Science.gov

Sample records for 4th grade classrooms

  1. Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

    ERIC Educational Resources Information Center

    LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine

    2016-01-01

    This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…

  2. Project ASTRO: Local Coalitions for Bringing Astronomers to 4th - 9th Grade Classrooms

    NASA Astrophysics Data System (ADS)

    Fraknoi, Andrew

    1998-05-01

    We report on Project ASTRO, an NSF and NASA funded program that now links professional and amateur astronomers with local 4th through 9th grade teachers in 10 sites around the country. Each site matches and trains about 20-25 astronomer-teacher partnerships per year, focusing on hands-on, age-appropriate activities, demonstrations of the scientific method, as well as family and community outreach. Over 10,000 copies of the project's 813-page UNIVERSE AT YOUR FINGERTIPS resource and activity notebook (published by the A.S.P) are now in use in educational institututions around the world. The project's HOW-TO-MANUAL is being used as a practical guide to establishing astronomer-teacher partnerships where no formal ASTRO site exists, and a 12-minute video explaining and demonstrating the project is also available. In each of the ten sites, a coalition of educational and scientific institutions is assisting the project with in-kind donations, publicity, personnel, training, materials, etc. We are conducting an experiment (at the behest of NSF) to see to what degree the sites can become self-supporting over time. (One site, in Salt Lake City, has already received full funding from a local foundation.) We will discuss the progress of the project and will have a variety of sample materials available, including our annotated catalog of national astronomy and space science education projects (see associated URL).

  3. The Leap into 4th Grade

    ERIC Educational Resources Information Center

    Anderson, Mike

    2011-01-01

    Fourth grade is a pivotal year, in which students commonly face increased academic demands. According to Anderson, teachers can help students make a smooth transition to 4th grade by introducing these new challenges in ways that are in line with 4th graders' common developmental characteristics: incredible energy and emotion, industriousness and…

  4. Science Content Courses: Workshop in Food Chemistry for 4th Grade School Teachers

    ERIC Educational Resources Information Center

    Chaiyapechara, S.; Dong, F. M.

    2004-01-01

    A science content course in food chemistry was offered as a 4-day summer workshop from 1999 to 2001 to 4th grade school teachers in the Seattle School District. The objectives of the workshop were to increase the teachers' knowledge of food science, to perform simple experiments that could be used in the 4th grade classroom, and to help the…

  5. Computer-Based Reading Technology in the Classroom: The Affective Influence of Performance Contingent Point Accumulation on 4th Grade Students

    ERIC Educational Resources Information Center

    Putman, S. Michael

    2005-01-01

    The purpose of the present study was to investigate the relationship between the number of Accelerated Reader points accumulated by students and their level of self-efficacy and value of reading. The fourteen week study examined 68 fourth grade students who attended an elementary school in a suburban location near a large Midwestern city.…

  6. The school nutrition program's role in weight management of 4th grade elementary students

    Technology Transfer Automated Retrieval System (TEKTRAN)

    We are attempting to uncover the school nutrition program's role in weight management of 4th grade elementary students. Data was collected within a time frame for the food frequency questionnaire (FFQ) set at two months at the WT Cheney Elementary School and South Wood Elementary for 4th grade stud...

  7. The Effects of Cooperative Learning Strategies on Vocabulary Skills of 4th Grade Students

    ERIC Educational Resources Information Center

    Bilen, Didem; Tavil, Zekiye Müge

    2015-01-01

    This study was carried out to investigate the effects of cooperative learning strategies on the vocabulary skills of 4th grade students. The study was also designed to ascertain the attitudes of the students in the experimental group towards cooperative learning. Out of 96 4th grade students enrolled in the private school where the study took…

  8. Environmental Studies Center Teacher Books. 4th Grade - Mangrove Communities.

    ERIC Educational Resources Information Center

    Martin County Schools, Jensen Beach, FL. Environmental Studies Center.

    This teacher's guide, one of nine teacher packages developed for use in the sequential, hands-on, field-oriented, K-8 environmental education program of the Martin County Schools in Florida, was developed for use with elementary children in grade four prior to and after a visit to an environmental studies center located near an estuarine area. The…

  9. Reading Development and Achievement of 4th-Grade Hmong Students

    ERIC Educational Resources Information Center

    Mahowald, Megan; Loughnane, Megan

    2016-01-01

    Researchers and practitioners alike have noted that Hmong students in the United States do not achieve as well as their monolingual peers and other bilingual students. The current mixed-methods study is designed to describe reading development and achievement of 4th-grade Hmong students in one large, urban school district. This study explores the…

  10. Improving Social Interaction among 4th Grade Students through Social Skills Instruction.

    ERIC Educational Resources Information Center

    Dunleavy, Shannon; Karwowski, Sandra; Shudes-Eitel, Jennifer

    This action research project implemented a program for improving social skills in order to establish positive interaction among 4th grade students at a northern Chicago suburban school. Social skills deficiency was documented through behavior checklists and referrals, teacher observations and student reflection. Teachers reported that low incomes,…

  11. Assessment of an Engineering Technology Outreach Program for 4th-7th Grade Girls

    ERIC Educational Resources Information Center

    Dell, Elizabeth M.; Christman, Jeanne; Garrick, Robert D.

    2011-01-01

    This paper describes a workshop led by female Engineering Technology students, with support from female faculty, to provide an introduction to Engineering Technology to 4th-7th grade girls through a series of interactive laboratory experiments. This outreach program was developed to improve attitudes towards science and engineering in middle…

  12. Using Inquiry-Based Instruction to Teach Research Methods to 4th-Grade Students in an Urban Setting

    ERIC Educational Resources Information Center

    Hamm, Ellen M.; Cullen, Rebecca; Ciaravino, Melissa

    2013-01-01

    When a college professor who teaches research methods to graduate education students was approached by a local public urban elementary school to help them teach research skills to 4th-graders, it was thought that the process would be simple--take what we did at the college level and differentiate it for the childhood classroom. This article will…

  13. A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

    NASA Astrophysics Data System (ADS)

    Yang, Hsiu-Ting; Wang, Kuo-Hua

    2014-08-01

    Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

  14. Impact of a Health and Media Literacy Curriculum on 4th-Grade Girls: A Qualitative Study

    ERIC Educational Resources Information Center

    Fuller, Heidi A.; Damico, Amy M.; Rodgers, Shannon

    2004-01-01

    Recent research indicates that young girls are preoccupied with their body size and that the media may be a contributing factor. This study aimed to discover the impact of an interdisciplinary media literacy intervention curriculum on 4th-grade girls in an urban elementary school. The authors developed and implemented a series of lessons that…

  15. Assessment of Physical Activity Levels of 3rd and 4th Grade Children Using Pedometers during Physical Education Class

    ERIC Educational Resources Information Center

    Smith, John; Nichols, David; Biggerstaff, Kyle; DiMarco, Nancy

    2009-01-01

    The purpose of this study was to determine the amount of physical activity in which children engage during physical education classes and factors that mediate their participation. Third and 4th grade students wore pedometers during each 30-min physical education class for one school year. Steps per class were collected daily during structured and…

  16. Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

    2015-01-01

    The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population--adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to…

  17. Comparing Science Learning among 4th-, 5th-, and 6th-Grade Students: STS versus Textbook-Based Instruction

    ERIC Educational Resources Information Center

    Yager, Robert E.; Choi, AeRan; Yager, Stuart O.; Akcay, Hakan

    2009-01-01

    Fifteen 4th-, 5th-, and 6th-grade teachers from five school districts each taught two sections of science--one with a Science-Technology-Society (STS) approach and the other with a more traditional textbook approach in which basic science concepts were the major organizers. Local, current, and personally relevant issues provided the context and…

  18. Native American Students' Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students' Understanding of Earth's Geologic History

    ERIC Educational Resources Information Center

    Nam, Younkyeong; Karahan, Engin; Roehrig, Gillian

    2016-01-01

    Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American--particularly Ojibwe tribe--students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also…

  19. The Influence of Neighborhood Density and Word Frequency on Phoneme Awareness in 2nd and 4th Grades

    ERIC Educational Resources Information Center

    Hogan, Tiffany P.; Bowles, Ryan P.; Catts, Hugh W.; Storkel, Holly L.

    2011-01-01

    Purpose: The purpose of this study was to test the hypothesis that two lexical characteristics--neighborhood density and word frequency--interact to influence performance on phoneme awareness tasks. Methods: Phoneme awareness was examined in a large, longitudinal dataset of 2nd and 4th grade children. Using linear logistic test model, the relation…

  20. [Level of smoking of 3rd and 4th grade students studying health and related factors: follow-up study].

    PubMed

    Göktalay, Tuğba; Cengiz Özyurt, Beyhan; Sakar Coşkun, Ayşin; Celik, Pinar

    2011-01-01

    The levels of smoking of 1st and 2nd year students at Faculty of Medicine and Manisa School of Health at Celal Bayar University were investigated in 2006-2007. This study is carried out in order to see if there is a change in the same students' level of smoking while they are in 3rd and 4th year. In addition, the study aimed to examine the factors affecting the level of use and attitudes towards the law effectuated in July 19, 2009. This is a follow-up study with 80.42% return rate. A 26-item structured questionnaire was administered. The participants filled out the questionnaires under supervision of the researchers in their classrooms. The University Institutional Review Board approved the study. The total of participants (263) of the follow-up study included 189 female and 74 male. The rate of experimenting with smoking was 49% with the mean age of 15.7 (SD= 4.01 years). The mean age of experimenting with smoking was the earliest on male students studying at faculty of medicine. The level of smoking was found to be the most on females, studying at faculty of medicine and staying at the dormitory, with smoking parents (p< 0.05). The most important reason to begin smoking was curiosity (55.2%) while bad breath and yellowing of teeth were the reasons to quit (91.7%). 83.3% of the students thought that the law will be effective on quit smoking. The level of both experimenting and use of smoking has been increased over time. It is suggested that medical students' awareness about the danger of smoking should be raised at earlier grades. In addition, lectures should be offered to students at School of Health and they should be encouraged to unite in order to fight with smoking.

  1. [Level of smoking of 3rd and 4th grade students studying health and related factors: follow-up study].

    PubMed

    Göktalay, Tuğba; Cengiz Özyurt, Beyhan; Sakar Coşkun, Ayşin; Celik, Pinar

    2011-01-01

    The levels of smoking of 1st and 2nd year students at Faculty of Medicine and Manisa School of Health at Celal Bayar University were investigated in 2006-2007. This study is carried out in order to see if there is a change in the same students' level of smoking while they are in 3rd and 4th year. In addition, the study aimed to examine the factors affecting the level of use and attitudes towards the law effectuated in July 19, 2009. This is a follow-up study with 80.42% return rate. A 26-item structured questionnaire was administered. The participants filled out the questionnaires under supervision of the researchers in their classrooms. The University Institutional Review Board approved the study. The total of participants (263) of the follow-up study included 189 female and 74 male. The rate of experimenting with smoking was 49% with the mean age of 15.7 (SD= 4.01 years). The mean age of experimenting with smoking was the earliest on male students studying at faculty of medicine. The level of smoking was found to be the most on females, studying at faculty of medicine and staying at the dormitory, with smoking parents (p< 0.05). The most important reason to begin smoking was curiosity (55.2%) while bad breath and yellowing of teeth were the reasons to quit (91.7%). 83.3% of the students thought that the law will be effective on quit smoking. The level of both experimenting and use of smoking has been increased over time. It is suggested that medical students' awareness about the danger of smoking should be raised at earlier grades. In addition, lectures should be offered to students at School of Health and they should be encouraged to unite in order to fight with smoking. PMID:22233305

  2. Measuring engagement in fourth to twelfth grade classrooms: the Classroom Engagement Inventory.

    PubMed

    Wang, Ze; Bergin, Christi; Bergin, David A

    2014-12-01

    Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory and confirmatory factor analyses were conducted on data from 3,481 students from the 4th to 12th grade. The results suggested a 4-factor model of the CEI. Using these results, in Study 2 several items were revised and data were collected 1 year later from 4th to 12th grade students in the same school district as Study 1. Analyses were conducted on data from 3,560 students after data cleaning. A series of potential models was tested. The final results suggest a 5-factor 24-item CEI: (1) Affective Engagement, (2) Behavioral Engagement-Compliance, (3) Behavioral Engagement-Effortful Class Participation, (4) Cognitive Engagement, and (5) Disengagement. Results advance understanding of the construct of classroom engagement. The CEI fills a significant gap in measurement of engagement. The CEI is classroom level, measures multiple dimensions of engagement, uses self-report, is relatively short, and can be readily administered in classrooms from the 4th to 12th grade.

  3. Neurobehavioral Evaluation System (NES): comparative performance of 2nd-, 4th-, and 8th-grade Czech children.

    PubMed

    Otto, D A; Skalik, I; House, D E; Hudnell, H K

    1996-01-01

    The Neurobehavioral Evaluation System was designed for field studies of workers, but many NES tests can be performed satisfactorily by children as young as 7 or 8 years old and a few tests, such as simple reaction time, can be performed by preschool children. However, little comparative data from children of different ages or grade levels are available. Studies of school children in the Czech Republic indicate that 2nd-grade children could perform the following NES tests satisfactorily: Finger Tapping, Visual Digit Span. Continuous Performance, Symbol-Digit Substitution, Pattern Comparison, and simpler conditions of Switching Attention. Comparative scores of boys and girls from the 2nd, 4th, and 8th grades and power analyses to estimate appropriate sample size were presented. Performance varied systematically with grade level and gender. Larger samples were needed with younger children to achieve comparable levels of statistical power. Gender comparisons indicated that boys responded faster, but made more errors than girls. PMID:8866533

  4. [Getting Ready for Our World Journey: Africa, Australia, and the Netherlands. 4th Grade.

    ERIC Educational Resources Information Center

    Nederland Independent School District, TX.

    GRADES OR AGES: Grade 4. SUBJECT MATTER: Social Studies; including units entitled "Getting Ready for Our World Journey,""Africa,""Australia," and "The Netherlands." ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four separately bound units. Each unit is further subdivided into lessons. The units are mimeographed and staple-bound.…

  5. The Functions of Talk within a 4th-Grade Writing Workshop: Insights into Understanding

    ERIC Educational Resources Information Center

    Laman, Tasha Tropp

    2011-01-01

    Over the past 30 years, writing workshops have been implemented in classrooms around the world. Students are being asked to write across multiple contexts and genres and to use digital technologies. At the same time, high-stakes writing tests are increasing even though the time teachers spend teaching writing is decreasing. This study examines…

  6. Classroom: Efficient Grading

    ERIC Educational Resources Information Center

    Shaw, David D.; Pease, Leonard F., III.

    2014-01-01

    Grading can be accelerated to make time for more effective instruction. This article presents specific time management strategies selected to decrease administrative time required of faculty and teaching assistants, including a multiple answer multiple choice interface for exams, a three-tier grading system for open ended problem solving, and a…

  7. Analysis of 4th Grade Students' Problem Solving Skills in Terms of Several Variables

    ERIC Educational Resources Information Center

    Sungur, Gülcan; Bal, Pervin Nedim

    2016-01-01

    The aim of this study is to examine if the level of primary school students in solving problems differs according to some demographic variables. The research is descriptive type in the general survey method, it was carried out with quantitative research techniques. The sample of the study consisted of 587 primary school students in Grade 4. The…

  8. Do Animals Have Rights? Teacher's Packet (for 4th, 5th, & 6th Grades).

    ERIC Educational Resources Information Center

    Sammut-Tovar, Dorothy; Sturla, Kim

    Activities in this unit are designed to sensitize students in grades 4-6 to the needs of animals and to the injustices many species suffer. The lessons focus on inhumane acts such as the use of steel-jaw traps, dogfighting, hunting, keeping exotic pets in captivity, using animals in entertainment, habitat destruction, factory farming, and animal…

  9. The Universal House: Energy, Shelter & The California Indian. Activity Guide, 4th/5th Grade.

    ERIC Educational Resources Information Center

    California Energy Extension Service, Sacramento.

    This activity guide links energy awareness with resource management and traditional California Indian cultures for the 3rd-6th grade span. The materials combine cooperative, hands-on activities with background information and learning extensions. The interdisciplinary lessons are built upon themes, concepts, and learning processes outlined in…

  10. Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

    NASA Astrophysics Data System (ADS)

    Dickes, Amanda Catherine; Sengupta, Pratim

    2013-06-01

    In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator-prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term "agent" in an MABM indicates individual computational objects or actors (e.g., cars), and these agents obey simple rules assigned or manipulated by the user (e.g., speeding up, slowing down, etc.). It is the interactions between these agents, based on the rules assigned by the user, that give rise to emergent, aggregate-level behavior (e.g., formation and movement of the traffic jam). Natural selection is such an emergent phenomenon, which has been shown to be challenging for novices (K16 students) to understand. Whereas prior research on learning evolutionary phenomena with MABMs has typically focused on high school students and beyond, we investigate how elementary students (4th graders) develop multi-level explanations of some introductory aspects of natural selection—species differentiation and population change—through scaffolded interactions with an MABM that simulates predator-prey dynamics in a simple birds-butterflies ecosystem. We conducted a semi-clinical interview based study with ten participants, in which we focused on the following: a) identifying the nature of learners' initial interpretations of salient events or elements of the represented phenomena, b) identifying the roles these interpretations play in the development of their multi-level explanations, and c) how attending to different levels of the relevant phenomena can make explicit different mechanisms to the learners. In addition, our analysis also shows that although there were differences between high- and low-performing students (in terms of being able to explain population-level behaviors) in the pre-test, these differences disappeared in the post-test.

  11. Physical activity participation by parental language use in 4th, 8th, and 11th grade students in Texas, USA.

    PubMed

    Springer, Andrew E; Lewis, Kayan; Kelder, Steven H; Fernandez, Maria E; Barroso, Cristina S; Hoelscher, Deanna M

    2010-10-01

    Research on physical activity (PA) by level of acculturation in Hispanic children is limited and findings have been mixed. We examined PA participation by primary language used with parents in a representative sample of 4th, 8th, and 11th grade Texas public school students. Mixed-effects regression models were conducted using cross-sectional data from the 2004-2005 School Physical Activity and Nutrition Study (n = 22,049). Self-reported PA was compared among three language-ethnic groups: Spanish-Hispanic (SH) (referent); English-Hispanic (EH); and English-Other (EO). EH and/or EO girls were generally between 1.25 and 2.58 [OR] times more likely to participate in PA across grade levels, with the largest differences found for school sports in 8th grade girls. EH and EO 8th grade boys were 1.71 (CI: 1.40, 2.10) and 2.06 (CI: 1.68, 2.51) times, respectively, more likely to participate in school sports. Findings indicate important disparities in Spanish-speaking Hispanic children's PA participation. PMID:19365728

  12. An Ecological Study of Food Desert Prevalence and 4th Grade Academic Achievement in New York State School Districts

    PubMed Central

    Frndak, Seth E.

    2014-01-01

    Background This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. Design and methods Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors. Results The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. Conclusions Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level. Significance for public health The prevalence of food deserts in the United States is of national concern. As poor nutrition in United States children continues to spark debate, food deserts are being evaluated as potential sources of low fruit and vegetable intake and high obesity rates. Cognitive development and IQ have been linked to nutrition patterns, suggesting that children in food desert regions may have a disadvantage academically. This research evaluates if an ecological relationship between food desert prevalence and academic achievement at the school district level can be demonstrated. Results suggest that food desert prevalence may relate to poor academic performance at

  13. The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts

    ERIC Educational Resources Information Center

    Celikten, Oksan; Ipekcioglu, Sevgi; Ertepinar, Hamide; Geban, Omer

    2012-01-01

    The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction through cooperative learning (CCICL) and traditional science instruction (TI) on 4th grade students' understanding of earth and sky concepts and their attitudes toward earth and sky concepts. In this study, 56 fourth grade students from the…

  14. A Kinesthetic Learning Approach to Earth Science for 3rd and 4th Grade Students on the Pajarito Plateau, Los Alamos, NM

    NASA Astrophysics Data System (ADS)

    Wershow, H. N.; Green, M.; Stocker, A.; Staires, D.

