PRIMARY LEVEL OF VERBAL INTERCHANGE IN BUSINESS ENVIRONMENTS

The basic activities involved in any business, from simply making introductions or phone calls to small talks or presentations, due to the specific business vocabulary, though restricted, add some peculiarities and specificities to the panel of basic elembusiness environment, English language, communication, typical phrases

Effective primary level science teaching in the Philippines

Early studies of educational achievement in developing countries emphasized the effects of material inputs (such as textbooks) over teaching practices and classroom organization. This paper examines how five teaching practices affected the achievements of fifth grade students in the Philippines - and what affected teachers'decisions to use effective teaching practices. With school, teacher, and classroom characteristics held constant, achievement was higher for students whose teachers used three teaching practices that show promise for applications in developing countries because they are effective, low cost, or cost effective: frequent tests or quizzes; small group instruction, including peer tutoring; and teaching through laboratory work, particularly for science. Teachers'decisions about whether to test students frequently were unrelated to their prior education of work experience, suggesting that school-level management may be more important in encouraging effective teaching than preservice education and training.Curriculum&Instruction,Educational Sciences,Primary Education,Secondary Education,Teaching and Learning

New development and trends in mathematics education at pre-school and primary level

TSG 1 had a broad focus, calling for papers that examined contemporary developments in mathematics education at the preschool and primary level (approximately ages 0 through 12 years). This provided an exciting opportunity to explore issues across the early childhood and school sectors and the team quickly decided to integrate early childhood and school presenters, with sessions organized around common themes, rather than by sector. The range of nationalities of the presenters and the participants in this group also allowed the ideas to be considered as they applied in a number of different contexts. This report highlights the themes that were considered, describes the papers that were presented, and summarises some of the key ideas and issues that arose in the group’s discussions

Moving on : the challenges for foreign language learning on transition from primary to secondary school

Europe's commitment to language learning has resulted in higher percentages of pupils studying foreign languages during primary education. In England, recent policy decisions to expand foreign language learning at primary level by 2010 create major implications for transition to secondary. This paper presents findings on transition issues from case studies of a DfES-funded project evaluating 19 local authority Pathfinders piloting the introduction of foreign language learning at primary level. Research on transition in other countries sets these findings in context. Finally, it investigates the challenges England faces for transition in the light of this expansion and discusses future implications

Vocabulary development at the primary level

It is, therefore, the purpose of this paper to examine those components necessary to vocabulary development, namely: the teacher, the child, and the instructional techniques, and propose activities which may enhance word recognition and increase facility in affixing meaning to words. These abilities will make the program more profitable and more enjoyable for every child

Motivational Techniques and LearnersaAcademic Achievement at Primary Level

Motivation is significant to arouse students interest towards learning process in every teaching learning situation At primary level motivation plays important role as compared to the other levels of learning due to the fact that young learners need to be motivated towards learning as they experience the new knowledge Present study is designed to explore the impact of teachers motivational techniques on students academic achievements Here motivational techniques used by the primary school teachers were measured in relation with the academic achievement of primary school students In this research various objectives hypotheses and research questions were formulated The stratified random sampling technique was used to collect data from respondent teaching at Islamabad Model colleges Schools Sample size was based on 100 teachers 50 teachers were taken from five boys schools and 50 teachers were taken from five girls school

Challenges in Primary Level Inclusive Education in Bangladesh

Bangladesh’s step towards inclusive education was given incentive by its involvement in major international declarations. Bangladesh agreed with the declaration of Education for All, in which education is to be provided to all children with an inclusive approach. In addition, Bangladesh is also committed to achieve Millennium Development Goals, which articulated the rights of all children into education through uniform system. It is important to note that the trend of enacting inclusive education policy and legislation in Bangladesh is mainly based upon the international treaties. The purpose of this paper is to highlight challenges in inclusive education for the policy formulators, implementers, and future researchers to take measures accordingly to universalize inclusive education in the country. The challenges identified in inclusive education concerned unfulfilled requirements of children with special needs, unfriendly situation, inadequate material and non-conforming curriculum, misinterpretation and mismanagement by stakeholders, restricted political and social backing, and adverse physiography. Pre-service training of teachers, along with continued assessment, collaboration and coordination to overcome challenges of inclusive schooling is recommended

ePortfolios in craft education at the primary level

The Finnish National Core Curriculum (NCC), which took effect at the primary school level in autumn 2016, includes ICT competence for all school grades, and encourages pupils to document their working processes in crafts. However, the literature provides evidence of the barriers faced by teachers in integrating information and communication technologies (ICT) into teaching. This paper is shaped as an autoethnography, and its purpose is to share the experience of primary school teachers involved in the integration of technology in an electronic portfolio (ePortfolio) project in craft education with 43 third-grade pupils in a Finnish primary school context. Research data – field journal notes, video recordings and interviews – were analysed qualitatively, relying on Ertmer’s conceptual framework on ICT barriers (1999) and five main categories were reported, which are ‘Inadequate software/hardware’, ‘Learner group attributes’, ‘Allocation of responsibility’, ‘Lack of resources’ and ‘Teacher attributes’. Based on the results, the study discusses the challenges of integrating ICT into craft education in primary level

A Model Inclusion Program for Primary Level Students

The purpose of this study was to develop a model inclusion program for primary level students. To accomplish this purpose, a review of current literature and research related to integration of special education students into a regular classroom was conducted. Additionally, information from selected schools and districts related to primary inclusion programs was obtained and analyzed