/pdf/clasificacion-de-escuelas-en-la-nueva-institucionalidad-4fwgrh7alr.pdf

Clasificación de escuelas en la nueva institucionalidad educativa: contribución de modelos de valor agregado para una responsabilización justa

Internationally, there is a gender-related performance gap in literacy attainment, and in the Maltese islands, recently published international literacy test results caused rising concern about the academic achievement of boys. Within the global context of concern about ‘boys’ underachievement’, this thesis reports a study which investigated the lived literacy experiences of young boys in three co-educational Maltese state schools. The purpose of this enquiry was not to solve the widely discussed phenomenon of ‘boys’ underachievement’ but rather to create new understandings about boys and early literacy learning in the first years of compulsory schooling in Maltese state schools. Consequently, this study is framed within the exploration of the concepts of ‘boys’ underachievement’, ‘early literacy learning’, and ‘school readiness’ in its local context. 

The theoretical foundations of this research were underpinned by several theoretical perspectives including posthumanist, emancipatory, socio-cultural, experiential education and childhood theories, attuned to my epistemological stance of pragmatism in mixed methods phenomenological research. Young boys’ voices, several stakeholders’ perspectives and the lived experience of three groups of five- to six-year-old boys during schooled reading and writing practices were investigated through an online questionnaire, classroom observations, individual interviews, and focus groups. 	

Findings suggest that the three main concepts explored were inclined to biased and constricted worldviews that resulted in the majority of the young boys experiencing undesirable reading and writing practices. Merged findings funneled down to questioning whether a ‘paradigm paralysis’ effect - the inability or rejection to embrace new ways of thinking - is restraining stakeholders and policymakers from taking action, rethinking and repositioning existing conceptualisations concerning ‘underachieving boys’, ‘early literacy learning’ and ‘school readiness’. Subsequently, this research study implies the risk of a ‘paradigm paralysis’ in the fields of gender, literacy, and early years education in the local context, and offers new conceptualisations towards an educational response. 

This study posits that policymakers, educators and all stakeholders involved in education should ensure that all children have access to quality early literacy learning through a more socially just education system: a solid foundation for all successful literate citizens.

Boys and Early Literacy Learning in Three Maltese State Schools

Insufficient consumption of fruits and vegetables in childhood increases the risk of future non-communicable diseases, including cardiovascular disease. Testing the effects of interventions designed to increase children's consumption of fruit and vegetables, including those focused on specific child-feeding strategies or broader multicomponent interventions targeting the home or childcare environment, is required to assess the potential to reduce this disease burden. 

Interventions for increasing fruit and vegetable consumption in children aged five years and under

Teachers’ instructional behaviours are proximal to pupil learning but not isolated from the broader setting of education. The overall aim of this paper is to explore the influence of teaching on pupil attainment. Utilising a large national sample of pupils’ standardised outcomes, this paper revisits and reanalyses data from a 2005 study called ‘Mathematics in Maltese Primary Schools’ (MIMPS). The study employed random stratified sampling methods to sample pupils (n = 1,628), in Year 2 classrooms (n = 89) in primary schools (n = 41). Pupils were administered Maths 6 (NFER). Results from multilevel analyses reveal, that after adjusting for the contribution of pupil, classroom and school level factors, pupil ability, curriculum coverage, teacher behaviour and head teacher age were elicited as significant and influential predictors of pupil attainment at age 6. The findings highlight the importance of quality teaching and instruction for pupil attainment. The author concludes by recommending the implementation of a system to monitor pupils’ baseline and later attainment outcomes in tandem with the contexts and processes associated with classrooms and schools.

/pdf/the-influence-of-teacher-behaviours-on-pupils-mathematical-2jfq6uosla.pdf

The influence of teacher behaviours on pupils mathematical attainment at age 6

The Malta Primary Literacy Value‐Added study was the outcome of a process of testing and matching at ages 9–10, the pupils in Maltese primary schools who were tested three years earlier, at ages 6–7. All primary schools in the island took part at both stages. Pupils were tested in both Maltese and English at both ages. In addition extensive data on pupils’ home background was collected at both ages and added to the individual test records. Some 4239 pupils had complete data at both ages. This paper reports the findings of analyses of the resulting data using multilevel modelling. Individualised reports were prepared for each school, taking account of all the background data collected, and a series of one‐to‐one sessions were held with representatives of all schools to discuss how these could be used to help improve the education provided. An anonymised example of a feedback report is given. The authors believe that, in addition to being of interest in its own right, this study can provide a template for o...

The Malta Primary Literacy Value‐Added Project: a template for value‐added in small island states?

Literacy for school improvement : value added for Malta

Food Fun Facts Lead to Increased Acceptance of New Menu Items in a Childcare Center

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Literacy for school improvement : value added for Malta

The Malta Primary Literacy Value‐Added Project: a template for value‐added in small island states?

Food Fun Facts Lead to Increased Acceptance of New Menu Items in a Childcare Center