    2010-12-01

    Current efforts towards Earth Science literacy in New Mexico are guided by the New Mexico Science Benchmarks [1]. We are geoscience professionals in Los Alamos, NM who believe there is an important role for non-traditional educators utilizing innovative teaching methods. We propose to further Earth Science literacy for local 3rd and 4th grade students using a kinesthetic learning approach, with the goal of fostering an interactive relationship between the students and their geologic environment. We will be working in partnership with the Pajarito Environmental Education Center (PEEC), which teaches the natural heritage of the Pajarito Plateau to 3rd and 4th grade students from the surrounding area, as well as the Family YMCA’s Adventure Programs Director. The Pajarito Plateau provides a remarkable geologic classroom because minimal structural features complicate the stratigraphy and dramatic volcanic and erosional processes are plainly on display and easily accessible. Our methodology consists of two approaches. First, we will build an interpretive display of the local geology at PEEC that will highlight prominent rock formations and geologic processes seen on a daily basis. It will include a simplified stratigraphic section with field specimens and a map linked to each specimen’s location to encourage further exploration. Second, we will develop and implement a kinesthetic curriculum for an exploratory field class. Active engagement with geologic phenomena will take place in many forms, such as a scavenger hunt for precipitated crystals in the vesicles of basalt flows and a search for progressively smaller rhyodacite clasts scattered along an actively eroding canyon. We believe students will be more receptive to origin explanations when they possess a piece of the story. Students will be provided with field books to make drawings of geologic features. This will encourage independent assessment of phenomena and introduce the skill of scientific observation. We

  15. Unmet Needs of Low Academic Level Adult (0-4th Grade Level) Students: A Follow-Up Study. A Special Demonstration/Teacher Training Project. Final Report.

    ERIC Educational Resources Information Center

    Portage Township Schools, IN.

    An Indiana 310 Project was conducted to determine the needs of very low level adult basic education students (0-4th grade). Specifically, the study sought to answer the following four questions: (1) What brings low academic level students into ABE programs? (2) What aspects of the ABE programs do low academic level students dislike? (3) Why do low…

  16. The Relationship of Values in Elementary School 4th Grade Social Studies Textbook with the Attainments and Their Level of Being Included in Student Workbooks

    ERIC Educational Resources Information Center

    Kilic, Abdurrahman

    2012-01-01

    In this study, the relationship of values in elementary school 4th grade Social Studies textbook with the attainments and their level of being included in student workbook are tried to be determined. Case study, which is a qualitative research method, was applied for this research. To collect data, document analysis technique, which is among the…

  17. Examining Differentiation and Utilization of iPads across Content Areas in an Independent, PreK-4th Grade Elementary School

    ERIC Educational Resources Information Center

    Milman, Natalie B.; Carlson-Bancroft, Angela; Vanden Boogart, Amy

    2014-01-01

    This mixed methods case study examined the implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, preK-4th grade elementary school in the United States. This article focuses on how teachers used iPads to differentiate instruction and across multiple content areas. Findings show the processes by which teachers employed…

  18. Grading Considerations in Mathematics Classrooms. Research Brief

    ERIC Educational Resources Information Center

    Williamson, Ronald

    2009-01-01

    Little research is available specifically about grading practices in mathematics classrooms. However, there is research about grading practices in high schools, across content areas. Since their first use students, parents and others have assumed that grades are reliable measures of student achievement. "In short, most Americans have a basic trust…

  19. I Invite You To Know the Earth I. Elementary School 2nd to 4th Grade Teacher's Guidebook [and] Text for Elementary School 2nd to 4th Grade.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France). Intergovernmental Oceanographic Commission.

    This student text is designed for grades 2-4 and explores various earth science topics. A cartoon character named Tommy Tsumi explains earth facts and concepts throughout the text. Activities, materials, and learning objectives for each unit in the textbook are provided in the teacher's guide. Units in both include: (1) "What Does Our Earth Look…

  20. Breakfast patterns among low-income, ethnically-diverse 4th-6th grade children in an urban area

    PubMed Central

    2014-01-01

    Background Increasing school breakfast participation has been advocated as a method to prevent childhood obesity. However, little is known about children’s breakfast patterns outside of school (e.g., home, corner store). Policies that increase school breakfast participation without an understanding of children’s breakfast habits outside of school may result in children consuming multiple breakfasts and may undermine efforts to prevent obesity. The aim of the current study was to describe morning food and drink consumption patterns among low-income, urban children and their associations with relative weight. Methods A cross-sectional analysis was conducted of data obtained from 651 4th-6th graders (51.7% female, 61.2% African American, 10.7 years) in 2012. Students completed surveys at school that included all foods eaten and their locations that morning. Height and weight were measured by trained research staff. Results On the day surveyed, 12.4% of youth reported not eating breakfast, 49.8% reported eating one breakfast, 25.5% reported eating two breakfasts, and 12.3% reported eating three or more breakfasts. The number of breakfasts consumed and BMI percentile showed a significant curvilinear relationship, with higher mean BMI percentiles observed among children who did not consume any breakfast and those who consumed ≥ 3 breakfasts. Sixth graders were significantly less likely to have consumed breakfast compared to younger children. A greater proportion of obese youth had no breakfast (18.0%) compared to healthy weight (10.1%) and overweight youth (10.7%, p = .01). Conclusions When promoting school breakfast, policies will need to be mindful of both over- and under-consumption to effectively address childhood obesity and food insecurity. Clinical trial registration NCT01924130 from http://clinicaltrials.gov/. PMID:24928474

  1. Changes in the regional prevalence of child obesity in 4th, 8th, and 11th grade students in Texas from 2000-2002 to 2004-2005.

    PubMed

    Hoelscher, Deanna M; Kelder, Steven H; Pérez, Adriana; Day, R Sue; Benoit, Julia S; Frankowski, Ralph F; Walker, Joey L; Lee, Eun S

    2010-07-01

    Although national and state estimates of child obesity are available, data at these levels are insufficient to monitor effects of local obesity prevention initiatives. The purpose of this study was to examine regional changes in the prevalence of obesity due to statewide policies and programs among children in grades 4, 8, and 11 in Texas Health Services Regions (HSRs) between 2000-2002 and 2004-2005, and nine selected counties in 2004-2005. A cross-sectional, probability-based sample of 23,190 Texas students in grades 4, 8, and 11 were weighed and measured to obtain BMI. Obesity was >95th percentile for BMI by age/sex using Centers for Disease Control and Prevention growth charts. Child obesity prevalence significantly decreased between 2000-2002 and 2004-2005 for 4th grade students in the El Paso HSR (-7.0%, P = 0.005). A leveling off in the prevalence of obesity was noted for all other regions for grades 4, 8, and 11. County-level data supported the statistically significant decreases noted in the El Paso region. The reduction of child obesity levels observed in the El Paso area is one of the few examples of effective programs and policies based on a population-wide survey: in this region, a local foundation funded extensive regional implementation of community programs for obesity prevention, including an evidence-based elementary school-based health promotion program, adult nutrition and physical activity programs, and a radio and television advertising campaign. Results emphasize the need for sustained school, community, and policy efforts, and that these efforts can result in decreases in child obesity at the population level. PMID:19798066

  2. Classroom Discussions: Seeing Math Discourse in Action, Grades K-6

    ERIC Educational Resources Information Center

    Anderson, Nancy; Chapin, Suzanne; O'Connor, Cathy

    2011-01-01

    "Classroom Discussions: Seeing Math Discourse in Action, Grades K-6" provides preservice and inservice instructors, coaches and facilitators with real, classroom-based video examples that illustrate the principles and practices covered in the authors' best-selling book, "Classroom Discussions: Using Math Talk to Help Students Learn, Grade K-6,…

  3. How Do 4th, 5th, and 6th Grade Students' Categories of Cognitive Reflections in Interviews on Derivational Morphology Compare to Their Upper Level Spelling Inventory Orthographic Knowledge?

    ERIC Educational Resources Information Center

    Smith, Darcie D.

    2012-01-01

    Eighty-seven 4th, 5th and 6th grade students were administered the "Derivational Relatedness Interview" (DRI) (Templeton, Smith, Moloney, Van Pelt, & Ives, 2009). The purpose of this instrument is to explore students' understanding of derivational morphology. During the same week, the subjects were also administered an Upper…

  4. Music: Guide to Classroom Use in Intermediate Grades.

    ERIC Educational Resources Information Center

    WETA - TV, Washington, DC.

    This field-tested guide is intended to help 4th, 5th, and 6th grade teachers introduce students to different musical concepts through a series of ten 30 minute television programs. Produced by WETA-TV, Washington D.C., the fast paced, humorous programs expose students to many musical styles including vocal and instrumental jazz, bluegrass and pop,…

  5. U.S. Dietary and Physical Activity Guideline Knowledge and Corresponding Behaviors among 4th and 5th Grade Students: A Multi-Site Pilot Study

    ERIC Educational Resources Information Center

    Bea, Jennifer W.; Martinez, Stephanie; Armstrong-Florian, Traci; Farrell, Vanessa; Martinez, Cathy; Whitmer, Evelyn; Hartz, Vern; Blake, Samuel; Nicolini, Ariana; Misner, Scottie

    2014-01-01

    Knowledge of U.S. dietary and physical activity recommendations and corresponding behaviors were surveyed among 4th and 5th graders in five Arizona counties to determine the need for related education in SNAP-Ed eligible schools. A <70% target response rate was the criterion. Participants correctly identified recommendations for: fruit, 20%;…

  6. Managing the Preschool Classroom (Preschool - Third Grade).

    ERIC Educational Resources Information Center

    Brown, Judy

    This unit of the Flexible Learning System (FLS) provides training on how to use classroom planning to avoid management problems and techniques to reduce inappropriate behavior in the classroom. Management is approached as the process of organizing and structuring the classroom, its activities, and the responsibilities of staff and children.…

  7. Research Ideas for the Classroom: Middle Grades Mathematics.

    ERIC Educational Resources Information Center

    Owens, Douglas T., Ed.

    Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the middle…

  8. Promoting Revision through Blogging in a Second Grade Classroom

    ERIC Educational Resources Information Center

    Young, Chase; Stover, Katie

    2015-01-01

    This study helped the researchers to determine if blogging as a revision strategy in a second grade classroom was beneficial. Nineteen second grade students wrote expository essays and made revisions and edits based on peer feedback in a blogging environment. Six elementary school teachers independently rated the students' writing samples using…

  9. Reading To Learn: Lessons from Exemplary Fourth-Grade Classrooms.

    ERIC Educational Resources Information Center

    Allington, Richard L.; Johnston, Peter H.

    Fourth graders around the country face new, high-stakes standardized tests, drawing increased attention to the need for effective literacy instruction in the upper elementary grades. This book goes beyond "political catch phrases" to examine what actually works in the fourth-grade classroom. The book offers a view of the techniques and strategies…

  10. Grading Students' Classroom Writing: Issues and Strategies. ERIC Digest.

    ERIC Educational Resources Information Center

    Speck, Bruce

    This digest examines issues related to the grading of students' classroom writing, including the relation of the writing process to the grading process, ways to construct effective writing assignments, fairness and professional judgment, ways to include students in the assessment of writing, and guidelines that professors can use to provide…

  11. Time Is of the Essence: An Investigation of 4th and 5th Grade Teachers' Instructional Practices within the Literacy Block

    ERIC Educational Resources Information Center

    Mercurio, Harry J.

    2014-01-01

    This qualitative study examined the amount of time that fourth and fifth grade teachers devoted to literacy instruction within the time allotted to them within the daily literacy block. Prior research of the literacy block focused largely on primary grades (Allington, McGill-Franzen et a1.,2010; Cunningham & Allington, 2003; Morrow, 1992);…

  12. Classroom Composition, Classroom Management, and the Relationship between Student Attributes and Grades

    ERIC Educational Resources Information Center

    Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard

    2014-01-01

    The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores, interest and effort in math, parental education) are predicted by classroom composition and teachers' classroom management. Based on a representative sample of 31,038…

  13. Coping With Classroom Distractions. Teacher Case Study. Teachers C&Y Perspective. Second Grade Classrooms.

    ERIC Educational Resources Information Center

    Far West Lab. for Educational Research and Development, San Francisco, CA.

    This study, fifth in a series of seven, was written by two second grade teachers in different schools who participated in a research project addressing the problem of coping with disruptive behavior in the classroom. The instructional environments of each school and classroom as well as the characteristics of the teachers and their pupils are…

  14. A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students

    ERIC Educational Resources Information Center

    Nuffer, Wesley; Duke, Jodi

    2013-01-01

    To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students…

  15. Digital Storytelling in Primary-Grade Classrooms

    ERIC Educational Resources Information Center

    Foley, Leslie M.

    2013-01-01

    As digital media practices become readily available in today's classrooms, literacy and literacy instruction are changing in profound ways (Alvermann, 2010). Professional organizations emphasize the importance of integrating new literacies (New London Group, 1996) practices into language-arts instruction (IRA, 2009; NCTE, 2005). As a result,…

  16. An Assessment of 4th-, 8th-, and 11th-Grade Students' Environmental Science Knowledge Related to Oregon's Marine Resources.

    ERIC Educational Resources Information Center

    Brody, Michael J.

    1996-01-01

    Assesses the understanding that a sample of Oregon public school students (n=159) had of geology, physical and chemical characteristics, ecology, and natural resources as related to a marine environment. Results indicate that student understanding in some areas does not progress beyond the early grades and that the interdisciplinary approach of…

  17. Differences in Math Achievement between Boys and Girls in 4th and 8th Grade in Coeducational Orthodox Jewish Day Schools in the New York Metropolitan Area

    ERIC Educational Resources Information Center

    Witty, Emily Amie

    2012-01-01

    Gender differences in mathematics have been of particular interest over the past decades. Research has shown a disparity in mathematical proficiency between boys and girls depending on the area of mathematics tested, the age and grade of the student, and the structure of the test question (i.e., how the question is posed). Although, much of the…

  18. A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students

    NASA Astrophysics Data System (ADS)

    Nuffer, Wesley; Duke, Jodi

    2013-08-01

    To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students prepared by receiving only live classroom instruction. All students in the four cohorts were given a survey to evaluate the training sessions, and results were analyzed using the analysis of variance statistical test (ANOVA). Preceptors at the sites who interacted with students in all four cohorts were surveyed to evaluate which students appeared more prepared; these data were compared using paired t tests. Final assessment data for students in all four cohorts were analyzed using ANOVA. There were statistical differences between the two live training groups, with the second group finding the training to be more beneficial for preparing them, feeling the training length was appropriate and preferring the live modality for delivery. The two internet training cohorts were similar except for perceptions regarding the length of the online training. Comparing responses from those students who received live training with those receiving internet instruction demonstrated a statistical difference with the live groups rating the trainings as more helpful in preparing them for the clinics, rating the training as necessary, and rating their confidence higher in seeing patients. Preceptors rated the live training statistically higher than online training in preparing students. There was no difference between groups on their final site assessments. Live classroom training appears to be superior to the recorded internet training in preparing pharmacy students to oversee a diabetes management program in community settings.

  19. Creative Endeavors: Inspiring Creativity in a First Grade Classroom

    ERIC Educational Resources Information Center

    Cress, Susan W.; Holm, Daniel T.

    2016-01-01

    With an emphasis on high-stakes testing and a focused curriculum, it would seem at times, the joy of creativity is missing from the classroom. This article describes a curricular approach the children named "Creative Endeavors", as implemented by a first grade teacher. The approach is described in three phases. In the exploratory stage…

  20. Descending the Tower: Lessons Learned in a First Grade Classroom.

    ERIC Educational Resources Information Center

    Ford, Michael P.

    In light of concerns that previous staff development projects did not truly capture life in the classroom, and that there may be a gap between one's previous elementary and current university teaching experiences, a teacher educator used a semester sabbatical to shadow six first-grade teachers in order to inform thinking and practice in teaching…

  1. Museum Literacies of a Second-Grade Classroom

    ERIC Educational Resources Information Center

    Eakle, A. Jonathan; Dalesio, Brooke L.

    2008-01-01

    Concepts of museum literacies are introduced in this report. Information is presented for how museum literacies were initiated, designed, and produced in a second-grade classroom. Findings show how participants took up museum literacies differently, including their uses of printed texts and other communicative forms. Two short case studies are…

  2. Vocabulary Strategies for a Fourth Grade Classroom

    ERIC Educational Resources Information Center

    Howell, Gina

    2012-01-01

    For this project I worked with twelve of my fourth grade students from a local school in the southwestern part of Stokes County, North Carolina on increasing their vocabulary skills through the development and implementation of seven vocabulary strategies. During the Literature Review I came across the following seven strategies: Prediction;…

  3. Academic writing in a corpus of 4th grade science notebooks: An analysis of student language use and adult expectations of the genres of school science

    NASA Astrophysics Data System (ADS)

    Esquinca, Alberto

    This is a study of language use in the context of an inquiry-based science curriculum in which conceptual understanding ratings are used split texts into groups of "successful" and "unsuccessful" texts. "Successful" texts could include known features of science language. 420 texts generated by students in 14 classrooms from three school districts, culled from a prior study on the effectiveness of science notebooks to assess understanding, in addition to the aforementioned ratings are the data sources. In science notebooks, students write in the process of learning (here, a unit on electricity). The analytical framework is systemic functional linguistics (Halliday and Matthiessen, 2004; Eggins, 2004), specifically the concepts of genre, register and nominalization. Genre classification involves an analysis of the purpose and register features in the text (Schleppegrell, 2004). The use of features of the scientific academic register, namely the use relational processes and nominalization (Halliday and Martin, 1993), requires transitivity analysis and noun analysis. Transitivity analysis, consisting of the identification of the process type, is conducted on 4737 ranking clauses. A manual count of each noun used in the corpus allows for a typology of nouns. Four school science genres, procedures, procedural recounts reports and explanations, are found. Most texts (85.4%) are factual, and 14.1% are classified as explanations, the analytical genre. Logistic regression analysis indicates that there is no significant probability that the texts classified as explanation are placed in the group of "successful" texts. In addition, material process clauses predominate in the corpus, followed by relational process clauses. Results of a logistic regression analysis indicate that there is a significant probability (Chi square = 15.23, p < .0001) that texts with a high rate of relational processes are placed in the group of "successful" texts. In addition, 59.5% of 6511 nouns are

  4. Classroom Behavior of Participants with ADHD Compared with Peers: Influence of Teaching Format and Grade Level

    ERIC Educational Resources Information Center

    Steiner, Naomi J.; Sheldrick, R. Chris; Frenette, Elizabeth C.; Rene, Kirsten M.; Perrin, Ellen C.

