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Full-Text Articles in Education
What Matters Most When Students And Teachers Use Interactive Whiteboards In Mathematics Classrooms?, Kimberley Mcquillan, Maria T. Northcote, Peter Beamish
What Matters Most When Students And Teachers Use Interactive Whiteboards In Mathematics Classrooms?, Kimberley Mcquillan, Maria T. Northcote, Peter Beamish
Maria Northcote
As teachers, we are encouraged to immerse our students in rich and engaging learning environments (NSW Department of Education and Training, 2003). One teaching tool that can facilitate the creation of rich learning environments is the interactive whiteboard (IWB) (Baker, 2009). IWBs are quickly being introduced into schools across the nation and worldwide, and educators are exploring the implications of having them in the classroom. Of particular interest are student attitudes to the use of IWBs: what students think and feel about IWBs, and what factors matter most to students when IWBs are used in their classroom. Attitudes play an …
The Impact Of Integrated Movement-Based Activities On Primary School Aged Students In The Classroom, Melissa Nalder, Maria T. Northcote
The Impact Of Integrated Movement-Based Activities On Primary School Aged Students In The Classroom, Melissa Nalder, Maria T. Northcote
Maria Northcote
Movement-based activities can have benefits for children from informal early childhood settings to more formal education contexts in primary schools. Integrated movement-based activities (IMBAs) are activities involving physical movement that are used to teach subjects other than physical education in the primary school curriculum. The purpose of this study was to investigate the impact that IMBAs have on primary school aged students. The study was conducted in lower and upper primary classrooms. The data was collected from the perspectives of students, teachers and a researcher using self-reflection journals, numeracy tests, self-rating scales of concentration levels, teacher interviews and researcher observations …
Looking Beyond The Classroom Walls: An Insight For Teachers Of Primary And Secondary Students' Perceptions To Enhance The School Physical Activity Environment, Brendon P. Hyndman
Looking Beyond The Classroom Walls: An Insight For Teachers Of Primary And Secondary Students' Perceptions To Enhance The School Physical Activity Environment, Brendon P. Hyndman
Dr Brendon P Hyndman
With an increasing focus on schools to facilitate physical activity, there is more demand than ever for teachers to equip children with the necessary skills to be physically active. Gaining an understanding of students' perceptions could help teachers promote increased physical activity levels among school students. The purpose of this paper was to explore primary and secondary students' of features to enhance the school physical activity environment. Four government schools (two primary and two secondary) in the western region of Victoria were recruited for the study. Focus groups and map drawing were used to gain a broad understanding of primary …
Engaging Children In Activities Beyond The Classroom Walls: A Social–Ecological Exploration Of Australian Primary School Children's Enjoyment Of School Play Activities, Brendon P. Hyndman, Barbara Chancellor
Engaging Children In Activities Beyond The Classroom Walls: A Social–Ecological Exploration Of Australian Primary School Children's Enjoyment Of School Play Activities, Brendon P. Hyndman, Barbara Chancellor
Dr Brendon P Hyndman
As children spend a significant amount of time in schools, it is vital that playwork practitioners develop an improved awareness relating to the influences on children's enjoyment of school play activities. The purpose of the present study was to assess children's enjoyment of school play activities beyond the classroom walls, including the type of play activities children enjoy and age- and gender-specific enjoyment levels. Within the study, the Lunchtime Enjoyment of Activity and Play (LEAP) questionnaire was administered to 281 children aged 8–12-years-old attending three primary schools in regional Victoria, Australia. The LEAP questionnaire was used to measure Australian primary …
Engaging Students In Activities Beyond The Classroom: A Social-Ecological Exploration Of Primary School Students’ Enjoyment Of School-Based Activities, Brendon P. Hyndman
Engaging Students In Activities Beyond The Classroom: A Social-Ecological Exploration Of Primary School Students’ Enjoyment Of School-Based Activities, Brendon P. Hyndman
Dr Brendon P Hyndman
