional hours. Achieving this objective necessitates a multifaceted approach, encompassing comprehensive support from various stakeholders, including teachers, schools, families, and policymakers

An Introduction to Strategies and Styles of Learning R.R. Schmeck. Motivational Factors in Students' Approaches to Learning N. Entwistle. Describing and Improving Learning F. Marton. Learning Strategies, Teaching Strategies, and Conceptual or Learning Style G. Pask. Simultaneous-Successive Processing and Planning J.P. Das. Students' Self-Concepts and the Quality of Learning in Public Schools and Universities P. McCarthy, R.R. Schmeck. Applications of the Concepts of Strategy and Style: Context and Strategy: Situational Influences on Learning P. Ramsden. Approaches to Learning and Essay Writing J. Biggs. Style, Strategy, and Skill in Reading J. Kirby. Styles of Thinking and Creativity P. Torrance, Z. Rockenstein. Assessment and Training of Student Learning Strategies C. Weinstein. Strategies and Styles of Learning: An Integration of Varied Perspectives R.R. Schmeck. Index.