    2014-01-01

    Few studies examine the classroom behavior of children with attention deficit hyperactivity disorder (ADHD) in comparison with classroom peers and which teaching formats best support classroom engagement. Observations (N = 312) of second- and fourth-grade students with ADHD and their randomly selected classroom peers were conducted using a…

  5. Living Inquiry: Learning from and about Informational Texts in a Second-Grade Classroom

    ERIC Educational Resources Information Center

    Maloch, Beth; Horsey, Michelle

    2013-01-01

    This article tells the story of one second grade teacher and the ways she integrated informational texts into her classroom. Reported by the classroom teacher and a researcher who studied her practice for a year, the manuscripts detail the ways Michelle (the classroom teacher) embedded informational texts in her classroom primarily within the…

  6. Classroom sex composition and first-grade school outcomes: The role of classroom behavior.

    PubMed

    Pahlke, Erin; Cooper, Carey E; Fabes, Richard A

    2013-11-01

    Using nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N=21,409; 10,452 girls and 10,957 boys; mean age=7.24years), the association between first-grade classroom sex composition (CSC), measured as the percentage of female students, and end of the year academic (reading, mathematics) and socio-emotional (externalizing problems, internalizing problems, self-control, interpersonal skills) outcomes was examined. Using multilevel modeling techniques and controlling for prior achievement levels, CSC was positively associated with children's reading achievement at the end of first grade; students performed better in reading in classes with a higher percentage of female students. CSC was also associated with three of the socio-emotional outcomes; controlling for prior levels, students in classrooms with a higher percentage of girls had better self-control and interpersonal skills and fewer internalizing problems. Classroom behavior mediated the effects of CSC on reading achievement and the socio-emotional outcomes. Implications for the composition of first-grade classrooms are discussed. PMID:24090858

  7. The 4th Thermodynamic Principle?

    SciTech Connect

    Montero Garcia, Jose de la Luz; Novoa Blanco, Jesus Francisco

    2007-04-28

    It should be emphasized that the 4th Principle above formulated is a thermodynamic principle and, at the same time, is mechanical-quantum and relativist, as it should inevitably be and its absence has been one of main the theoretical limitations of the physical theory until today.We show that the theoretical discovery of Dimensional Primitive Octet of Matter, the 4th Thermodynamic Principle, the Quantum Hexet of Matter, the Global Hexagonal Subsystem of Fundamental Constants of Energy and the Measurement or Connected Global Scale or Universal Existential Interval of the Matter is that it is possible to be arrived at a global formulation of the four 'forces' or fundamental interactions of nature. The Einstein's golden dream is possible.

  8. Living Things in Field and Classroom: A MINNEMAST Handbook for Teachers of Early Elementary Grades.

    ERIC Educational Resources Information Center

    Subarsky, Zachariah; And Others

    This handbook for teachers of the primary grades suggests a variety of means by which children can be provided with experiences related to science and mathematics. Chapters are devoted to the classroom garden, the classroom zoo, the classroom museum, objects children bring to school, and field trips. Each chapter describes preparations to be made…

  9. A National Study of Teaching and Assessing Writing in Canadian Middle Grades Classrooms

    ERIC Educational Resources Information Center

    Peterson, Shelley Stagg; McClay, Jill

    2014-01-01

    This article reports comprehensive findings from a national study of the teaching and assessment of writing in classrooms across ten Canadian provinces and two of three territories. Through interviews with 216 grade 4-8 teachers and observations and interviews in 22 classrooms (1 to 3 classrooms in each province), we gathered information about…

  10. Effects of Classroom-Based Energizers on Primary Grade Students' Physical Activity Levels

    ERIC Educational Resources Information Center

    Bailey, Catherine Goffreda; DiPerna, James Clyde

    2015-01-01

    The primary aim of this study was to determine the effects of classroom-based exercise breaks (Energizers; Mahar, Kenny, Shields, Scales, & Collins, 2006) on students' physical activity levels during the school day. A multiple baseline design across first grade (N = 3) and second grade (N = 3) classrooms was used to examine the effects of the…

  11. The Uncomplicated Elementary Career Education System for the "Real" Classroom. Grades K-6 Factivities.

    ERIC Educational Resources Information Center

    Illinois State Office of Education, Springfield. Div. of Adult Vocational and Technical Education.

    Prepared by classroom teachers for the infusion of career education into existing curriculum, these teacher materials are designed to accompany the "Career Capers" for grades 4-6 (CE 023 598). Monthly distribution to the classroom teacher by an administrator is suggested for these supplemental materials. Factivities for grades K-3 emphasize career…

  12. Classrooms.

    ERIC Educational Resources Information Center

    Butin, Dan

    This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

  13. Walking around the Curriculum Tree: An Analysis of a Third/Fourth-Grade Mathematics Lesson

    ERIC Educational Resources Information Center

    Ross, Vicki

    2003-01-01

    This study, part of a narrative classroom inquiry into the teaching and learning of mathematics in a Canadian elementary classroom, emerges from the three years I was a participant-observer in Janine O'Neil's 3rd/4th-grade classroom at Bay Street Community School. Drawing on the curriculum commonplaces of teacher, social milieu, subject matter,…

  14. The Effects of Brain Gym® Activities and Traditional Teaching Strategies on Students' Performance in Comprehension in a 4th Grade Classroom

    ERIC Educational Resources Information Center

    Kariuki, Patrick N.; Kent, Holly D.

    2014-01-01

    The purpose of this study was to examine the difference between students' scores in comprehension (English Language Arts) tests when they are led in Brain Gym® activities before class instruction and when they are taught using traditional teaching strategies. The sample for this study consisted of 11 males and 9 females. Data were collected…

  15. Learning Mathematics in First-Grade Classrooms: On Whose Authority?

    ERIC Educational Resources Information Center

    Hamm, Jill V.; Perry, Michelle

    2002-01-01

    The present investigation focused on classroom discourse processes and participatory structures that grant sources of mathematical authority. In general, teachers firmly and with few exceptions positioned themselves as the sole mathematical authority in classrooms. There was, however, one significant exception in one classroom that provided a…

  16. Efficacy of Rich Vocabulary Instruction in Fourth- and Fifth-Grade Classrooms

    ERIC Educational Resources Information Center

    Vadasy, Patricia F.; Sanders, Elizabeth A.; Logan Herrera, Becky

    2015-01-01

    A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two…

  17. Evaluation of GALAXY Classroom Science for Grades 3-5. Final Report. Executive Summary.

    ERIC Educational Resources Information Center

    Guth, Gloria J. A.; Austin, Susan; DeLong, Bo; Pasta, David J.; Block, Clifford

    The GALAXY Classroom is a package of integrated curricular and instructional approaches, supported by the first U.S. interactive satellite communications network designed to facilitate the introduction of innovative curricula to improve student learning in elementary schools. GALAXY Classroom Science for grades 3-5 features the organization of…

  18. Analyzing Stories Told by an Elementary Science Teacher in a Fifth-Grade Classroom

    ERIC Educational Resources Information Center

    Trotman, Alicia M.

    2012-01-01

    The purpose of this qualitative study was to analyze and interpret the stories told by one teacher, Ms. M, in a fifth grade science classroom. In this study, stories are defined as teacher utterances that are used in first person or third person narrative view, and are related to an experience that occurred outside the classroom. This research…

  19. The Nongeneralizability of Classroom Dynamics as Predictors of Achievement for Hispanic Students in Upper Elementary Grades

    ERIC Educational Resources Information Center

    Lopez, Francesca

    2011-01-01

    This study examined the degree to which teacher behaviors established as predictors of achievement generalize to Hispanic students. Participants included 995 students (68% Hispanic) across Grades 3 through 5 and their teachers (N = 46) in an urban school district in the Midwest. Classroom dynamics were measured using the Classroom Assessment…

  20. Fifth-Grade Teachers' Social Studies Knowledge and Beliefs and Their Relationship to Classroom Practices

    ERIC Educational Resources Information Center

    Harcarik, Michele

    2009-01-01

    This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World,…

  1. Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade

    ERIC Educational Resources Information Center

    Rudasill, Kathleen Moritz; Gallagher, Kathleen Cranley; White, Jamie M.

    2010-01-01

    The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the…

  2. Literature as Cultural Practice in a Fifth/Sixth-Grade Classroom.

    ERIC Educational Resources Information Center

    Lewis, Cynthia

    An ethnographic study examined the nature of social and cultural contexts as they shaped literary practices in a combined fifth/sixth-grade classroom. Research questions focused on the meanings given to the reading and discussion of literature within the embedded contexts of classroom and community. The five focal students for the study differed…

  3. Assessment from a Sociocultural Perspective: Narratives from a First Grade Classroom

    ERIC Educational Resources Information Center

    Fottland, Helg; Matre, Synnove

    2005-01-01

    This study focuses on observations of classroom conversation as an approach to assessment of relationships between a teacher's teaching and pupils' learning and identity-development processes. Detailed observation notes from two conventional conversation situations from a first grade classroom are written down as narratives and analysed within a…

  4. The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade.

    PubMed

    Garandeau, Claire F; Ahn, Hai-Jeong; Rodkin, Philip C

    2011-11-01

    This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed.

  5. Explanations of Mathematical Concepts in Japanese, Chinese, and U.S. First- and Fifth-Grade Classrooms.

    ERIC Educational Resources Information Center

    Perry, Michelle

    2000-01-01

    Documented differences in frequency and type of mathematical explanations during lessons in U.S., Taiwanese, and Japanese first- and fifth-grade classrooms. Found that explanations occurred more frequently in Japanese and Taiwanese classrooms than in U.S. classrooms. Typical explanations in Asian classrooms were more substantive than in U.S.…

  6. A Teacher's Approach: Integrating Technology Appropriately into a First Grade Classroom

    ERIC Educational Resources Information Center

    Phalen, Loretta Jean

    2004-01-01

    How are first grade classrooms using technology? How are children using technology at home? Does the use of technology really improve academic achievement? An experiment was conducted to determine the effectiveness of using technology to teach a unit in Social Studies to first grade students. The study occurred in a Christian school in Lancaster,…

  7. Effects of Problem-Based Learning on a Fifth Grade Language Arts Classroom

    ERIC Educational Resources Information Center

    Blackwell, Deborah

    2013-01-01

    The main purpose of this qualitative research was to discover the effects of problem-based learning on a fifth grade language arts classroom. The secondary purpose was to examine how receptive fifth grade students were to a new way of learning. In this descriptive study, a group of nine students created an alternate reality game as part of a…

  8. Turn-Taking in Classroom Interactions: Overlapping, Interruptions and Pauses in Primary School

    ERIC Educational Resources Information Center

    Maroni, Barbara; Gnisci, Augusto; Pontecorvo, Clotilde

    2008-01-01

    This paper examines the rhythm and the management of classroom interaction as an important constituent of a teaching-learning process. Twenty-three lessons in 12 classes (four 2nd grades, four 3rd grades and four 4th grades) of state primary schools spread all over Italy were observed and videotaped for a total of 15 hours. The descriptive…

  9. Working Longer Makes Students Stronger? The Effects of Ninth Grade Classroom Hours on Ninth Grade Student Performance

    ERIC Educational Resources Information Center

    Jensen, Vibeke Myrup

    2013-01-01

    Background: Despite much discussion on the role of education policy on school and student performance, we know little about the effects of school spending at the margin on student cognitive achievement beyond the effects of class size. Purpose: The paper examines the effects of annual ninth grade classroom hours in literacy and maths on ninth…

  10. Classroom Breakfast: Helping Maryland Students Make the Grade.

    ERIC Educational Resources Information Center

    Terry, Sheila G.; Kerry, Kimberly

    In Fall 1998, the Maryland State Department of Education and six local school systems started a pilot program to evaluate the impact of serving breakfast to students in the classroom as part of the school day. Students in participating schools have an opportunity to eat breakfast in their classroom each day at no charge, regardless of family…

  11. Children's Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms

    NASA Astrophysics Data System (ADS)

    Kim, Mijung

    2016-01-01

    Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and reasoning together to solve classroom problems. This study posits children's reasoning as a collective social activity that can occur in science classrooms. The study examined how children process their reasoning within the context of Grade 2/3 science classrooms and how the process of collectivity emerges from classroom interactions and dialogue between children as they attempt to solve their classroom problems. The study findings suggest that children's reasoning involves active evaluation of theories and evidence through collective problem solving, with consensus being developed through dialogical reasoning.

  12. A Profile of Journal Writing in First-Grade Classrooms.

    ERIC Educational Resources Information Center

    Hall, Sharon R.; Benson, Susan N. Kushner

    2000-01-01

    Considers how journal writing is used in primary grades to support the emergent literacy skills of young children. Reviews the literature on journal writing. Compares first grade teachers' instructional practices and perceived benefits or disadvantages of journal writing. Provides evidence that first grade teachers in the school district are using…

  13. Putting Classroom Grading on the Table: A Reform in Progress

    ERIC Educational Resources Information Center

    Cox, Keni Brayton

    2011-01-01

    In a standards-based instructional program, what does a course grade convey? What should it convey? What is the role of homework in assigning grades? What is the role of common assessments? This case study examined the responses of two groups of high school teachers during a district wide reform of grading practices. The first was a focus group of…

  14. Food-based Science Curriculum Increases 4(th) Graders Multidisciplinary Science Knowledge.

    PubMed

    Hovland, Jana A; Carraway-Stage, Virginia G; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R; Collins, Angelo; Duffrin, Melani W

    2013-10-01

    Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4(th) graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009-2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4(th) grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students' multidisciplinary science knowledge related to food. PMID:25152539

  15. Food-based Science Curriculum Increases 4(th) Graders Multidisciplinary Science Knowledge.

    PubMed

    Hovland, Jana A; Carraway-Stage, Virginia G; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R; Collins, Angelo; Duffrin, Melani W

    2013-10-01

    Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4(th) graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009-2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4(th) grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students' multidisciplinary science knowledge related to food.

  16. Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

    PubMed Central

    Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.

    2013-01-01

    Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. PMID:25152539

  17. Measuring Engagement in Fourth to Twelfth Grade Classrooms: The Classroom Engagement Inventory

    ERIC Educational Resources Information Center

    Wang, Ze; Bergin, Christi; Bergin, David A.

    2014-01-01

    Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was…

  18. 17. 4th floor roof, view south, 4th and 5th floor ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    17. 4th floor roof, view south, 4th and 5th floor setback to left and atrium structure to right - Sheffield Farms Milk Plant, 1075 Webster Avenue (southwest corner of 166th Street), Bronx, Bronx County, NY

  19. Is there a correlation between students' perceptions of their middle school science classroom learning environment and their classroom grades?

    NASA Astrophysics Data System (ADS)

    Snyder, Wayne

    The purpose of this study was to determine if the marking period grades of middle school science students are correlated with their perception of the classroom learning environment, and if so could such an indicator be used in feedback loops for ongoing classroom learning environment evaluation and evolution. The study examined 24 classrooms in three districts representing several different types of districts and a diverse student population. The independent variable was the students' perceptions of their classroom learning environment (CLE). This variable was represented by their responses on the WIHIC (What Is Happening In This Class) questionnaire. The dependent variable was the students' marking period grades. Background data about the students was included, and for further elaboration and clarification, qualitative data was collected through student and teacher interviews. Middle school science students in this study perceived as most positive those domains over which they have more locus of control. Perceptions showed some variance by gender, ethnicity, teacher/district, and socio-economic status when viewing the absolute values of the domain variables. The patterns of the results show consistency between groups. Direct correlation between questionnaire responses and student grades was not found to be significant except for a small significance with "Task Orientation". This unexpected lack of correlation may be explained by inconsistencies between grading schemes, inadequacies of the indicator instrument, and/or by the one-time administration of the variables. Analysis of the qualitative and quantitative data led to the conclusion that this instrument is picking up information, but that revisions in both the variables and in the process are needed. Grading schemes need to be decomposed, the instrument needs to be revised, and the process needs to be implemented as a series of regular feed-back loops.

  20. Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children

    ERIC Educational Resources Information Center

    Ahn, Hai-Jeong; Garandeau, Claire F.; Rodkin, Philip C.

    2010-01-01

    This study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students (N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel…

  1. Ohio Ag in the Classroom. Fourth Grade Curriculum Guide.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Agriculture, Columbus.

    Adapted from Idaho's fourth grade agricultural education curriculum guide, this manual was created because there were insufficient resources available to Ohio students about the systems that provide human beings with food and fiber. Economically Ohio's largest industry, agriculture, serves as a basis for providing fourth-grade teachers with…

  2. A Model for Individualizing Grade Determination in the Classroom

    ERIC Educational Resources Information Center

    Hazen, Samuel; Freed, Rusty; Dudley, Dan

    2009-01-01

    This study addresses the determination of course grades. Somewhat traditionally, course grades have been based on a single rubric for an entire class. Under this model, the inherent, unstated assumption is "one size fits all." Some students learn best through visual stimuli, while other students learn best through use of one or more of…

  3. Perspectives on caring in the classroom: do they vary according to ethnicity or grade level?

    PubMed

    Garrett, Tracey; Barr, Jason; Rothman, Terri

    2009-01-01

    Research shows that students can articulate a definition of caring and identify specific behaviors of caring teachers. Some of this research also indicates that White students perceive caring differently from African American students. The purpose of this study was to examine what students from different cultural backgrounds and different grade levels identify as the practices teachers use to create a caring classroom. Sixth- and ninth-grade students from an ethnically diverse urban middle and high school completed a qualitative questionnaire on their teachers' classroom practices. Results indicate, although there were little differences in the categories and themes that emerged across ethnic groups and grade levels, when analyzing how the response percentages for each category were distributed within ethnic group and across grade levels, several differences were apparent.

  4. Does Class Size in First Grade Relate to Children's Academic and Social Performance or Observed Classroom Processes?

    ERIC Educational Resources Information Center

    Allhusen, Virginia; Belsky, Jay; Booth-LaForce, Cathryn L.; Bradley, Robert; Brownwell, Celia A; Burchinal, Margaret; Campbell, Susan B.; Clarke-Stewart, K. Alison; Cox, Martha; Friedman, Sarah L.; Hirsh-Pasek, Kathryn; Houts, Renate M.; Huston, Aletha; Jaeger, Elizabeth; Johnson, Deborah J.; Kelly, Jean F.; Knoke, Bonnie; Marshall, Nancy; McCartney, Kathleen; Morrison, Frederick J.; O'Brien, Marion; Tresch Owen, Margaret; Payne, Chris; Phillips, Deborah; Pianta, Robert; Randolph, Suzanne M.; Robeson, Wendy W.; Spieker, Susan; Lowe Vandell, Deborah; Weinraub, Marsha

    2004-01-01

    This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were…

  5. Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Petrin, Robert A.; Robertson, Dylan L.; Fraser, Mark W.; Hall, Cristin M.; Day, Steven H.; Dadisman, Kimberly

    2010-01-01

    This study examined the social relations of bullies, victims, and bully-victims in second-grade classrooms. Bully-victims are identified as both bullies and victims. The sample consisted of 537 ethnically diverse second-grade students (247 boys, 290 girls) from 37 classrooms across 11 participating schools. Bullies, bully-victims, and victims…

  6. The Effects of Background Music in the Classroom on the Productivity, Motivation, and Behavior of Fourth Grade Students

    ERIC Educational Resources Information Center

    White, Kevin N.

    2007-01-01

    Many students in a fourth grade classroom at Logan Elementary School are expressing numerous types of negative behaviors, are not motivated to learn, and do not stay on-task. In an effort to change these students, an action research study was conducted that implemented background music in the classroom. There were ten fourth grade students who…

  7. Integration of Collaborative Learning in Grade K-5 EFL Classrooms

    ERIC Educational Resources Information Center

    Shahamat, Ailar; Mede, Enisa

    2016-01-01

    This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…

  8. New York Agriculture in the Classroom. Grade 4.

    ERIC Educational Resources Information Center

    Wolanyk, Betty

    These classroom exercises have been designed to maximize teacher time, while creating an awareness of our food and fiber system among New York fourth graders. The materials are color-coded, falling into four categories: language arts, mathematics, science, and social studies. Each exercise includes background information, concepts, and objectives…

  9. Promoting Creativity in the Middle Grades Language Arts Classroom

    ERIC Educational Resources Information Center

    Batchelor, Katherine E.; Bintz, William P.

