This study aimed to describe the application of Area Instruction Model on one of the state kindergarten in Bandung city. The study used a qualitative approach with descriptive qualitative design. Data was obtained through interviews, observation, and documentation. The validity of the analysis was guaranteed through perseverance observation and…

The "Getting Ready" intervention aims to strengthen parent-teacher partnerships to promote positive child outcomes. This study focused on the team process and social validity of the intervention when young children displayed challenging behaviors. Qualitative analysis yielded seven themes that provided a rich description of the preschool…

The purpose of this study is to develop "Self-Directed Learning Preparation Skills Scale" for primary school students. Data were gathered according to the principles of descriptive research method. In order to develop this scale, draft items were developed through review of literature, interviews done with teachers, parents and students…

Learning to read by the end of third grade is the gateway to lifelong success. When students are not able to read by the end of third grade, their risk of falling behind grows exponentially. In fact, research shows that nine out of ten high school dropouts were struggling readers in third grade. Students reading below grade level are almost six…

This article explores recent developments in linguistic choices in education in Zanzibar and examines the arguments for using local languages of instruction (LoI) as a right. The article's analysis is based on a study of a curriculum change in Zanzibar in which English replaced Kiswahili as the LoI in the last two years of primary school in…

In recent years there has been an increased emphasis on integrating the teaching of arithmetic and algebra in primary school classrooms. This requires teachers to develop links between arithmetic and algebra and use pedagogical actions that facilitate algebraic reasoning. Drawing on findings from a classroom-based study, this paper provides an…

Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes…

Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological…

With all the discourse in school librarianship about collaboration, there is surprisingly little discussion of teacher planning. For teachers, planning is the taken-for-granted work necessary for teaching. Planning focuses on various increments of time, ranging from a single lesson to a day, a week, a grading term, and a school year. Teacher…

Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate:…

This study was presented at the American Educational Research Association 2012 conference in Vancouver, Canada. The study explored how action research of arts-based teaching (ABT) impacted at-risk students in three urban public schools in southern California, USA. ABT was defined as using arts, music, drama, and dance in teaching other subjects. A…

The Wallace Foundation is funding a multiyear demonstration project to determine whether voluntary, district summer learning programs can stem summer learning loss for low-income students. Six districts--Boston, Cincinnati, Dallas, Duval County (Florida), Pittsburgh, and Rochester, New York--were selected for the demonstration project and…

This is a critical policy study of language planning and policy in Quebec regarding the new policy direction requiring the compulsory teaching of English at the early primary level (grades 1-2, Cycle 1) in francophone public schools. Based on the analysis of policy documents, archives, and narratives from interviews, the goal of this policy study…

A study conducted from 1996-2000 focused on the academic development of children within a statewide educational reform effort, including changing the organizational structure of the early years of schooling into nongraded primary programs (formerly age-based classrooms for kindergarteners through third grade). The multisite study involved children…