Presently, in Malta, syllabi are being replaced by learning outcomes. For ages 3-7, the outcomes are framed holistically (e.g. identity, communication, etc.), and it is recommended that children learn mathematics informally through play and projects. For ages 8-11, learning outcomes are subject-based, and new mathematics textbooks are being phased…

Objective: This study explores how community college faculty adjust their instructional approaches and student supports amid the COVID-19 pandemic. Method: This research drew on a basic qualitative approach to analyze 18 semi-structured interviews with faculty teaching math or math-heavy courses at two institutions. Results: Our findings add to…

In this study, we adopt an ecological perspective to reflect on how a specific Italian school cluster adapted to the challenges of the COVID-19 pandemic by focusing on how students experienced the interplay between continuity and change in school teaching and learning practices caused by the pandemic. Specifically, the study investigates how the…

The paper refers to the theoretical establishment and brief presentation of collaborative action research with the characteristics of "developmental work research" as an effective methodological approach so that science teachers develop themselves professionally. A specific case study is presented, in which we aimed to transform the…

This study traces patterns of attendance, times of arrival and departure, and policies and practices surrounding enrollment and moving children from classroom to classroom in a child care center. It appears that children's efforts to acquire competence in developing friendships with their peers not only depends on their own capacities, but is also…

The author administered the Student Orientation Questionnaire to 205 tertiary students to measure students' orientation towards pedagogy or andragogy. Results indicate that the second factor is independent of the first factor. Thus, he argues that the relationship between pedagogy and andragogy is orthogonal. (CH)

Discusses difficulties encountered by elementary students and teachers in classrooms where many students enroll, withdraw, or both during the school year. Patterns and effects of mobility are discussed. Recommends specific aids for teachers of students who change residence unpredictably. (GH)

This paper describes a project that set out to explore teachers' engagement with the issue of continuity in teaching, learning, and assessment as a central dimension of transition. The project revealed that teachers are deeply concerned with questions such as what progress students are making and how to maximise students' learning in the short and…

This study used the National Association for the Education of Young Children's (NAEYC) "Developmentally Appropriate Practices" (1987) guidelines to determine continuity across the primary grades with regard to developmentally appropriate practices (DAPs). It also sought to determine if there was a significant relationship among administrators,…

Examined is the influence and developmental nature of science processes. Results indicated that a one-semester process skills course was effective in developing a basis for science content acquisition. Additional gains can be obtained in an extended curricular sequence. (Author/CW)

Included in this document are two reports of studies using data from the same l5 research sites in Alberta, Canada. The first study, "Critical Variables in ECS-Grade One Articulation," documented factors associated with successful articulation of Early Childhood Services (ECS) and primary school programs. Data were collected through…

Describes the effects of one community's concept of readiness for school on children in a kindergarten class. Of particular interest was the effect on children's understanding of their roles as students. The concept of readiness provided the framework for instructional activities and helped parents understand their children's roles as students.…

Looping, or multi-year teaching, is the pedagogical practice of allowing students and teachers to remain together for 2 or more years. This 2-year case study investigated looping practices and perceptions of looping among eighth-grade middle school students, teachers, and parents. Data from two middle schools were collected in the second year of…