    2013-01-01

    Middle level educators around the country aim to create a classroom environment and a way of teaching that is developmentally responsive, challenging, empowering, and equitable for every student. One way to ensure this is to include instruction that promotes creativity. This article offers guiding principles and shares instructional lessons that…

  10. New York Agriculture in the Classroom. Grade 5.

    ERIC Educational Resources Information Center

    Wolanyk, Betty

    These classroom exercises have been designed to maximize teacher time, while creating an awareness of our food and fiber system among New York fifth graders. The materials are color-coded, falling into four categories: language arts, mathematics, science, and social studies. Each exercise includes background information, concepts, and objectives…

  11. New York Agriculture in the Classroom. Grade 6.

    ERIC Educational Resources Information Center

    Wolanyk, Betty

    These classroom exercises have been designed to maximize teacher time, while creating an awareness of our food and fiber system among New York sixth graders. The materials are color-coded, falling into four categories: language arts, mathematics, science, and social studies. Each exercise includes background information, concepts, and objectives…

  12. Bud's World. Grade 3. New York Agriculture in the Classroom.

    ERIC Educational Resources Information Center

    Wolanyk, Betty

    This collection of classroom exercises was designed to maximize teacher time, while creating an awareness of our food and fiber system among New York third graders. The materials are color-coded, falling into four categories: language arts, mathematics, science, and social studies. Each exercise includes background information, concepts, and…

  13. Francais de base. Programme de 9 ans, materiel didactique: 4e, 5e et 6e annees (Core French. Nine-Year Study Program, Instructional Materials: 4th, 5th and 6th Grades).

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education, Winnipeg. Bureau of French Education.

    Official instructional materials for the first three years (grades 4-6) of the Manitoba Department of Education's core French language program consist of units in geography, weather and calendars, holidays, and music designed for each of the three instructional levels. The units on geography focus on Manitoba and Canada. Units on the calendar and…

  14. Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

    PubMed

    Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

    2015-10-01

    Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy.

  15. Children's Behavioral Regulation and Literacy: the Impact of the First Grade Classroom Environment

    PubMed Central

    Day, Stephanie; Connor, Carol; McClelland, Megan

    2015-01-01

    Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both which requires the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. PMID:26407837

  16. No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy

    PubMed Central

    Whillier, Stephney; Lystad, Reidar Petter

    2015-01-01

    Objective The intensive nature of a 5- or 6-week teaching block poses unique problems for adequate delivery of content. This study was designed to compare the delivery of a unit of undergraduate neuroanatomy in a short summer school period, as a traditionally taught unit, with a rendition given in the form of the “Flipped Classroom.” The aim was to evaluate the effectiveness of the flipped classroom in the intensive mode classroom. Methods The flipped classroom encompassed the same learning outcomes, but students were responsible for covering the content at home in preparation for tutorials that applied their acquired knowledge to higher levels of thinking. The main outcome measures were the final course grades and the level of satisfaction with the course. Results There were no significant differences between the 2 cohorts in final grades (p = .259), self-rated knowledge (p = .182), or overall satisfaction with the course (p = .892). Conclusion This particular design of the flipped classroom did not add value to the intensive mode experience. It may be that this mode of delivery is ill suited to intensive classes for subjects that carry a lot of content. The use of the flipped classroom requires further research to fully evaluate its value. PMID:25902472

  17. Using the Hands On Philosophy Daily in a Second Grade Classroom.

    ERIC Educational Resources Information Center

    Hammond, Pat

    1988-01-01

    Discusses student participation in many short-term projects related to regular study units in a second grade classroom. Describes projects of writing a class constitution, constructing a model colonial town, creating a mural of local colonial life, making corn shuck and apple-head dolls, and learning apple types grown locally. (DHP)

  18. Developing Fluency in the Mathematical Register through Conversation in a Tenth-Grade Classroom

    ERIC Educational Resources Information Center

    Temple, Codruta; Doerr, Helen M.

    2012-01-01

    The purpose of this study was to identify the interactional strategies that one teacher used in a discourse-rich tenth-grade classroom to develop her students' facility with the mathematical register. Viewing the mathematical register as multi-semiotic and having a specific grammatical patterning, we used discourse analysis (Sinclair & Coulthard,…

  19. The Impact of Single-Gender Classrooms on Student Achievement in Seventh Grade Math Classes

    ERIC Educational Resources Information Center

    Sutton, Antwon M.

    2009-01-01

    A mathematics achievement gap exists between males and females. The measurement of achievement was compared between single-gender and traditional classroom students in the 7th grade to assess whether or not a single-gender environment affected their scores. The Measures of Academic Progress (MAP) state assessment served as the data collection…

  20. Literacy through Photography: Multimodal and Visual Literacy in a Third Grade Classroom

    ERIC Educational Resources Information Center

    Wiseman, Angela M.; Mäkinen, Marita; Kupiainen, Reijo

    2016-01-01

    This article reports findings from a diverse third grade classroom that integrates a literacy through photography (LTP) curriculum as a central component of writing instruction in an urban public school. A case study approach was used in order to provide an in-depth, multi-dimensional consideration of phenomena by drawing on multiple data sources…

  1. Successfully Promoting 21st Century Online Research Skills: Interventions in 5th-Grade Classrooms

    ERIC Educational Resources Information Center

    Kingsley, Tara L.; Cassady, Jerrell C.; Tancock, Susan M.

    2015-01-01

    This quantitative study was developed to explore the ability to impact elementary student 21st Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5th grade classes in a Midwestern, suburban school (n = 418) to a 12-week intervention or control…

  2. From Literature to Literacy: Bridging Learning in the Library and the Primary Grade Classroom.

    ERIC Educational Resources Information Center

    Moss, Joy F.; Fenster, Marilyn F.

    This book is the product of a collaborative partnership between the two authors to develop a year-long literary/literacy program for first grade children based on bridging learning in the library and the classroom. Some of the objectives of the program described in the book are: to provide opportunities for children to experience personal…

  3. Classroom Achievement Goal Structure, School Engagement, and Substance Use among 10th Grade Students in Norway

    ERIC Educational Resources Information Center

    Diseth, Åge; Samdal, Oddrun

    2015-01-01

    The present study was aimed at investigating the relationships between students' perceived classroom achievement goals, school engagement and substance use in terms of smoking and drinking, and at investigating gender differences regarding these issues in a sample of 1,239 Norwegian 10th grade students. A multivariate analysis showed that…

  4. Opportunities to Develop Mathematical Proficiency in Grade 6 Mathematics Classrooms in KwaZulu-Natal

    ERIC Educational Resources Information Center

    Ally, Noor; Christiansen, Iben Maj

    2013-01-01

    In this article, we propose a rubric for assessing the teacher's provision of opportunities to develop mathematical proficiency in classrooms. The rubric is applied to data from 30 video recordings of mathematics lessons taught in Grade 6 in one district of KwaZulul-Natal. The results suggest that opportunities to develop procedural fluency…

  5. Making Physics Fun: Key Concepts, Classroom Activities, and Everyday Examples, Grades K-8

    ERIC Educational Resources Information Center

    Prigo, Robert

    2007-01-01

    Teaching physical science in the elementary and middle grades can be challenging for busy teachers faced with growing science demands and limited classroom resources. Robert Prigo provides fun and engaging activities using safe, available materials that educators can easily incorporate into lesson plans. Extensive examples, sample inquiry…

  6. Providing Choice in Middle Grade Classrooms: An Exploratory Study of Enactment Variability and Student Reflection

    ERIC Educational Resources Information Center

    Williams, Jasmine D.; Wallace, Tanner LeBaron; Sung, Hannah C.

    2016-01-01

    Employing descriptive and interpretive analyses of classroom videos and focus group data, this study details how the provision of choice was enacted in instruction, and the subsequent messages students perceived. Participants included six teachers (fourth to eighth grade) and 114 students (age X-bar = 11.28 years, 60% African American). Survey…

  7. Teaching and Learning about Matter in Grade 6 Classrooms: A Conceptual Change Approach

    ERIC Educational Resources Information Center

    Pimthong, Pattamaporn; Yutakom, Naruemon; Roadrangka, Vantipa; Sanguanruang, Sudjid; Cowie, Bronwen; Cooper, Beverley

    2012-01-01

    The purpose of this study was to enhance the teaching and learning of matter and its properties for grade 6 students. The development of a conceptual change approach instructional unit was undertaken for this purpose. Pre- and post-concept surveys, classroom observations, and student and teacher interviews were used to collect data. The teaching…

  8. Good Readers Get Smart: Reading Orientations in a Second-Grade Classroom

    ERIC Educational Resources Information Center

    Byrd, Ben

    2015-01-01

    The primary goal of this research is to better understand my students' reading orientations--what they believe it means to be a successful reader. I also seek to identify the relationship between those beliefs and my teaching. The data come primarily from six focal students in my second-grade classroom in an urban public charter elementary school…

  9. First Grade Teacher's Feelings about Discussing Death in the Classroom and Suggestions To Support Them.

    ERIC Educational Resources Information Center

    Velazquez-Cordero, Minerva

    Drawing on the literature and a survey of first-grade teachers, this paper provides a summary of the ways children grieve, children's ideas on death, ways to help children contend with the difficulties surrounding death, and teachers' feelings about discussing death in the classroom. Twelve teachers completed a questionnaire about how to…

  10. Mrs. Boyd's Fifth-Grade Inclusive Classroom: A Study of Multicultural Teaching Strategies.

    ERIC Educational Resources Information Center

    Brown, Elinor L.

    2002-01-01

    Examined strategies used by one multicultural fifth grade teacher to nurture academic excellence in an inclusive classroom environment. Observation and interview data highlighted accommodation activities that supported and encouraged all students without limiting or impeding their academic or social development. Results are provided in the areas…

  11. Explorations in Backyard Biology: Drawing on Nature in the Classroom, Grades 4-6.

    ERIC Educational Resources Information Center

    Raham, R. Gary

    This book is designed to guide students grades 4-6 in exploring new worlds of adventure in the life sciences. Students read short features on creatures as near as their own backyards, are invited to expand their interest with classroom and field activities, and are shown how to use drawing and writing skills to record their experiences in a…

  12. Kids, Crops, & Critters in the Classroom: An Agricultural Literacy Resource Guide for Grades K-3.

    ERIC Educational Resources Information Center

    Illinois Farm Bureau, Bloomington.

    This resource guide provides teachers of grades K-3 with ideas and materials to integrate agricultural concepts into classroom activities. The guide is organized into six categories: math, science, language arts, social studies, fine arts, and health/nutrition/safety. Each of the categories contains 10 lessons organized in the following topic…

  13. Kids, Crops, & Critters in the Classroom: An Agricultural Literacy Resource Guide for Grades 4-6.

    ERIC Educational Resources Information Center

    Illinois Farm Bureau, Bloomington.

    This resource guide provides teachers of grades 4-6 with ideas and materials to integrate agricultural concepts into classroom activities. The guide is organized into six categories: math, science, language arts, social studies, fine arts, and health/nutrition/safety. Each category contains 10 lessons organized in the following topic order:…

  14. Discourse and Social Identity in a Kindergarten-First Grade Classroom.

    ERIC Educational Resources Information Center

    Dorr-Bremme, Donald W.

    In this study of students in a combined kindergarten-first grade class, the impact of students' ways of speaking on their classroom social identities was considered. The study focused on discourse in "first circle," a daily event in which teacher and students meet to start school by taking attendance, filling in a calendar, and planning the day's…

  15. Teacher Practices and Hybrid Space in a Fifth-Grade Mathematics Classroom

    ERIC Educational Resources Information Center

    Cribbs, Jennifer D.; Linder, Sandra M.

    2013-01-01

    Providing students with a classroom environment that allows for meaningful learning experiences is important for students to develop deep and long lasting understanding about mathematics. This article adds to the literature on learning environments in mathematics by presenting a case study of one fifth-grade mathematics teacher and her classroom…

  16. Teaching New Literacies in Grades 4-6: Resources for 21st-Century Classrooms

    ERIC Educational Resources Information Center

    Moss, Barbara, Ed.; Lapp, Diane, Ed.

    2009-01-01

    Upper-elementary students encounter a sometimes dizzying array of traditional and nontraditional texts both in and outside of the classroom. This practical handbook helps teachers in grades 4-6 harness the instructional potential of fiction, poetry, and plays; informational texts; graphic novels; digital storytelling; Web-based and multimodal…

  17. A Japanese 3rd-Grade Classroom: The Individual within the Group.

    ERIC Educational Resources Information Center

    Johnston, Scott; Kotabe, Tadahito

    2002-01-01

    Describes a typical day in a Japanese third-grade classroom, focusing on the need to address social and academic growth. Shows how although students work in groups of 6 or 7 and take on responsibilities as a group, students' individualism is not suppressed. Describes the teacher's goals of developing students' thinking skills, ability to express…

  18. A Musical Approach to Reading Fluency: An Experimental Study in First-Grade Classrooms

    ERIC Educational Resources Information Center

    Leguizamon, Daniel F.

    2010-01-01

    The purpose of this quantitative, quasi-experimental study was to investigate the relationship between Kodaly-based music instruction and reading fluency in first-grade classrooms. Reading fluency and overall reading achievement were measured for 109 participants at mid-point in the academic year pre- and post treatment. Tests were carried out to…

  19. Activity-based Developmental Learning in a Collaborative First-Grade Classroom.

    ERIC Educational Resources Information Center

    Bolenbaugh, Susan

    2000-01-01

    Describes the use of experiential learning activities in a first grade classroom composed of learners at several levels, including some with learning disabilities and some with special speech and language needs. Presents learning activities to integrate mathematics with developmentally appropriate process writing, including a birthday graph, dice…

  20. The Author Has the Last Word: Buddy Editing in a First-Grade Classroom

    ERIC Educational Resources Information Center

    Auger, Jessie L.

    2014-01-01

    In this essay, Jessie L. Auger reflects on the practice of Buddy Editing in her first-grade classroom as an opportunity for student and teacher learning. By explicitly revealing her pedagogical approach and sharing transcripts of students' engagement with her Buddy Editing protocol, Auger presents the dynamics of a learning partnership that…

  1. Justification as a Teaching and Learning Practice: Its (Potential) Multifacted Role in Middle Grades Mathematics Classrooms

    ERIC Educational Resources Information Center

    Staples, Megan E.; Bartlo, Joanna; Thanheiser, Eva

    2012-01-01

    Justification is a core mathematics practice. Although the purposes of justification in the mathematician community have been studied extensively, we know relatively little about its role in K-12 classrooms. This paper documents the range of purposes identified by 12 middle grades teachers who were working actively to incorporate justification…

  2. Energy and Conservation Education: Activities for the Classroom, Grades 4-6. Implementation Handbook.

    ERIC Educational Resources Information Center

    Energy and Man's Environment, Inc., Portland, OR.

    The instructional materials and classroom activities described in the document are intended to aid teachers in grades four through six develop and implement educational programs dealing with energy-related issues. The document is presented in four sections. Section I explains the organization of the document and summarizes how teachers should…

  3. The Incredible Egg. 4-H Classroom Curriculum Guide for Grade Levels 4-5.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Cooperative Extension Service.

    This curriculum guide integrates the concepts of chick embryology into mathematics, science, and language arts lesson plans for Grades 4 and 5. The four lessons comprising the unit can be utilized in sequence or as independent lessons within the classroom curriculum. Lesson 1 enables students to identify the parts of an egg. Lesson 2 examines the…

  4. Implementing the Finnish Literacy Curriculum in a First-Grade Classroom

    ERIC Educational Resources Information Center

    Räisänen, Sari; Korkeamäki, Riitta-Liisa

    2015-01-01

    This study investigated the first author's process of implementing new literacy practices as a teacher in a Finnish first-grade classroom from a poststructuralist perspective by using nexus analysis (NA). We concentrated on two essential concepts in NA, Bourdieu's habitus and Goffman's interaction order, which we linked to Grundy's curriculum…

  5. Implementation and Effects of Explicit Reading Comprehension Instruction in Fifth-Grade Classrooms

    ERIC Educational Resources Information Center

    Andreassen, Rune; Braten, Ivar

    2011-01-01

    In this intervention study, teachers tried to implement four instructional principles derived from the literature on research-based, explicit reading comprehension instruction in their fifth-grade classrooms. The principles focused on relevant background knowledge, reading comprehension strategies, reading-group organization, and reading…

  6. Teacher Efficacy in Heterogeneous Fifth and Sixth Grade Classrooms: Weaving Teachers' Practices and Perspectives.

    ERIC Educational Resources Information Center

    Kronberg, Robi M.

    This report describes the outcomes of a study that examined teacher efficacy in order to generate an exploratory and explanatory theory of teacher efficacy in the context of four heterogeneous fifth and sixth grade classrooms. It investigated how the four elementary teachers identified as being efficacious described the relationships between…

  7. Classroom Museums: Touchable Tables for Kids Grades 3-6.

    ERIC Educational Resources Information Center

    Marx, Pamela

    This book provides ideas for table exhibits for grades 3-6 in nine different subject areas. These areas are: marine life; nature in the backyard; the history and uses of flags; impressionist painters and art; winter festivals around the world; fibers and fabrics; Native Americans in touch with the land; sugar and chocolate; and keeping the earth,…

  8. Global Issues in the Intermediate Classroom, Grades 5-8.

    ERIC Educational Resources Information Center

    Johnson, Jacquelyn; Benegar, John

    This publication contains teacher developed activities for teaching about global issues in grades 5-8. The self-contained activities are organized into three major parts. Part I, "Global Awareness," introduces students to the concept of global education. Students are made aware of the nature of the world and the part they play in it as inhabitants…

  9. Dental Students' Grades and Their Relationship to Classroom Attendance.

    ERIC Educational Resources Information Center

    Newman, Sheldon; And Others

    1981-01-01

    A study to examine the assumption that absenteeism affects student performance is described. Strict attendance records were kept for a course in dental materials at the University of Tennessee College of Dentistry. All of the tests indicate a significant negative correlation between grades and absenteeism. (MLW)

  10. Notebook Writing in Three Fifth-Grade Science Classrooms.

    ERIC Educational Resources Information Center

    Baxter, Gail P.; Bass, Kristin M.; Glaser, Robert

    2001-01-01

    Examined ways three fifth-grade teachers facilitated student notebook writing as part of an inquiry of electric circuits. Found that teachers promoted notebook writing through explicit instructions and prompts. Teachers provided frequent opportunities for writing, and checked that students had documented procedural aspects of investigations.…

  11. Research on same-gender grouping in eighth-grade science classrooms

    NASA Astrophysics Data System (ADS)

    Friend, Jennifer Ingrid

    This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive

  12. The Influence of Context on Patterns of Corrective Feedback and Learner Uptake: A Comparison of CLIL and Immersion Classrooms

    ERIC Educational Resources Information Center

    Llinares, Ana; Lyster, Roy

    2014-01-01

    This study compares the frequency and distribution of different types of corrective feedback (CF) (recasts, prompts and explicit correction) and learner uptake in 43 hours of classroom interaction at the 4th-5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English…

  13. Using Valid and Invalid Experimental Designs to Teach the Control of Variables Strategy in Higher and Lower Achieving Classrooms

    ERIC Educational Resources Information Center

    Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Freer, Benjamin Dunham; Dunlap, Emily E.; Hodell, Emily C.; Calderhead, William J.

    2014-01-01

    Students (n = 1,069) from 60 4th-grade classrooms were taught the control of variables strategy (CVS) for designing experiments. Half of the classrooms were in schools that performed well on a state-mandated test of science achievement, and half were in schools that performed relatively poorly. Three teaching interventions were compared: an…

  14. Classroom-Based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers

    ERIC Educational Resources Information Center

    Palardy, Gregory J.

