Suchergebnisse

This report examines the status of reading acquisition in Timor-Leste's primary schools. It is written for education stakeholders and policy makers in Timor-Leste, including government officials, politicians, educators, parents, Timor-Leste's donor partners and Non Governmental Organizations (NGOs) active in the country. Because the report is aimed at those who are already familiar with the education system in Timor-Leste, it will not attempt to describe the education system, its history, or the issues, with one important exception, that policy makers and stakeholders are currently confronting. One issue in Timor-Leste, however, merits special mention in the context of this analysis. Approximately 30 percent of primary school age children in Timor-Leste are not enrolled in primary school because they never started school or have dropped out. This study assesses the reading ability only of those children who are in school. The findings show significant problems with reading acquisition for children in school. If those children who are not in school had been included in the sample, the results will be lower than those currently presented. In Timor-Leste, improving reading acquisition in the early grades is expected to lead to better learning outcomes, as well as to better access, reduced repetition and fewer drop outs.

Purpose: The passive attitude of a child is a common problem as far as communication is concerned which have long been considered a central concept of social psychology. The current study investigates the causes and fear of children at early grade student. The objectives of the study were (a) to identify the reasons of the passive attitude of children at primary level; (b) to determine the elements involved in creating a passive attitude in the students at primary level; (c) to assess the causes of the passive attitude of students at primary level. Methodology: The nature of this research was descriptive while the survey method was used to gather information. All the learners, parents, teachers of government primary schools of district Bahawalpur were the population of the study. Sample of 592 participants (teachers 125, students 366 and parents 101) was selected through using convenient sampling techniques. The questionnaire was used as a research tool for teachers, parents, and students. Main Findings: Findings of the study demonstrate that punishment, scolding, steering, speaking loudly, beating, Burdon of homework and strictness were considered the major causes of passive attitude among students. Most of the teachers were of the view that students feel fear when the teacher scolds them and student's hesitation level increased. Applications: This research study fulfilled both objectives of the study. The results of the study disclosed that majority of the students; teachers and parents opined that strictness of the teachers, punishment, de-motivating attitude of teachers, Burdon of homework, curriculum, the teaching method of teacher, lack of attractive environment, home environment, crowded classrooms and lack of teachers friendly relationship with students. All these become the reasons for shy and poor confidence in the children. Originality: In the future, this study will be helpful for the teachers and parents, how to deal with children and seeks their behaviors, As well as, this study will helpful for ...

White supremacy in the early grades -- Everyday life in Ms. Bailey's classroom -- How educators responded to Ms. Bailey's classroom -- Limits and balance -- Complication and politics -- Children's responses -- Justifying a segregation by experience -- Epilogue: the children in Ms. Bailey's class six years later.

In August 2010, the Government of Vanuatu carried out early grade reading baseline assessments in English and Francophone schools with financial support from local education partners and technical assistance from the World Bank. The results of the Vanuatu Early Grade Reading Assessment (VANEGRA) are cause for concern. French language findings show that while most students develop some fundamental skills in grade levels 1, 2 and 3, by the end of grade 3, less than 1 in 4 students are able to develop fluency in reading to understand most of the text they read. The VANEGRA survey also collected data on the attributes of students, teachers and schools. Factors that were shown to be predictors of better reading performance in the early grades include: speaking French at home, owning the school textbook, having literate parents, having books at home, reading at school and at home, attending kindergarten, doing homework, and receiving help from a family member to do homework. Neither teacher experience nor in-service training showed statistical effects on student reading outcomes and two types of certification showed negative and statistically significant effects on student outcomes both in reading fluency and comprehension. VANEGRA also asked about use of seven reading instructional activities. Students who were never asked to learn the meaning of new words or practice grapheme sound correspondences showed negative and statistically significant effects. Conversely, students who were assigned reading daily in their own school time showed positive and statistically significant results. Lastly, VANEGRA asked about teacher expectations for students' reading performance. Interestingly, the fact that some teachers allowed students to consolidate some reading skills later than the median expectation was associated with better and statistically significant results. Based on the analysis presented, recommendations for improved reading instruction and greater parental involvement are presented at the end of the report.

Reading is the most important skill that every child needs to develop at school. Children who do not have good reading skills at elementary level are more likely to have limited educational progress, limited economic opportunities, and poor development in the future.Traditional tests and assessments are lacking in this respect, because they grade pupils, based on overall score, rather than identifying the areas for improvement in order to assist teachers in more efficient planning of teaching curriculum. There is a need for a simple tool to provide pupils with various components of reading at their level. In this, the first steps are recognition of the letters of alphabet, reading of simple words, and understanding the structure of sentences and paragraphs.This present work uses the Research in Action method to analyze the subject of using assessment for improving reading instructions for early grade pupils. The EGRA instrument, which does not provide a total result, assesses various skills and treats each skill separately. There are no overall results for EGRA, as it tests individuals. Testing of a child takes approximately 10-12 minutes. The teacher can administer various combinations of subtests, depending on their judgement on pupils' needs. Results of every task are characterized, based on the findings related to the pupil's needs. This depends on whether the pupil is a "good reader", progressing well, or is "at risk" of failing in reading.Research was conducted in the city of Prizren, Republic of Kosova, at the Primary and Lower Secondary School (PLSS) of "Emin Duraku", class II-3. Five pupils were involved, led by the author, as teacher of this class.The research was conducted in cooperation with school management, teachers, and parents of the pupils involved. The collection of data was implemented within three weeks.It is expected that this research will have positive effects on improving the results of children that find reading difficult, as well as the professional development of teachers.This research was carried out for use in professional and scientific literature, and from the field of assessment and reading, and applying adequate scientific methods.

This article investigates the relationship between student–teacher ethno-racial matching and students' placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers' perception of students' learning behavior, a variable that has been linked to teacher–student racial congruence in the literature, has a strong positive effect on ability group placement in kindergarten and first grades. These findings have implications for minority teacher recruitment policies in school districts.