An important consideration for schools to develop children's physical activity habits is the identification of psychosocial correlates of children's physical activity such as enjoyment. The purpose of this study was to uniquely assess children's enjoyment of school-based physical activities beyond the health and physical education classroom, including the type of activities children enjoy and the extent of his/her enjoyment. The Lunchtime Enjoyment of Activity and Play (LEAP) questionnaire was administered to 281 children aged 8-12 years, attending three primary schools in regional Victoria. In this paper, the social-ecological model levels of influence on children's enjoyment are discussed including (1) intrapersonal …
Playing For High Stakes: Findings From The Irish Neighbourhood Play Research Project And Their Implications For Education, Doireann O'Connor, M Mccormack, P Maclaughlin, J Angus, V O'Rourke
Playing For High Stakes: Findings From The Irish Neighbourhood Play Research Project And Their Implications For Education, Doireann O'Connor, M Mccormack, P Maclaughlin, J Angus, V O'Rourke
Dee O'Connor
The Irish Neighbourhood Play Research Project included almost 1700 families and 240 communities throughout Ireland. The findings hold clear implications for educational policy and practice. Using surveys, interviews and naturalistic observation, data was secured on how children in modern Ireland aged 0 - 15 are playing. An all-island approach was taken incorporating cities, towns and rural areas across a variety of socio-economic groupings. Interesting findings arose from the data relating to generational differences in levels of freedom, play, exercise, engagement with risk, with nature, with scheduled/timetabled extracurricular activities, with homework, with electronics, with creative activities and with traditional play types …
Pedagogies And Policies Of Impediment: How A Lack Of Connectivity Is A Barrier To Learning Within Early Years Education, Doireann O'Connor
Pedagogies And Policies Of Impediment: How A Lack Of Connectivity Is A Barrier To Learning Within Early Years Education, Doireann O'Connor
Dee O'Connor
Connectivity is a multi-faceted concept. It relates to three main central pillars of early years learning. These are; the inter-personal connections between educators and children, the connections between the children themselves and the connectivity to learning that exists within each individual child. The interpersonal connections, whether they are between the children and their educator or peer to peer are important because their level of positivity leaves the child either free to learn or unable to progress. If there is a lack of positive inter-personal connectivity within a child’s central relationships, they are unable to focus on anything else to any …
Pedagogies And Policies Of Impediment: How A Lack Of Connectivity Is A Barrier To Learning, Doireann O'Connor
Pedagogies And Policies Of Impediment: How A Lack Of Connectivity Is A Barrier To Learning, Doireann O'Connor
Dee O'Connor
Connectivity is a multi-faceted concept. It relates to three main central pillars of early years learning. These are; the inter-personal connections between educators and children, the connections between the children themselves and the connectivity to learning that exists within each individual child. The interpersonal connections, whether they are between the children and their educator or peer to peer are important because their level of positivity leaves the child either free to learn or unable to progress. If there is a lack of positive inter-personal connectivity within a child’s central relationships, they are unable to focus on anything else to any …
A Pedagogy Of Freedom: Why Primary School Teachers Should Embrace Educational Emancipation, Doireann O'Connor
A Pedagogy Of Freedom: Why Primary School Teachers Should Embrace Educational Emancipation, Doireann O'Connor
Dee O'Connor
Rich stories of learning journeys that arose from a Life History Research Project resulted in the development of a growing awareness on the part of the author in the role that freedom can productively play within the primary school classroom. The stories that adults told of their most memorable learning experiences almost exclusively occurred outside of the classroom within play and social situations where they were free to engage in a meaningful and personalised learning experience. Learning stories involving risk and even danger, conflict and resolution, freedom from supervision and responsibility as a self-regulated mantle of growing maturity were common …
Film Literacy In The Primary Classroom, Marc Barrett
Film Literacy In The Primary Classroom, Marc Barrett
Marc Barrett
The recent move in Britain towards a nation-wide film literacy program to support young learners of English prompted ACER research into the use of film within Australian primary schools.