    2015-01-01

    Background: An enduring question about achievement gaps is, which aspects of schools contribute most? At the early grade levels, when children spend the vast majority of their school day in a single classroom with a single teacher, school inequities that correlate with achievement gaps likely originate within the classroom. This study examined the…

  15. Learning over Time: Uses of Intercontextuality, Collective Memories, and Classroom Chronotopes in the Construction of Learning Opportunities in a Ninth-Grade Language Arts Classroom

    ERIC Educational Resources Information Center

    Bloome, David; Beierle, Marlene; Grigorenko, Margaret; Goldman, Susan

    2009-01-01

    Framed within interactional sociolinguistics, microethnographic discourse analysis, and cognitive science, we examine how intercontextuality, collective memories, and classroom chronotopes were used in generating learning opportunities in a ninth-grade language arts classroom. Five consecutive videorecorded lessons were analyzed focusing on how…

  16. Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom

    ERIC Educational Resources Information Center

    Eick, Charles J.

    2012-01-01

    A case study of an exemplary third grade teacher's use of the outdoor classroom for meeting both state science and language arts standards is described. Data from the researcher's field journal, teacher lesson plans, and teacher interviews document how this teacher used nature-study to bridge outdoor classroom experiences with the state science…

  17. Need for Specific Sugar-Sweetened Beverage Lessons for 4th and 5th Graders

    PubMed Central

    Bea, Jennifer W.; Jacobs, Laurel; Waits, Juanita; Hartz, Vern; Martinez, Stephanie H.; Standfast, Rebecca D.; Farrell, Vanessa A.; Bawden, Margine; Whitmer, Evelyn; Misner, Scottie

    2015-01-01

    Objective Consumption of sugar-sweetened beverages (SSB) is linked to obesity. We hypothesized that school-based nutrition education would decrease SSB consumption. Design Self-selected interventional cohort with random selection for pre and post measurements Setting Arizona SNAP-Ed eligible schools Participants Randomly selected (9%) 4th and 5th grade classroom students Intervention The University of Arizona Nutrition Network (UANN) provided general nutrition education training and materials to teachers, to be delivered to their students. The UANN administered behavioral questionnaires to students in both Fall and Spring. Main Outcome Measure(s) Change in SSB consumption Analyses Descriptive statistics were computed for student demographics and beverage consumption on the day prior to testing. Paired t-tests evaluated change in classroom averages. Linear regression assessed potential correlates of SSB consumption. Results Fall mean SSB consumption was 1.1 (±0.2) times; mean milk and water intake were 1.6 (±0.2) and 5.2 (±0.7) times, respectively. Beverage consumption increased (3.2%) in springtime, with increased SSBs (14.4%) accounting for the majority (p=0.006). Change in SSB consumption was negatively associated with baseline SSB and water consumption, but positively associated with baseline milk fat (p≤0.05). Conclusions and Implications The results suggest the need for beverage specific education to encourage children to consume more healthful beverages in warmer weather. PMID:25239840

  18. 166. GENERAL VIEW DOWN 4TH AVENUE. VIEW NORTHEAST DOWN 4TH ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    166. GENERAL VIEW DOWN 4TH AVENUE. VIEW NORTHEAST DOWN 4TH AVE. FROM BUILDING 44 SHOWING, FROM LEFT TO RIGHT, BUILDING 46, 48, 55, AND 50 (PART OF ENLISTED BARRACKS COMPLEX), AND BUILDINGS 17, 16, 484, 483, 374, AND 375 (IN THE WAREHOUSE COMPLEX). - Quonset Point Naval Air Station, Roger Williams Way, North Kingstown, Washington County, RI

  19. Open-Space vs. Self-Contained Classrooms: Differentiations and Contributing Variables (1977-78). Grades One-Six. Evaluation System Mini-Report Six.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.

    This minireport deals specifically with one classroom environment variable, the physical structure of the classroom as an open-space or a self-contained room. The data for the analyses were drawn from 190 primary grade classes (grades 1-6) and 182 intermediate grade classes (grades 4-6). Classes were analyzed as units, using class means. A total…

  20. Kids & Family Reading Report™. 4th Edition

    ERIC Educational Resources Information Center

    Scholastic Inc., 2013

    2013-01-01

    This report presents the 4th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. Much has changed since the first "Kids & Family Reading Report" was issued in 2006, but literacy remains the critical skill needed for school success. Today's children are growing up in a world full of…

  1. Shakespeare in the Classroom: Plays for the Intermediate Grades. Fearon Teacher Aids, Grades 4-8.

    ERIC Educational Resources Information Center

    Cullum, Albert

    This resource presents scripts for eight Shakespearean plays. The scripts are adapted for classroom presentation by intermediate level students. Each play includes introductory materials, instructions for staging and costumes, a vocabulary list, and a cast of characters. Enough roles are provided for participation by every child in the class. Many…

  2. Pressures of the Season: A Descriptive Look at Classroom Quality in Second and Third Grade Classrooms

    ERIC Educational Resources Information Center

    Plank, Stephen B.; Condliffe, Barbara

    2011-01-01

    This report presents findings from two years of classroom observation designed to help understand the in-school experiences of students who had been first graders in eight Baltimore public schools in 2007-08. During the 2008-09 and 2009-10 school years, the authors conducted fieldwork to understand learning opportunities and settings for a set of…

  3. Energy Tracking in Classrooms - A Real Time Experiment with Grade 5 Students

    NASA Astrophysics Data System (ADS)

    Lam, H. M.; Ho, F.

    2015-12-01

    ISF Academy, a K-G12 school in Hong Kong with over 1500 students and currently spanning 3 buildings, is retrofitting the school with an energy tracking system in three phases. The first phase during the fall of 2015 will include retrofitting eight Grade 5 classrooms. This new program will show the daily energy usage data from these classrooms. The Grade 5 students receive feedback on their energy use in real time as they compete over two months in their homeroom classes to lower their electrical use, and subsequently their carbon footprint. This competition style initiative will teach the 180 Grade 5 students about their energy usage in a fun and informative manner. ISF Academy has over 400 air-conditioners and we have already determined that the air conditioners are the largest single use of energy in the school. The energy tracking system installed and maintained by from Global Design Corporation utilizes uniquely identified current detectors attached to circuit breakers, to monitor electrical use of individual circuits. These detectors will also monitor the energy used for classroom lighting, fans and plugs, as well as the air conditioners. The system has been installed and the Grade 5 classrooms averaged between 40 kWh and 120 kWh of usage in May 2015. This data will be used as the baseline for the competition. Further analysis can also be done with the data, such as calculating the carbon emissions reduction throughout the school year, providing possible class learning activities and also aiding in future energy use and carbon footprint predictions. The data collected will help refine phase 2 and 3 of the installation, expanding the system to more buildings and also giving insight to the rollout of the system to the whole school when the systems are fully in place.

  4. Teachers' Motivating Methods to Support Thai Ninth Grade Students' Levels of Motivation and Learning in Mathematics Classrooms

    ERIC Educational Resources Information Center

    Nenthien, Sansanee; Loima, Jyrki

    2016-01-01

    The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…

  5. Reading Apprenticeship Classrooms: Effectiveness of Teacher Think-Alouds to Increase the Metacognition of 7th Grade Social Studies Students

    ERIC Educational Resources Information Center

    Matz, Debbie S.

    2012-01-01

    This study examined how the use of teacher think-alouds influenced and transferred to the reading comprehension and metacognition of seventh grade middle school social studies students in two Reading Apprenticeship classrooms. The researcher conducted classroom observations at a middle school in a mid-size suburban and rural school district in…

  6. The Perceptions of Teachers and Fourth Grade Students from China, Taiwan, and the U.S. toward Classroom Management Strategies.

    ERIC Educational Resources Information Center

    Chen, Jen-Jen

    This study surveyed fourth-grade students (N=677) and teachers (N=489) from China, Taiwan, and the United States regarding their views toward different classroom management strategies in dealing with four kinds of classroom behaviors: (1) causing a disruption by talking to other students; (2) giving a wrong answer to a question; (3) behaving well;…

  7. Randomizing Multiple Contingency Components to Decrease Disruptive Behaviors and Increase Student Engagement in an Urban Second-Grade Classroom

    ERIC Educational Resources Information Center

    McKissick, Chele; Hawkins, Renee O.; Lentz, Francis E.; Hailley, Jennifer; McGuire, Shannon

    2010-01-01

    Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second-grade classroom in an urban Midwestern school.…

  8. Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades

    ERIC Educational Resources Information Center

    Albert, Michael; Beatty, Brian J.

    2014-01-01

    The authors discuss the application of the flipped classroom model to the redesign of an introduction to management course at a highly diverse, urban, Association to Advance Collegiate Schools of Business-accredited U.S. university. The author assessed the impact of a flipped classroom versus a lecture class on grades. Compared to the prior…

  9. Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

    ERIC Educational Resources Information Center

    Tsai, Liang-Ting; Yang, Chih-Chien

    2015-01-01

    This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS…

  10. What children say about classroom performance: sex and grade differences in perceived competence.

    PubMed

    Frey, K S; Ruble, D N

    1987-08-01

    Naturalistic observations and interviews with children in kindergarten, first, second, and fourth grades (ages 5 1/2-10 years) were used to examine sex and age differences in evaluations of, and attributions to performance of, self and others. Observers coded the content of peer verbal exchanges during class work times, and the children were subsequently interviewed about their and their peers' classroom performance, as well as expectancies of performance on a novel task. Analyses of classroom observations generally supported previous laboratory findings; positive evaluation declined with grade level, and more negative self-evaluations and attributions were made by girls than by boys. In contrast, the interview measures did not show grade or sex differences in self-assessment; however, the consistency across interview and observation measures was greater at higher grade levels and for boys than for girls. Previous interpretations of age and sex differences in performance assessment are reexamined, and the possible impact of social context on evaluative statements is discussed. PMID:3608656

  11. What children say about classroom performance: sex and grade differences in perceived competence.

    PubMed

    Frey, K S; Ruble, D N

    1987-08-01

    Naturalistic observations and interviews with children in kindergarten, first, second, and fourth grades (ages 5 1/2-10 years) were used to examine sex and age differences in evaluations of, and attributions to performance of, self and others. Observers coded the content of peer verbal exchanges during class work times, and the children were subsequently interviewed about their and their peers' classroom performance, as well as expectancies of performance on a novel task. Analyses of classroom observations generally supported previous laboratory findings; positive evaluation declined with grade level, and more negative self-evaluations and attributions were made by girls than by boys. In contrast, the interview measures did not show grade or sex differences in self-assessment; however, the consistency across interview and observation measures was greater at higher grade levels and for boys than for girls. Previous interpretations of age and sex differences in performance assessment are reexamined, and the possible impact of social context on evaluative statements is discussed.

  12. A Study of 3rd and 5th Grade Students' Oral Language during the Writing Process in Elementary Classrooms.

    ERIC Educational Resources Information Center

    Kasten, Wendy C.; Clarke, Barbara K.

    Using ethnographic techniques to observe seven fifth grade and seven third grade students, a study examined the function of children's oral language during creative writing sessions in typical classroom situations. Findings indicated that oral language plays an important role in the writing process; specifically, that it (1) accompanies writing as…

  13. Student Interactions, Attitudes, and Engagement during Literacy Events in a Second Grade Classroom: A Case Study of Five Struggling Readers

    ERIC Educational Resources Information Center

    Lehman, Margaret A.

    2012-01-01

    This study investigated the student-student interactions, attitudes toward reading and engagement during literacy events in a second grade classroom. The literacy environment and the teacher's conceptualization of her role as a reading instructor were also part of this investigation. Five second grade struggling readers and their teacher,…

  14. Creating an Assessment-Centered Classroom: Five Essential Assessment Strategies to Support Middle Grades Student Learning and Achievement

    ERIC Educational Resources Information Center

    Turner, Steven L.

    2014-01-01

    The focus on grades and what they represent happens in every middle grades classroom--some students completely understand the concepts when reviewed, but perform poorly on the quiz; some gifted students score high on tests but appear bored in class. With the current emphasis on school accountability by standardized test scores, middle level…

  15. 4th-Grade Readers . . . Not Too Old to Snuggle

    ERIC Educational Resources Information Center

    Gutshall, Anne

    2009-01-01

    Although parents and teachers appreciate the value of reading aloud to early elementary children, they often forget that upper elementary children can still benefit from individual attention during reading. A small pilot study in a South Carolina elementary school demonstrates the value of pairing adults and children for regular reading time.…

  16. Student’s Second-Language Grade May Depend on Classroom Listening Position

    PubMed Central

    Sörqvist, Patrik; Ljung, Robert; Hygge, Staffan; Rönnberg, Jerker

    2016-01-01

    The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students’ score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants’ baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores—and hence students’ grade in English—may depend on students’ classroom listening position. PMID:27304980

  17. Student's Second-Language Grade May Depend on Classroom Listening Position.

    PubMed

    Hurtig, Anders; Sörqvist, Patrik; Ljung, Robert; Hygge, Staffan; Rönnberg, Jerker

    2016-01-01

    The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students' score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants' baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores-and hence students' grade in English-may depend on students' classroom listening position. PMID:27304980

  18. The 4th R: Encountering Conservative Christianity in the Classroom

    ERIC Educational Resources Information Center

    Barrett-Fox, Rebecca

    2016-01-01

    This article examines how scripts that circulate among culturally and theologically conservative Christian students, whether they are categorized as "born again," "Religious Right," "Christian Right," "nondenominational," "evangelical," or "fundamental," aim to prime students for the…

  19. Depressive symptoms in third-grade teachers: relations to classroom quality and student achievement.

    PubMed

    McLean, Leigh; McDonald Connor, Carol

    2015-01-01

    This study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, Mage  = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice.

  20. The Effects of Incorporating Classroom Pets into the Fourth Grade Science Curriculum

    NASA Astrophysics Data System (ADS)

    Admire, Maegan

    The purpose of this study was to identify and promote successful teaching strategies that incorporate classroom pets in order to influence student engagement, achievement, and perceptions of animals. This was a small action research study conducted in a fourth grade science classroom. Both quantitative and qualitative data were obtained including, pre- and post-assessments, student interviews, researcher field notes, researcher journal, and student work. The results of this study revealed an increased academic achievement from the pre- to post-assessment, increased student observations and descriptions when discussing the animals, and increased student empathy toward the animals. The results also revealed that the teacher's incorporation of the animals within the science curriculum grew in ease over time, and that the animals provided the educator with opportunities to teach non-content related lessons and also a concrete experience for the teacher to apply and extend the science content.

  1. Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

    NASA Astrophysics Data System (ADS)

    Faller, Susan Elisabeth

    In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

  2. Testing the Theory of Successful Intelligence in Teaching Grade 4 Language Arts, Mathematics, and Science

    ERIC Educational Resources Information Center

    Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L.

    2014-01-01

    This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…

  3. Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities.

    PubMed

    Dickinson, David K; Porche, Michelle V

    2011-01-01

    Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age=9; 7), with effects mediated by kindergarten child language measures (mean age=5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary.

  4. Visual, Critical, and Scientific Thinking Dispositions in a 3rd Grade Science Classroom

    NASA Astrophysics Data System (ADS)

    Foss, Stacy

    Many American students leave school without the required 21st century critical thinking skills. This qualitative case study, based on the theoretical concepts of Facione, Arheim, and Vygotsky, explored the development of thinking dispositions through the arts in science on the development of scientific thinking skills when used as a conceptual thinking routine in a rural 3rd grade classroom. Research questions examined the disposition to think critically through the arts in science and focused on the perceptions and experiences of 25 students with the Visual Thinking Strategy (VTS) process. Data were collected from classroom observations (n = 10), student interviews (n = 25), teacher interviews ( n = 1), a focus group discussion (n = 3), and artifacts of student work (n = 25); these data included perceptions of VTS, school culture, and classroom characteristics. An inductive analysis of qualitative data resulted in several emergent themes regarding disposition development and students generating questions while increasing affective motivation. The most prevalent dispositions were open-mindedness, the truth-seeking disposition, the analytical disposition, and the systematicity disposition. The findings about the teachers indicated that VTS questions in science supported "gradual release of responsibility", the internalization of process skills and vocabulary, and argumentation. This case study offers descriptive research that links visual arts inquiry and the development of critical thinking dispositions in science at the elementary level. A science curriculum could be developed, that emphasizes the development of thinking dispositions through the arts in science, which in turn, could impact the professional development of teachers and learning outcomes for students.

  5. Dynamic Variables of Science Classroom Discourse in Relation to Teachers' Instructional Beliefs

    ERIC Educational Resources Information Center

    Kaya, Sibel

    2014-01-01

    The current study examines if the occurrence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers' instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through…

  6. Improving the Attitudes of 4th Graders toward Older People through a Multidimensional Intergenerational Program

    ERIC Educational Resources Information Center

    Lynott, Patricia P.; Merola, Pamela R.

    2007-01-01

    The purpose of this study was to examine the effects of an intergenerational program on children's attitudes toward older people. Four 4th grade classes, one each during the years 2002 through 2005, participated in the study. The elders and school children engaged in meaningful activities over a 5 month period, including the performance of a play…

  7. Analyzing stories told by an elementary science teacher in a fifth-grade classroom

    NASA Astrophysics Data System (ADS)

    Trotman, Alicia M.

    The purpose of this qualitative study was to analyze and interpret the stories told by one teacher, Ms. M, in a fifth grade science classroom. In this study, stories are defined as teacher utterances that are used in first person or third person narrative view, and are related to an experience that occurred outside the classroom. This research answers questions concerning: (a) what types of stories Ms. M tells during science instruction; (b) when these stories occur in the classroom; and (c) what pedagogical functions do these stories serve in the classroom. Utilizing theories on the social construction of knowledge and narrative cognition, stories told may be formed through multiple paths that follow no logical expression to make sense of the context and to connect to its audience. Therefore, this study provides insight into how Ms. M made sense of science with her stories and the ways in which they worked with her students. The results illlustrated that the types of stories found with Ms. M were autobiographical, biographical, fictional, or based on current events. These stories occurred when the teacher initiated the discussion by bringing forth a definition, a question or reinforcing a concept. However, the stories were triggered by students to a greater degree with their questions, concerns, observations or their own stories or explanations. Finally, all pedagogical functions of stories were identified with Ms. M's stories: promotion of engagement or attention of students, building community, clarifying concepts or vocabulary, activation and building of background knowledge and disclosure of teacher role and voice. Ms. M stories exemplified her sense-making of science and connections to her own life that her students were eventually able to make for themselves.

  8. 4th Generation ECR Ion Sources

    SciTech Connect

    Lyneis, Claude M.; Leitner, D.; Todd, D.S.; Sabbi, G.; Prestemon, S.; Caspi, S.; Ferracin, P.

    2008-12-01

    The concepts and technical challenges related to developing a 4th generation ECR ion source with an RF frequency greater than 40 GHz and magnetic confinement fields greater than twice Becr will be explored in this paper. Based on the semi-empirical frequency scaling of ECR plasma density with the square of operating frequency, there should be significant gains in performance over current 3rd generation ECR ion sources, which operate at RF frequencies between 20 and 30 GHz. While the 3rd generation ECR ion sources use NbTi superconducting solenoid and sextupole coils, the new sources will need to use different superconducting materials such as Nb3Sn to reach the required magnetic confinement, which scales linearly with RF frequency. Additional technical challenges include increased bremsstrahlung production, which may increase faster than the plasma density, bremsstrahlung heating of the cold mass and the availability of high power continuous wave microwave sources at these frequencies. With each generation of ECR ion sources, there are new challenges to be mastered, but the potential for higher performance and reduced cost of the associated accelerator continue to make this a promising avenue for development.

  9. Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the "Let's Know!" Experimental Curriculum

    ERIC Educational Resources Information Center

    Justice, Laura M.; Pratt, Amy; Logan, Jessica; Gray, Shelley

    2014-01-01

    This quasi-experimental study was designed to test the impacts of a curriculum supplement, "Let's Know!", on the quantity and quality of language-focused comprehension instruction in pre-kindergarten to third grade classrooms. Sixty classrooms (12 per each of pre-K to grade 3) were enrolled in the study, with 40 teachers assigned to…

  10. Effects of teachers' assessment practices on ninth grade students' perceptions of classroom assessment environment and achievement goal orientations in Muscat science classrooms in the Sultanate of Oman

    NASA Astrophysics Data System (ADS)

    Al Kharusi, Hussain A.

    2007-12-01

    Classroom assessment is a continual activity for teachers to improve the quality of instruction and motivate students to learn (Brookhart, 1999; Gronlund, 2006). Although there is a great deal of research on teachers' classroom assessment practices, few empirical research attempts have been made to link these practices to students' perceptions of classroom assessment environment and motivation defined in terms of achievement goal orientations. This study examined teachers' assessment practices within the framework of classroom assessment literature and achievement goal theory. More specifically, the purposes of this study were to identify the underlying dimensions of students' perceptions of classroom assessment environment and achievement goal orientations and to investigate the possible effects of certain student-level and class-level characteristics on perceived classroom assessment environment and achievement goal orientations. The participants were 1,636 ninth grade students and their corresponding 83 science teachers enrolled in public schools within Muscat educational region in Oman during the spring semester 2007. Two questionnaires were developed and used, one for students and one for teachers. The student's questionnaire focused on students' perceived classroom assessment environment, achievement goal orientations, and academic self-efficacy. The teacher's questionnaire focused on teachers' frequent uses of traditional assessments, alternative assessments, and classroom assessment practices recommended by experts of educational measurement and assessment. Principal components/exploratory factor analyses (PCA/EFA) were conducted to identify the underlying dimensions of students' perceptions of classroom assessment environment and achievement goal orientations. Hierarchical linear modeling (HLM) analyses were employed to examine the effects of certain student-level and class-level characteristics on students' perceptions of classroom assessment environment

  11. Effects of teachers' assessment practices on ninth grade students' perceptions of classroom assessment environment and achievement goal orientations in Muscat science classrooms in the Sultanate of Oman

    NASA Astrophysics Data System (ADS)

    Al Kharusi, Hussain A.

    2007-12-01

    Classroom assessment is a continual activity for teachers to improve the quality of instruction and motivate students to learn (Brookhart, 1999; Gronlund, 2006). Although there is a great deal of research on teachers' classroom assessment practices, few empirical research attempts have been made to link these practices to students' perceptions of classroom assessment environment and motivation defined in terms of achievement goal orientations. This study examined teachers' assessment practices within the framework of classroom assessment literature and achievement goal theory. More specifically, the purposes of this study were to identify the underlying dimensions of students' perceptions of classroom assessment environment and achievement goal orientations and to investigate the possible effects of certain student-level and class-level characteristics on perceived classroom assessment environment and achievement goal orientations. The participants were 1,636 ninth grade students and their corresponding 83 science teachers enrolled in public schools within Muscat educational region in Oman 2 during the spring semester 2007. Two questionnaires were developed and used, one for students and one for teachers. The student's questionnaire focused on students' perceived classroom assessment environment, achievement goal orientations, and academic selfefficacy. The teacher's questionnaire focused on teachers' frequent uses of traditional assessments, alternative assessments, and classroom assessment practices recommended by experts of educational measurement and assessment. Principal components/exploratory factor analyses (PCA/EFA) were conducted to identify the underlying dimensions of students' perceptions of classroom assessment environment and achievement goal orientations. Hierarchical linear modeling (HLM) analyses were employed to examine the effects of certain student-level and class-level characteristics on students' perceptions of classroom assessment environment

  12. Constancy and Variability: Dialogic Literacy Events as Sites for Improvisation in Two 3rd-Grade Classrooms

    ERIC Educational Resources Information Center

    Jordan, Michelle E.; Santori, Diane

    2015-01-01

    This multisite study investigates dialogic literacy events that revolved around narrative and informational texts in two 3rd-grade classrooms. The authors offer a metaphor of musical improvisation to contemplate dialogic literacy events as part of the repertoire of teaching and learning experiences. In literacy learning, where there is much…

  13. Differentiating Instruction "in the Regular" Classroom: How To Reach and Teach All Learners, Grades 3-12.

    ERIC Educational Resources Information Center

    Heacox, Diane

    This book provides a wide variety of strategies for differentiating instruction for students in grades 3-12. Chapter 1 presents an overview of differentiated content, process, and product, and the role of the teacher in a differentiated classroom. Chapter 2 focuses on the first step of differentiation: gathering information about students. Chapter…

  14. Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom

    ERIC Educational Resources Information Center

    Pappas, Christine C.; Varelas, Maria; Patton, Sofia Kokkino; Ye, Li; Ortiz, Ibett

    2012-01-01

    This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…

  15. Teacher-Researcher Collaboration in a Grade Four Mathematics Classroom: Restoring Equality to Students' Usage of the "=" Sign

    ERIC Educational Resources Information Center

    Gade, Sharada

    2012-01-01

    This article portrays action research conducted in relation to students' faulty use of the equality sign in a Grade Four mathematics classroom in Sweden. Substantial background on teacher-researcher collaboration that prepares ground for the action research is offered. Drawing on cultural-historical and activity theory perspectives, the conduct of…

  16. The Effects of Project Work in a First-Grade Classroom: A Little Goes a Long Way

    ERIC Educational Resources Information Center

    Dresden, Janna; Lee, Kyunghwa

    2007-01-01

    This article discusses how a brief project-based unit promoted the learning of children in a first-grade classroom. The children attended a public elementary school located in a southeastern university town in the United States. Approximately 94% of the students in the school were from economically disadvantaged families. No children in this…

  17. Reflections on Teaching and Learning the Arts: A Middle-Grade Classroom and a High School for the Arts

    ERIC Educational Resources Information Center

    Barilla, Rosemary; Brown, Tina Boyer

    2015-01-01

    Rosemary Barilla, a middle-grade language arts teacher, inspired by her own dedication to the arts, describes the ways she integrates the fine arts into her classroom program that is designed to teach reading and writing. Tina Boyer Brown, a founding teacher at The Chicago High School for the Arts (ChiArts®), describes the school as a place where…

  18. Testing the Efficacy of "INSIGHTS" on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades

    ERIC Educational Resources Information Center

    McClowry, Sandra Graham; Snow, David L.; Tamis-LeMonda, Catherine S.; Rodriguez, Eileen T.

    2010-01-01

    A prevention trial tested the efficacy of "INSIGHTS into Children's Temperament" as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six…

  19. The TI-Nspire CAS: A Happy-Medium Mobile Device for Grades 8-16 Mathematics Classrooms

    ERIC Educational Resources Information Center

    Zelkowski, Jeremy

    2011-01-01

    This article justifies classifying the TI-Nspire CAS Touchpad as a mobile device for grades 8-16 mathematics classrooms equipped with a Navigator system. The 2010 Horizon Report: K-12 indicates virtually every secondary school aged child has some sort of mobile device. Yet, many school policies ban the use of mobile devices, preventing students…

  20. Supporting Young Second Language Learners' Reading through Guided Reading and Strategy Instruction in a Second Grade Classroom in Lebanon

    ERIC Educational Resources Information Center

    Chaaya, Darine; Ghosn, Irma-Kaarina

    2010-01-01

    Learning to read in English still developing literacy in one's mother tongue is a challenge facing many young English language learners (ELLs) around the world. Reading progress of six young language learners was followed in a second grade classroom in an urban English-immersion school in Lebanon. Two of the six children were identified as…

  1. Do They Really Need to Raise Their Hands? Challenging a Traditional Social Norm in a Second Grade Mathematics Classroom

    ERIC Educational Resources Information Center

    Dixon, Juli K.; Egendoerfer, Lisa A.; Clements, Taylar

    2009-01-01

    In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking. Beneficial social and sociomathematical norms developed in place of this traditional social norm. Effects of this change on the dialogue and written…

  2. Teacher-Student Agreement on "Bullies and Kids They Pick On" in Elementary School Classrooms: Gender and Grade Differences

    ERIC Educational Resources Information Center

    Ahn, Hai-Jeong; Rodkin, Philip C.; Gest, Scott

    2013-01-01

    This article examined teacher-student agreement on the measure: "bullies and kids they pick on" in 38 (15 first, 12 third, and 11 fifth grade) elementary school classrooms. Overall agreement between teachers and students was low, 7.9%. The frequency of bully-victim dyads reported by teachers and victim prominence were positive…

  3. Use of Medical Students in a Flipped Classroom Programme in Nutrition Education for Fourth-Grade School Students

    ERIC Educational Resources Information Center

    McEvoy, Christian S.; Cantore, Kathryn M.; Denlinger, LeAnn N.; Schleich, Michele A.; Stevens, Nicole M.; Swavely, Steven C.; Odom, Anne A.; Novick, Marsha B.

    2016-01-01

    Objective: The purpose of this study was to evaluate the feasibility of a flipped classroom progamme, designed and implemented by medical students, in communicating nutrition education to fourth-grade school students aged 9-10 years and to characterise teachers' assessments of the progamme, which was designed to minimise the burden placed on…

  4. "All White Americans in the County" and Other Loaded Subjects: Race, Community, and Morality in a Second Grade Classroom

    ERIC Educational Resources Information Center

    Schaenen, Inda L.

    2010-01-01

    This teacher research inquiry is a critical discourse analysis of second grade classroom talk about racial identity and dialect difference within the theoretical framework of moral philosophy. Participants in the study, which took place in an urban public district in a Midwestern United States city, included ten African American students and a…

  5. Performing Race in Four Culturally Diverse Fourth Grade Classrooms: Silence, Race Talk, and the Negotiation of Social Boundaries

    ERIC Educational Resources Information Center

    Schaffer, Rebecca; Skinner, Debra G.

    2009-01-01

    This article addresses how preadolescents produce and perform race through an ethnographic study of 8- to 11-year-old students in four fourth grade classrooms in the southeastern United States. Although Asian, Latino, and white students tended to avoid explicit talk of race, many white students constructed black students as disruptive…

  6. In-Classroom Fruit and Vegetable Tastings Offer Potential for Increasing Consumption among Third through Sixth Grade Children

    ERIC Educational Resources Information Center

    Cirignano, Sherri M.; Fitzgerald, Nurgul; Hughes, Luanne J.; Savoca, LeeAnne; Morgan, Kathleen; Grenci, Alexandra

    2014-01-01

    Purpose/Objectives: The purpose of this study was to examine the effect of coordinated in-classroom education and taste-testing activities on fruit and vegetable acceptance in a state-wide sample of third through sixth grade children. Methods: Two taste-testing sessions were a part of six nutrition lessons that were implemented in nine elementary…

  7. A Typology of Chemistry Classroom Environments: Exploring the Relationships between 10th Grade Students' Perceptions, Attitudes and Gender

    ERIC Educational Resources Information Center

    Giallousi, M.; Gialamas, V.; Pavlatou, E. A.

    2013-01-01

    The present study was the first in Greece in which educational effectiveness theory constituted a knowledge base for investigating the impact of chemistry classroom environment in 10 Grade students' enjoyment of class. An interpretive heuristic schema was developed and utilised in order to incorporate two factors of teacher behaviour at…

  8. Evaluating Generalization of Addition-Fact Fluency Using the Taped-Problems Procedure in a Second-Grade Classroom

    ERIC Educational Resources Information Center

    Miller, Kelli C.; Skinner, Christopher H.; Gibby, Lana; Galyon, Charles E.; Meadows-Allen, Sadonya

    2011-01-01

    A multiple-baseline design across math-fact sets was used to evaluate the effects of a taped-problems intervention on students' performance with addition facts and their inverses in an intact, rural, second-grade classroom. Results suggested that the procedure was effective in improving fluency on math facts as well as their inverses. Across 3…

  9. A Study Comparing Virtual Manipulatives with Other Instructional Treatments in Third-and Fourth-Grade Classrooms

    ERIC Educational Resources Information Center

    Moyer-Packenham, Patricia; Baker, Joseph; Westenskow, Arla; Anderson, Katie; Shumway, Jessica; Rodzon, Kati; Jordan, Kerry

    2013-01-01

    The study reported here examined virtual manipulatives as an instructional treatment in 17 third- and fourth-grade classrooms. Students were randomly assigned to two treatment groups: texts and physical manipulatives, and virtual manipulatives. Results revealed no significant differences in achievement between the treatments. Additional results…

  10. Wetland Wonders. Goose Creek State Park: An Environmental Education Learning Experience Designed for Grades 4-6.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Environment, Health, and Natural Resources, Raleigh. Div. of Parks and Recreation.

    This curriculum guide was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of Goose Creek State Park, North Carolina. This activity packet, designed for the 4th, 5th, and 6th grades, meets established curriculum objectives of the North Carolina Department of Public…

  11. African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior

    ERIC Educational Resources Information Center

    Wilson, Travis; Rodkin, Philip C.

    2011-01-01

    With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group,…

  12. Characteristics of Computational Thinking about the Estimation of the Students in Mathematics Classroom Applying Lesson Study and Open Approach

    ERIC Educational Resources Information Center

    Promraksa, Siwarak; Sangaroon, Kiat; Inprasitha, Maitree

    2014-01-01

    The objectives of this research were to study and analyze the characteristics of computational thinking about the estimation of the students in mathematics classroom applying lesson study and open approach. Members of target group included 4th grade students of 2011 academic year of Choomchon Banchonnabot School. The Lesson plan used for data…

  13. Learning the Control of Variables Strategy in Higher and Lower Achieving Classrooms: Contributions of Explicit Instruction and Experimentation

    ERIC Educational Resources Information Center

    Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Calderhead, William J.; Dunlap, Emily E.; Hodell, Emily C.; Freer, Benjamin Dunham

    2010-01-01

    Students (n = 797) from 36 4th-grade classrooms were taught the control of variables strategy for designing experiments. In the instruct condition, classes were taught in an interactive lecture format. In the manipulate condition, students worked in groups to design and run experiments to determine the effects of four variables. In the both…

  14. Impact of selected PALMS learning strategies in ninth grade science classrooms to reach NCLB science standards

    NASA Astrophysics Data System (ADS)

    Omotunde, Mojisola Bolanle

    In the past 50 years there have been concerns about the teaching and learning of science in American schools. Furthermore, recent assessments have indicated that American students in 4th, 8th, and 12th grade levels are not performing better than their counterparts in other industrialized countries. The purpose of this study was to investigate if a change in instructional methods would improve test scores and meet the standards of the No Child Left Behind Act that requires that 95%-100% of students being tested should be proficient in the subject matter by 2014. The study used learner-centered learning strategies of PALMS (Partnerships Advancing the Learning of Mathematics and Science) inquiry-based learning, cooperative learning, and brain-based learning to instruct a group of students. PALMS was an initiative of the Massachusetts Department of Education in the effort to improve student performance in the state. The sample consisted of 161 ninth grade students enrolled in 8 physical science classes. Eighty-six students were instructed by the learner-centered learning strategies of inquiry-based learning, cooperative learning, and brain-based learning, while 75 students were instructed by the teacher-centered traditional method of instruction, which consists of lectures and direct instruction. The students who received PALMS learner-centered instruction were the treatment group while the students who received teacher-centered instruction were the control group. Analysis of the data by one way ANOVA showed that there was a significant difference between the test scores (average combined scores of selected chapters of the textbook and the district's six weeks test) of students who were instructed by learner-centered instructional methods and those who were instructed by the teacher-centered instructional methods. The learner-centered group scored higher than the teacher-centered group, although they did not improve their test scores when compared to their baseline

  15. The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

    NASA Astrophysics Data System (ADS)

    LaFever, Karen M.

    Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

  16. Science discourse in a middle-grade classroom attempting learning community-centered science instruction

    NASA Astrophysics Data System (ADS)

    Templin, Mark Arnold

    This dissertation focuses on the development of students' scientific literacy discourse in a middle grade science classroom as the teacher attempted to establish a learning community. Instructional design features included a change in teacher and students' roles such that authority over many classroom decisions was shared and students were encouraged to design their own investigations within the context of extended learning projects. The study followed the progress of two groups of four students, representing diversity in academic performance, gender, and ethnicity, over the course of four months. Target group discourse was recorded once every other school day and then transcribed. Accompanying field notes were written. Classroom artifacts, including a complete set of daily lesson plans, instructional materials, and student products, were collected. The interpretive framework, which highlighted different discourse practices and the instructional moves that supported them, evolved during data analysis as it was repeatedly tried out against the empirical materials through stages of data reduction, display, conclusion drawing, and verification. Analysis of the teacher's practice indicated that he initiated and maintained a classroom learning community by encouraging students to (a) think about their thinking by responding to questions that promoted such reflection; (b) share their reflections and other written products with each other and revise them through peer review; (c) decide for themselves which science content was relevant to their investigations; (d) share problem solving strategies; and (e) debate the meaning of terms so that a common understanding of science concepts could be developed. The teacher modeled and asked questions to promote these reflective and collaborative practices, successively withdrawing his active involvement in group dialogue as the term progressed. Analysis of students' discourse indicated that students increasingly developed

  17. Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

    NASA Astrophysics Data System (ADS)

    Tsai, Liang-Ting; Yang, Chih-Chien

    2015-05-01

    This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

  18. Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

    NASA Astrophysics Data System (ADS)

    Qi, Yang

    Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood

  19. Progression in Complexity: Contextualizing Sustainable Marine Resources Management in a 10th Grade Classroom

    NASA Astrophysics Data System (ADS)

    Bravo-Torija, Beatriz; Jiménez-Aleixandre, María-Pilar

    2012-01-01

    Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through discourse, and to connect them to actions and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management in a marine ecosystem by 10th grade students (15-16 year) in the context of solving an authentic task. A complete class ( N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping and audiotaping of all of the sessions, and collecting the students' written productions. The research objective is to examine the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal of Science Education, 14(1): 51-61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students' discursive moves shows how the groups progressed through stages of connecting different models, between them and with the context, in order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed.

  20. Learning about static electricity and magnetism in a fourth-grade classroom

    NASA Astrophysics Data System (ADS)

    Henry, David Roy

    Students begin to develop mental models to explain electrostatic and magnetic phenomena throughout childhood, middle childhood and high school, although these mental models are often incoherent and unscientific (Borges, Tenico, & Gilbert, 1998; Maloney, 1985). This is a case study of a classroom of grade four students and the mental models of magnetism and static electricity they used during a six-week science unit. The 22 students studied magnetism and static electricity using inquiry activities structured to create an environment where students would be likely to construct powerful scientific ideas (Goldberg & Bendall, 1995). Multiple data sources, including students' writing, student assessments, teacher interviews, student interviews, teacher journals, and classroom video and audio recordings were used to uncover how fourth grade students made sense of static electricity and magnetism before, during, and after instruction. The data were analyzed using a social constructivist framework to determine if students were able to develop target scientific ideas about static electricity and magnetism. In general, students were found to have three core mental models prior to instruction: (1) Static electricity and magnetism are the same "substance"; (2) This substance exists on the surface of a magnet or a charged object and can be rubbed off, and (3) Opposite substances attract. During the activities, students had many opportunities to observe evidence that contradicted these core mental models. Using evidence from direct observations, the students practiced differentiating between evidence and ideas. Through group and class discussions, they developed evidenced-based (scientific) ideas. Final assessments revealed that students were able to construct target ideas such as: (1) static electricity and magnetism are fundamentally different; (2) there are two kinds of static "charge;" (3) magnet-rubbed wires act like a magnet; and (4) opposite substances move toward each

  1. Classroom Applications: Will Taping and Replaying Their Speeches Help My Fourth Grade Students with Organizing Their Written Work?

    ERIC Educational Resources Information Center

    Wirth, Harold E.

    A fourth-grade teacher developed a unit on writing designed to help his students go from oral to written text after finding that only 4 of the 22 in his classroom had the organizational and writing skills to get their ideas on paper. The basis of the unit was a unique problem which the teacher himself was trying to solve in real life; namely, how…

  2. The effects of differentiated instruction on academic achievement in a second-grade science classroom

    NASA Astrophysics Data System (ADS)

    Ferrier, Ann M.

    Education in the United States is moving quickly toward holding school districts more accountable for the academic success of all students. The purpose of this quasi-experimental study was to determine if utilizing differentiated instructional strategies had an impact on student achievement. Differentiated instruction, based on the theory of constructivism, is a means of meeting the needs of all learners within a single classroom. Teachers must vary how and what they teach, as well as how they evaluate. Analysis of Covariance (ANCOVA) was used to determine the impact instruction using differentiated strategies had on the academic achievement of second-grade students in life science and in physical science. Students in the differentiated instructional classes were found to score significantly greater than their traditionally instructed peers. School districts across the United States can benefit from the findings of this study. Teachers at all levels should be trained in differentiated instruction to better serve their students. Differentiated instruction provides all children better opportunities to learn, resulting in more academically equipped and contributing members of society.

  3. The relationship between science classroom facility conditions and ninth grade students' attitudes toward science

    NASA Astrophysics Data System (ADS)

    Ford, Angela Y.

    Over half of the school facilities in America are in poor condition. Unsatisfactory school facilities have a negative impact on teaching and learning. The purpose of this correlational study was to identify the relationship between high school science teachers' perceptions of the school science environment (instructional equipment, demonstration equipment, and physical facilities) and ninth grade students' attitudes about science through their expressed enjoyment of science, importance of time spent on science, and boredom with science. A sample of 11,523 cases was extracted, after a process of data mining, from a databank of over 24,000 nationally representative ninth graders located throughout the United States. The instrument used to survey these students was part of the High School Longitudinal Study of 2009 (HSLS:2009). The research design was multiple linear regression. The results showed a significant relationship between the science classroom conditions and students' attitudes. Demonstration equipment and physical facilities were the best predictors of effects on students' attitudes. Conclusions based on this study and recommendations for future research are made.

  4. The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school.

    PubMed

    Kellam, S G; Ling, X; Merisca, R; Brown, C H; Ialongo, N

    1998-01-01

    This paper is on the influences of the classroom context on the course and malleability of aggressive behavior from entrance into first grade through the transition into middle school. Nineteen public elementary schools participated in developmental epidemiologically based preventive trials in first and second grades, one of which was directed at reducing aggressive, disruptive behavior. At the start of first grade, schools and teachers were randomly assigned to intervention or control conditions. Children within each school were assigned sequentially to classrooms from alphabetized lists, followed by checking to insure balanced assignment based on kindergarten behavior. Despite these procedures, by the end of first quarter, classrooms within schools differed markedly in levels of aggressive behavior. Children were followed through sixth grade, where their aggressive behavior was rated by middle school teachers. Strong interactive effects were found on the risk of being highly aggressive in middle school between the level of aggressive behavior in the first grade classrooms and each boy's own level of aggressive, disruptive behavior in first grade. The more aggressive first grade boys who were in higher aggressive first grade classrooms were at markedly increased risk, compared both to the median first grade boys, and compared to aggressive males in lower aggressive first grade classrooms. Boys were already behaving more aggressively than girls in first grade; and no similar classroom aggression effect was found among girls, although girls' own aggressive behavior did place them at increased risk. The preventive intervention effect, already reported elsewhere to reduce aggressive behavior among the more aggressive males, appeared to do so by reducing high levels of classroom aggression. First grade males' own poverty level was associated with higher risk of being more aggressive, disruptive in first grade, and thereby increased their vulnerability to classroom

  5. Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers' Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-Kindergarten through Second-Grade Classrooms

    ERIC Educational Resources Information Center

    Alford, Beverly L.; Rollins, Kayla B.; Padrón, Yolanda N.; Waxman, Hersh C.

    2016-01-01

    Researchers observed pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: (a) student behavior and activities, (b) teacher instructional orientation and rationale, and (c) overall classroom environment. Dissimilar to previous…

  6. "We Were Slow; It Was Challenging" and "It Was Hard Not to Make Knots": Crocheting as a Literacy Event in a Second Grade Classroom Community

    ERIC Educational Resources Information Center

    Kneller, Sarah A.; Boyd, Maureen P.

    2008-01-01

    This paper describes a "crazy about crocheting class" and shows how crocheting became a literacy event that promoted student empowerment and classroom community while engaging second grade students in authentic literacy practices. We document how crocheting evolved from a classroom management activity that also encouraged fine motor skills to a…

  7. The Effects of Summer Reading on Low Income Children's Literacy Achievement from Kindergarten to Grade 8: A Metaanalysis of Classroom and Home Interventions

    ERIC Educational Resources Information Center

    Kim, James S.; Quinn, David M.

    2013-01-01

    This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom-and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions,…

  8. The Importance of Read-Aloud and Dialogue in an Era of Narrowed Curriculum: An Examination of Literature Discussions in a Second-Grade Classroom

    ERIC Educational Resources Information Center

    Worthy, Jo; Chamberlain, Katharine; Peterson, Katie; Sharp, Caron; Shih, Pei-Yu

    2012-01-01

    This research focuses on read-aloud discussions in the classroom of an exemplary second-grade teacher, Mae Graham, during an academic year. We found the classroom environment Mae created, along with her instructional moves, fostered engagement and student-initiated talk. Our analysis affirms the importance of teachers' language in building…

  9. Teaching Young Children in Violent Times: Building a Peaceable Classroom. A Preschool-Grade 3 Violence Prevention and Conflict Resolution Guide.

    ERIC Educational Resources Information Center

    Levin, Diane E.

    Noting that peaceable classrooms grow out of understanding how children develop ideas about peace, conflict, and violence, this guide is intended to help early childhood educators create a classroom where preschool through grade 3 children learn peaceful alternatives to the violent behaviors modeled for them in society. The guide is based on the…

  10. The Effects of Departmentalized and Self-Contained Classrooms on Fifth-Grade Students' Achievement in Science on the Georgia Criterion Referenced Competency Test

    ERIC Educational Resources Information Center

    Koch, Lisa S.

    2013-01-01

    Elementary instruction of fifth grade classrooms was found to be primarily in two organizational models in a school district northwest of Atlanta, Georgia. The self-contained classroom provided a generalist teacher responsible for the instruction of all academic subjects to one group of students throughout the day, while departmentalized…

  11. Developing Productive Dispositions during Small-Group Work in Two Sixth-Grade Mathematics Classrooms: Teachers' Facilitation Efforts and Students' Self-Reported Benefits

    ERIC Educational Resources Information Center

    Jansen, Amanda

    2012-01-01

    Through this exploratory study, I developed conjectures about classroom conditions that had the potential to support (or not) the development of productive dispositions toward mathematics. To do so, I listened to sixth-grade students' voices about their experiences with small-group work in 2 mathematics classrooms and contrasted their teachers'…

  12. Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources

    NASA Astrophysics Data System (ADS)

    Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah

    2016-04-01

    Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums ("directive sources") predictably led students to other sources such as teachers, families, internet, and science books ("directed sources"). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning.

  13. Transfer of Active Learning Strategies from the Teacher Education Classroom to PreK-12th Grade Classrooms

    ERIC Educational Resources Information Center

    Pepper, Kaye; Blackwell, Sarah; Monroe, Ann; Coskey, Shawn

    2012-01-01

    In this study, researchers investigated the influence of modeling active learning strategies in an introductory foundations teacher preparation course: 1) on teacher candidates' perceptions of participating in active learning in the college classroom, 2) on participants' acquisition of course content, and 3) on participants' later use of active…

  14. Including Children with ASD in Regular Kindergarten and First Grade Classrooms: Teacher Attitudes, Child Progress and Classroom Quality

    ERIC Educational Resources Information Center

    McKeating, Eileen

    2013-01-01

    The enrollment of children with ASD in public school settings has escalated in conjunction with the increased incidence of the diagnosis (Yeargin-Allsopp et al., 2003). Characteristics associated with ASD can present unique challenges for both children and teachers in the classroom. According to many researchers, positive teacher attitudes are one…

  15. Exploring How Second Grade Elementary Teachers Translate Their Nature of Science Views into Classroom Practice after a Graduate Level Nature of Science Course

    ERIC Educational Resources Information Center

    Deniz, Hasan; Adibelli, Elif

    2015-01-01

    The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the…

  16. Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources

    ERIC Educational Resources Information Center

    Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah

    2016-01-01

    Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered…

  17. Literacy Lessons in One Language Arts Sixth-Grade Classroom: The Year of the Guinea Pigs

    ERIC Educational Resources Information Center

    Radcliffe, Barbara J.

    2015-01-01

    All classrooms are active social systems; the middle school classroom involves complex interactions between and among peers as well as between students and teachers. In the elementary years, attention is often given to nurturing students and fostering relationships, yet when young adolescents transition to the middle school, a focus on control and…

  18. Effects of Classroom Assessment on Student Motivation in Fifth-Grade Science.

    ERIC Educational Resources Information Center

    Stefanou, Candice; Parkes, Jay

    2003-01-01

    Explored the claim that performance assessments foster a more positive motivational orientation for students than supplied-response assessments when used in the classroom. Fifth graders in three science classrooms were exposed to three types of assessment. Surveys investigated students' attitudes toward science, goal orientation, and cognitive…

  19. An Inquiry-Based Approach to Critical Literacy: Pedagogical Nuances of a Second Grade Classroom

    ERIC Educational Resources Information Center

    Beach, Pamela; Cleovoulou, Yiola

    2014-01-01

    This case study explores the pedagogy and practices of an elementary school teacher who combines inquiry pedagogy and critical literacy. The authors gathered data for this analysis by conducting two interviews with a classroom teacher and observing classroom practices 12 times over a 6 month period. Through a general inductive approach to…

  20. Neuroscience & the Classroom: Making Connections. A Video Course for Grades K-12 Teachers and School Counselors

    ERIC Educational Resources Information Center

    Annenberg Learner, 2012

    2012-01-01

    Exciting developments in the field of neuroscience are leading to a new understanding of how the brain works that is beginning to transform teaching in the classroom. "Neuroscience & the Classroom: Making Connections" brings together researchers and educators in a dialog about how insights into brain function can be harnessed by teachers for use…

  1. Development of Scientific Literacy: The Evolution of Ideas in a Grade Four Knowledge-Building Classroom.

    ERIC Educational Resources Information Center

    Caswell, Beverly; Lamon, Mary

    This study describes cognitive and social aspects of children's development of scientific literacy in a Schools For Thought (SFT) classroom. SFT is an educational reform project that applies cognitive research about the active, reflective, and social nature of learning into classroom practice. Participants were fourth graders from a…

  2. Transactional Associations between Classroom Engagement and Relations with Teachers from First through Fourth Grade

    ERIC Educational Resources Information Center

    Archambault, I.; Pagani, L. S.; Fitzpatrick, C.

    2013-01-01

    Using structural equation modeling with a population-based cohort of French-speaking children from Quebec (Canada), prospective associations were made between two previously established factors underlying student performance--classroom engagement and the teacher-student relations. Our results show developmental continuity in classroom engagement…

  3. Social Construction of Computer Experience in a First-Grade Classroom: Social Processes and Mediating Artifacts.

    ERIC Educational Resources Information Center

    Wang, X. Christine; Ching, Cynthia Carter

    2003-01-01

    This ethnographic study investigated first-graders' social construction of their classroom computer experience. Findings showed that children constantly negotiate between their own individual and collective goals in the classroom as they create their own definition of computer use while conforming to the teacher's rules. Considers the usefulness…

  4. The 4th order GISS model of the global atmosphere

    NASA Technical Reports Server (NTRS)

    Kalnay-Rivas, E.; Bayliss, A.; Storch, J.

    1977-01-01

    The new GISS 4th order model of the global atmosphere is described. It is based on 4th order quadratically conservative differences with the periodic application of a 16th order filter on the sea level pressure and potential temperature equations, a combination which is approximately enstrophy conserving. Several short range forecasts indicate a significant improvement over 2nd order forecasts with the same resolution (approximately 400 km). However the 4th order forecasts are somewhat inferior to 2nd order forecasts with double resolution. This is probably due to the presence of short waves in the range between 1000 km and 2000 km, which are computed more accurately by the 2nd order high resolution model. An operation count of the schemes indicates that with similar code optimization, the 4th order model will require approximately the same amount of computer time as the 2nd order model with the same resolution. It is estimated that the 4th order model with a grid size of 200 km provides enough accuracy to make horizontal truncation errors negligible over a period of a week for all synoptic scales (waves longer than 1000 km).

  5. Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

    NASA Astrophysics Data System (ADS)

    Dias, Michael; Eick, Charles J.; Brantley-Dias, Laurie

    2011-02-01

    A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator's beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.

  6. German Language and Culture: 9-Year Program Classroom Assessment Materials, Grade 4

    ERIC Educational Resources Information Center

    Alberta Education, 2008

    2008-01-01

    This document is designed to provide assessment materials for specific Grade 4 outcomes in the German Language and Culture Nine-year Program, Grades 4-5-6. The assessment materials are designed for the beginner level in the context of teaching for communicative competence. Grade 4 learning outcomes from the German Language and Culture Nine-year…

  7. Classroom Grades and Their Relationship to FCAT Scores. Research Brief. Volume 0705

    ERIC Educational Resources Information Center

    Froman, Terry; Brown, Shelly; Tirado, Arleti

    2008-01-01

    The teacher's task of assigning letter grades to students and the public's interpretation of them can be perplexing. Does the student's grade represent the level of achievement, the gain in achievement, or some combination of the two? Is the student's effort included in the grade, or are high achievers given good marks regardless of effort? Are…

  8. Positive and Negative Incentives in the Classroom: An Analysis of Grading Systems and Student Motivation

    ERIC Educational Resources Information Center

    Docan, Tony N.

    2006-01-01

    This study examined how particular grading systems motivate students. Since competency-based grading and point systems are most prevalent (Hendrickson and Gable, 1999), the current study is modeled around these systems. The grading systems used for this study were divided into two categories and defined as those students who earned their grades…

  9. Japanese Language and Culture: 9-Year Program Classroom Assessment Materials, Grade 4

    ERIC Educational Resources Information Center

    Alberta Education, 2008

    2008-01-01

    This document is designed to provide assessment materials for specific Grade 4 outcomes in the Japanese Language and Culture Nine-year Program, Grades 4-5-6. The assessment materials are designed for the beginner level in the context of teaching for communicative competence. Grade 4 learning outcomes from the Japanese Language and Culture…

  10. A Classroom-Based Physical Activity Intervention for Urban Kindergarten and First-Grade Students: A Feasibility Study

    PubMed Central

    Wylie-Rosett, Judith; Kim, Mimi; Ozuah, Philip O.

    2015-01-01

    Abstract Background: Urban elementary schools in minority communities with high obesity prevalence may have limited resources for physical education (PE) to achieve daily activity recommendations. Little is known whether integrating physical activity (PA) into classrooms can increase activity levels of students attending such schools. Methods: We conducted a cluster randomized, controlled trial among kindergarten and first-grade students from four Bronx, New York, schools to determine feasibility and impact of a classroom-based intervention on students' PA levels. Students in two intervention schools received the Children's Hospital at Montefiore Joining Academics and Movement (CHAM JAM), an audio CD consisting of 10-minute, education-focused aerobic activities led by teachers three times a day. PA was objectively measured by pedometer. Each subject wore a sealed pedometer during the 6-hour school day for 5 consecutive days at baseline (Time 1) and 8 weeks postintervention (Time 2). Hierarchical linear models were fit to evaluate differences in mean number of steps between the two groups. Results: A total of 988 students participated (intervention group, n=500; control group, n=488). There was no significant difference at baseline between the two groups on mean number of steps (2581 [standard deviation (SD), 1284] vs. 2476 [SD, 1180]; P=0.71). Eight weeks post–CHAM JAM, intervention group students took significantly greater mean number of steps than controls (2839 [SD, 1262] vs. 2545 [SD, 1153]; P=0.0048) after adjusting for baseline number of steps and other covariates (grade, gender, recess, and PE class). CHAM JAM was equally effective in gender, grade level, and BMI subgroups. Conclusions: CHAM JAM significantly increased school-based PA among kindergarten and first-grade students in inner-city schools. This approach holds promise as a cost-effective means to integrate the physical and cognitive benefits of PA into high-risk schools. PMID:25747719

  11. A Standards-Based Professional Development Program and the Resulting Impact on Two Sixth Grade Teachers' Classroom Practices

    NASA Astrophysics Data System (ADS)

    Bereki, Debra Lynn

    In 2000, California introduced science content standards as part of an across the curriculum reform. This presented a special challenge for elementary teachers due to an increased emphasis on math and language arts, and limited science background and resources. This two year qualitative study looks at a professional development program that resulted from collaboration between a university and an elementary school district. The program brought sixth grade elementary teachers together with scientists (geologists) and a science educator to develop a quality sixth grade science curriculum aligned to the California content standards. This multiple-case embedded study included an analysis of how these standards were addressed during the program, and the impact of this professional development on two teachers' classroom practices. The results of this study indicate that the geologists and the science educator played different but complementary roles in the professional development program. Furthermore, the professional development disproportionately focused on the Earth science standards, and this correlated to a disproportionate focus on these standards in the classrooms of the two teachers studied. Finally, the results indicate that as these two teachers implemented their new science units, they progressed through the initial stages of teacher change as outlined by change models described in the literature. However, they did not reach the final stage of change that involves complete confidence in their knowledge and being satisfied with the implementation of their science units.

  12. Human sexuality education in the middle grades classroom: A review of curricula in a sample of Florida school districts

    NASA Astrophysics Data System (ADS)

    Myrick, Melinda D.

    2007-12-01

    This study examined the extent to which human sexuality topics are covered in Florida middle school science classrooms and the process by which curricular decisions are made regarding human sexuality education on a county-wide basis. Primary data included interviews with county-level administrators who oversee curricular decisions related to the middle-grades science curriculum or health curriculum in twelve school districts within the state. These districts represented four geographic locations and districts of various sizes. Administrators from four of the twelve studies in the sample chose to provide information regarding their human sexuality education curriculum. In two cases, teacher leads were identified and were interviewed to understand the implementation of the curriculum within the classroom. Additional data were collected from the district curriculum guides for human sexuality education and the adopted middle-grades science textbook for each county. The interview and documentary data were analyzed by comparison to established criteria for a comprehensive human sexuality education curriculum. The analysis revealed that the scope of human sexuality education varied considerably within the sample and that much of the curricula in place failed to include topics and activities that have been identified as important in a successful human sexuality education program. These findings are limited because few counties chose to fully participate. Additional research is clearly needed to examine the effectiveness of existing human sexuality education curricula in Florida. In addition, research is needed to understand the characteristics, values, and beliefs of successful human sexuality education instructors across the state.

  13. Increasing On-Task Behavior in Every Student in a Second-Grade Classroom during Transitions: Validating the Color Wheel System

    ERIC Educational Resources Information Center

    Fudge, Daniel L.; Skinner, Christopher H.; Williams, Jacqueline L.; Cowden, Dan; Clark, Janice; Bliss, Stacy L.

    2008-01-01

    A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that…

  14. Explanation-Construction in Fourth-Grade Classrooms in Germany and the USA: A cross-national comparative video study

    NASA Astrophysics Data System (ADS)

    Forbes, Cory; Lange, Kim; Möller, Kornelia; Biggers, Mandy; Laux, Mira; Zangori, Laura

    2014-09-01

    To help explain the differences in students' performance on internationally administered science assessments, cross-national, video-based observational studies have been advocated, but none have yet been conducted at the elementary level for science. The USA and Germany are two countries with large formal education systems whose students underperform those from peers on internationally administered standardized science assessments. However, evidence from the 2011 Trends in International Mathematics and Science Exam assessment suggests fourth-grade students (9-10 year-olds) in the USA perform higher than those in Germany, despite more instructional time devoted to elementary science in Germany. The purpose of this study is to comparatively analyze fourth-grade classroom science in both countries to learn more about how teachers and students engage in scientific inquiry, particularly explanation-construction. Videorecordings of US and German science instruction (n 1 = 42, n 2 = 42) were sampled from existing datasets and analyzed both qualitatively and quantitatively. Despite German science lessons being, on average, twice as long as those in the USA, study findings highlight many similarities between elementary science in terms of scientific practices and features of scientific inquiry. However, they also illustrate crucial differences around the scientific practice of explanation-construction. While students in German classrooms were afforded more substantial opportunities to formulate evidence-based explanations, US classrooms were more strongly characterized by opportunities for students to actively compare and evaluate evidence-based explanations. These factors may begin to help account for observed differences in student achievement and merit further study grounded in international collaboration.

  15. Classroom Idea-Sparkers: Grading and Student Learning--Ideas for Practice

    ERIC Educational Resources Information Center

    Wegwert, Joseph C.

    2012-01-01

    Grading is often seen as a point of conflict with students and, in upper elementary and beyond, with parents. It is a chore that consumes time and saps critical levels of energy better used for creative planning and preparation and face-to-face interactions with students. Grading is sometimes referred to as a "necessary evil," yet many teachers…

  16. Looking Forward: Increased Attention to LGBTQ Students and Families in Middle Grade Classrooms

    ERIC Educational Resources Information Center

    Wickens, Corrine M.; Wedwick, Linda

    2011-01-01

    Looking backwards, discussions around sexual orientation and sexual identity have been noticeably absent at the middle grades. As a result, middle grade teachers may find it difficult to know how to effectively select age-appropriate materials that include LGBTQ issues and content. To move the field forward, the authors specifically highlight four…

  17. Technology Integration in Third, Fourth and Fifth Grade Classrooms in a Florida School District

    ERIC Educational Resources Information Center

    Pittman, Tiffani; Gaines, Trudi

    2015-01-01

    Third, fourth and fifth grade teachers have the potential to shape the way their students will begin to view and use technology. This study investigated the nature of technology usage among third, fourth and fifth grade teachers in a Florida school district as well as the relationship between the level of technology usage factors such as available…

  18. Experiences in After-School Programs and Children's Adjustment in First-Grade Classrooms.

    ERIC Educational Resources Information Center

    Pierce, Kim M.; Hamm, Jill V.; Vandell, Deborah Lowe

    1999-01-01

    Related children's experience in after-school programs to first grade performance. Found that staff positivity was associated with fewer boys' behavior problems, whereas staff negativity was related to boys' poorer reading/math grades. Program flexibility was associated with better boys' social skills. More frequent negative peer interactions in…

  19. ENRICHMENT ACTIVITIES FOR THE GIFTED CHILD IN THE REGULAR CLASSROOM--GRADES FOUR THROUGH EIGHT.

    ERIC Educational Resources Information Center

    MCARTHUR, BERNARD

    ENRICHMENT SUGGESTIONS FOR TEACHERS OF GRADES FOUR THROUGH EIGHT IN THE AREAS OF SCIENCE, MATHEMATICS, SOCIAL STUDIES, AND LANGUAGE AND READING WERE PRESENTED. EACH SUBJECT INCLUDED A DESCRIPTION OF THE LESSON, WITH MATERIALS, AND HOW TO EXPLAIN THE PURPOSES. AN EXAMPLE OF A SCIENCE ACTIVITY WAS BUILDING A TEST COIL FOR A SEVENTH GRADE CLASS. THE…

  20. Modeling the States of Matter in a First-Grade Classroom

    ERIC Educational Resources Information Center

    Lott, Kimberly; Wallin, Lynn

    2012-01-01

    Scientific modeling along with hands-on inquiry can lead to a deeper understanding of scientific concepts among students in upper elementary grades. Even though scientific modeling involves abstract-thinking processes, can students in younger elementary grades successfully participate in scientific modeling? Scientific modeling, like all other…

  1. Effects of a classroom-based yoga intervention on cortisol and behavior in second- and third-grade students: a pilot study.

    PubMed

    Butzer, Bethany; Day, Danielle; Potts, Adam; Ryan, Connor; Coulombe, Sarah; Davies, Brandie; Weidknecht, Kimberly; Ebert, Marina; Flynn, Lisa; Khalsa, Sat Bir S

    2015-01-01

    This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms intervention was implemented in one second-grade and one third-grade classroom. Students' salivary cortisol responses were assessed at 3 time points. Classroom teachers also documented their perceptions of the effects of the intervention on students' cognitive, social, and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students' behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students' behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior.

  2. The 4th R: Teaching about Religion in the Public Schools.

    ERIC Educational Resources Information Center

    Dever, Martha T.; Whitaker, Martha L.; Byrnes, Deborah A.

    2001-01-01

    Explores how to teach religion in the social studies classroom in public schools. Asserts that religion should be taught to educate children about beliefs that differ from their own and about the role of religion in U.S. society. Provides suggestions for teaching about religion to students in kindergarten through sixth grade. (CMK)

  3. Company Men: Tracing Learning from Divergent Teacher Education Pathways into Practice in Middle Grades Classrooms

    ERIC Educational Resources Information Center

    Conklin, Hilary G.

    2012-01-01

    In this comparative, longitudinal case study, the author investigates the two different pathways that have been most strongly advocated for certifying middle school social studies teachers: the specialized middle school and subject-specific secondary pathways. Drawing on classroom observations, interviews, documents, teacher and student work…

  4. Making the Grade? Classroom Climate for LGBTQ Students across Gender Conformity

    ERIC Educational Resources Information Center

    Garvey, Jason C.; Rankin, Susan R.

    2015-01-01

    Using data from the "2010 State of Higher Education for LGBT People" (Rankin, Weber, Blumenfeld, & Frazer), this study examines campus climate perceptions for LGBTQ undergraduate students across gender conformity and the extent to which relevant variables influence perceptions of classroom climate. Findings reveal more positive…

  5. Walking the Talk: Examining Privilege and Race in a Ninth-Grade Classroom

    ERIC Educational Resources Information Center

    Sassi, Kelly; Thomas, Ebony Elizabeth

    2008-01-01

    Kelly Sassi and Ebony Elizabeth Thomas describe their struggles and eventual success with students in constructing a "counternarrative to colormuteness and colorblindness"--the self-imposed student segregation and silencing of voice. Because of discussions during a Native American unit and student participation in a classroom intervention…

  6. Galaxy Classroom Project Evaluation, Language Arts, Grades 3-5. Final Report.

    ERIC Educational Resources Information Center

    Guth, Gloria J. A.; Block, Clifford

    The GALAXY Language Arts Demonstration Program is a package of integrated curricular and instructional approaches that features the organization of instruction around themes presented through television broadcasts, children's literature, classroom activities, and the use of interactive technology. During the GALAXY Project demonstration phase for…

  7. ENGLISH FOR RELUCTANT LEARNERS, GRADES 7-9, ENGLISH IN EVERY CLASSROOM.

    ERIC Educational Resources Information Center

    FADER, DANIEL N.

    A PROGRAM DESIGNED TO BETTER MOTIVATE AVERAGE STUDENTS IN READING AND WRITING WAS ADDED TO THE CURRICULUM OF A JUNIOR HIGH SCHOOL. BASED ON SATURATION AND DIFFUSION OF MATERIALS, THE PROGRAM UTILIZED SUCH MATERIALS AS JOURNALS, NEWSPAPERS, MAGAZINES, AND THEME WRITING IN ACADEMIC CLASSROOMS OTHER THAN ENGLISH. THE OUTCOME WAS GREATER MOTIVATION ON…

  8. The Impact of Brain-Based Instruction on Reading Achievement in a Second-Grade Classroom

    ERIC Educational Resources Information Center

    McNamee, Merideth M.

    2011-01-01

    School accountability and high-stakes testing often shift classroom focus from the use of engaging learning activities that promote critical thinking and creativity to simple test preparation practices. Using brain research as a guide, educators may be able to improve test scores, while still providing a balanced education that promotes critical…

  9. Children's Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms

    ERIC Educational Resources Information Center

    Kim, Mijung

    2016-01-01

    Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and…

  10. Where's Your Partner? Pairing Bilingual Learners in Preschool and Primary Grade Dual Language Classrooms

    ERIC Educational Resources Information Center

    Alanis, Iliana

    2013-01-01

    Children working alone is a common instructional strategy in some early childhood classrooms. According to foundational work by Johnson and Johnson (1986), however, cooperative teams employ higher levels of thought and retain information longer than children who work individually. Children engage in discussion, take responsibility for their…

  11. Composing across Multiple Media: A Case Study of Digital Video Production in a Fifth Grade Classroom

    ERIC Educational Resources Information Center

    Ranker, Jason

    2008-01-01

    This is a qualitative case study of two students' composing processes as they developed a documentary video about the Dominican Republic in an urban, public middle school classroom. While using a digital video editing program, the students moved across multiple media (the Web, digital video, books, and writing), drawing semiotic resources from…

  12. "PAY ATTENTION!": How Teachers and Students Construct Attentiveness in First Grade Classrooms

    ERIC Educational Resources Information Center

    Milman, Noriko Sabene

    2009-01-01

    Research indicates that early school success influences eventual life chances and that attentiveness in the classroom contributes to early school success. Using ethnographic fieldnotes, interviews, short surveys, and video footage collected over three school years, I investigate how teachers and young students experience "attentiveness" during…

  13. 40 Active Learning Strategies for the Inclusive Classroom, Grades K-5

    ERIC Educational Resources Information Center

    Green, Linda Schwartz; Casale-Giannola, Diane

    2011-01-01

    Research indicates that students of all ages and demographics benefit from active learning strategies. The challenge is translating what we know into what we do. Award-winning educators Linda Schwartz Green and Diane Casale-Giannola build that bridge with more than 40 easy-to-implement strategies for today's inclusive classroom. This practical…

  14. Teaching New Literacies in Grades K-3: Resources for 21st-Century Classrooms

    ERIC Educational Resources Information Center

    Moss, Barbara, Ed.; Lapp, Diane, Ed.

    2009-01-01

    Even the youngest readers and writers in today's classrooms can benefit enormously from engagement with a wide range of traditional and nontraditional texts. This teacher-friendly handbook is packed with creative strategies for introducing K-3 students to fiction, poetry, and plays; informational texts; graphic novels; digital storytelling;…

  15. Child Perceptions of Teacher Interpersonal Behavior and Associations with Mathematics Achievement in Dutch Early Grade Classrooms

    ERIC Educational Resources Information Center

    Zijlstra, Haytske; Wubbels, Theo; Brekelmans, Mieke; Koomen, Helma M. Y.

    2013-01-01

    This study analyzed children's generalized perceptions of teacher interpersonal behavior in terms of two dimensions, control and affiliation, referring to the degree of teacher leadership/ management and teacher friendliness friendliness/cooperation in the classroom, respectively. An adapted version of the Questionnaire on Teacher Interaction…

  16. Morning Meeting in a Third Grade Classroom: Literacy and Learning [Standards

    ERIC Educational Resources Information Center

    Boyd, Maureen P.; Smyntek-Gworek, Sylvia

    2012-01-01

    This illustrative case explicates how one teacher supports student critical thinking by personalizing instruction during Morning Meeting. Sought after learning outcomes outlined in Common Core Standards are met as he purposefully anchors learning in student contributions. Through classroom discourse analysis we show how this teacher decided in the…

  17. A Survey of Sustained Silent Reading Practices in Seventh-Grade Classrooms.

    ERIC Educational Resources Information Center

    Nagy, Nancy M.; Campenni, C. Estelle; Shaw, Janet N.

    The practice of sustained silent reading (SSR) is based on the belief that motivation, interest, self-selection, modeling, and time spent reading contribute to student reading achievement. A study was designed to ascertain the prevalence of SSR in classrooms in a particular geographic area and the degree to which the program's original goals are…

  18. The Multi-Grade Classroom: Myth and Reality. A Canadian Study.

    ERIC Educational Resources Information Center

    Gayfer, Margaret, Ed.

    Questionnaires were developed to get demographic, administrative, and pedagogical information from both rural and urban districts. Replies were received from 89.9 percent of the superintendents or directors of education, 83 percent of the principals of schools with multigraded classrooms, and 80 percent of the teachers of multigraded classes. An…

  19. Anxiety, Intelligence, and Classroom Structure Effects on Reading Achievement in Sixth and Seventh Grade.

    ERIC Educational Resources Information Center

    Binder, Barry

    Hypotheses derived from Hull-Spence learning theory were tested in an investigation of the interactions of anxiety, intelligence, and classroom structure. After pretesting using the Lorge-Thorndike Intelligence Test and the Children's Manifest Anxiety Scale (CMAS), the 324 sixth graders and seventh graders were assigned to one of the eight…

  20. Progression in Complexity: Contextualizing Sustainable Marine Resources Management in a 10th Grade Classroom

    ERIC Educational Resources Information Center

    Bravo-Torija, Beatriz; Jimenez-Aleixandre, Maria-Pilar

    2012-01-01

    Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through…

  1. A Global Perspective on Virtual Reality. Grade Levels 9-12. Technology in the Classroom.

    ERIC Educational Resources Information Center

    American Forum for Global Education, New York, NY.

    This activity packet addresses technology in the classroom, specifically using the Internet. It presents three activities that use the Internet as a resource: (1) "Whose Point of View" (the transfer of Hong Kong to Chinese control); (2) "Where to Look" (an earthquake in Afghanistan); and (3) "Research Project: The Pros and Cons of Free Trade."…

  2. Preschool Behavior Problems in Classroom Learning Situations and Literacy Outcomes in Kindergarten and First Grade

    ERIC Educational Resources Information Center

    Bulotsky-Shearer, Rebecca J.; Fantuzzo, John W.

    2011-01-01

    Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N=2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level…

  3. 4th International Plant Biomechanics Conference Proceedings (Abstracts)

    SciTech Connect

    Frank W. Telewski; Lothar H. Koehler; Frank W. Ewers

    2003-07-20

    The 4th International Plant Biomechanics Conference facilitated an interdisciplinary exchange between scientists, engineers, and educators addressing the major questions encountered in the field of Plant Biomechanics. Subjects covered by the conference include: Evolution; Ecology; Mechanoreception; Cell Walls; Genetic Modification; Applied Biomechanics of Whole Plants, Plant Products, Fibers & Composites; Fluid Dynamics; Wood & Trees; Fracture Mechanics; Xylem Pressure & Water Transport; Modeling; and Introducing Plant Biomechanics in Secondary School Education.

  4. Science on the Web: Students Online in a Sixth-Grade Classroom.

    ERIC Educational Resources Information Center

    Wallace, Raven McCrory; Kupperman, Jeff; Krajcik, Joseph; Soloway, Elliot

    2000-01-01

    Observes students in 6th grade science classes as they use the Web to carry out an inquiry-based assignment. Explores their understanding and enactment of the assignment to do research on the Web. (Author/CCM)

  5. Out of the Box: Critical Literacy in a First-Grade Classroom

    ERIC Educational Resources Information Center

    Leland, Christine H.; Harste, Jerome C.; Huber, Kimberly R.

    2005-01-01

    Kimberly Huber's preliminary exploration of critical literacy is traced. The critical literacy project in which a complex set of literate practices taught the grade 2 and 3 children about power and the possibilities for local civic action is discussed.

  6. Access, engagement, networks, and norms: Dimensions of social capital at work in a first grade classroom

    NASA Astrophysics Data System (ADS)

    Wexler-Robock, Stephanie

    Social capital refers to access and use of resources available through one's networks to solve problems, and the norms that reflect inclusive or exclusive access to those networks and resources. Research has found positive relationships between social capital, academic achievement, and attainment. Studies, however, have generally examined social capital through factors that occur outside the classroom; students who have social capital, acquired through their family and community relationships, seem to be more successful academically. Limited research has explored what if any factors within the classroom might impact the production, and nature of social capital, or its workings in a classroom. The purpose of this study was to explore the workings and nature of classroom social capital, including its possible relationships to engagement and cognition among 5 student participants. Using methods of qualitative data collection, mixed methods were used to analyze information resources, participants' networking, student work, and classroom discourse. Eight interdependent networking factors and 3 overarching patterns of norms were discovered. The networking factors reflected the structure, content, processes, purposes, and acceptability of participants' networking. The norms, also working interdependently, appeared to promote or inhibit among other things, engagement in networking, help seeking, access, sharing, and intertextual use of diverse, often complex sources of information. Through interaction of the 8 factors and 3 overarching norms, ongoing outcomes of networking appeared to include the creation of bridging (inclusive) and bonding (exclusive) forms of social capital, and depth of scientific conceptual understanding, in this case, about birds. Bridging social capital appeared related to willingness to engage in strong and weak tie networking, help seeking, intertextuality, and possibly to mastery goal orientation for all participants, regardless of reading level

  7. Reading: Students' Attitudes and Interests in Fourth, Fifth, and Sixth Grades in Official Portuguese Schools in the USA (A Leitura: Atitudes e Preferencias dos Educandos do 4th, 5th, e 6th Anos de Escolaridade nas Escolas Oficiais Portuguesas nos Estados Unidos da America).

    ERIC Educational Resources Information Center

    Castanho, Maria da Graca Borges

    A study investigated attitudes and preferences concerning reading among fourth-, fifth-, and sixth-grade students in Portuguese-language schools in the United States. Extrinsic factors influencing students (parents, teachers) were also analyzed. The research took place in 10 schools in 5 states. Data were obtained using questionnaires (students)…

  8. Differentiating mass from density: The effect of modeling and student dialogue in a sixth-grade classroom

    NASA Astrophysics Data System (ADS)

    Deich, Martha L.

    The concept of density can be difficult to learn. In the middle grades, students characteristically conflate mass and density, and even after instruction many students do not distinguish them consistently (Smith, Maclin, Grosslight, & Davis, 1997). Few develop a conceptualization of density that accounts for the implications of changing mass, volume, temperature, and/or state. My work looks specifically at how students make sense of the relationship between mass and volume as they refine their understanding of density. The concept of density is challenging to teach. Traditional methods of teaching density in middle-school classrooms typically involve either the measurement of an object's mass and volume and the subsequent calculation of the ratio of the two quantities, or the observation of different materials in water to learn about their buoyancy. Unfortunately, as Carol Smith and her colleagues have documented (1985, 1992, 1997), these approaches leave many students stuck in their "commonsense frameworks" that merge mass and density into one concept. Teachers need better ways to teach density. Hence I designed an intervention to study the effects of some possibly more effective ways to teach density. I developed and taught a complex intervention (Brown, 1992) featuring student modeling, extensive student dialogue on data and data analyses, formative assessments, the substitution of hands-on inquiry for mathematical problem sets, and multiple thought experiments. The hallmarks of the intervention were modeling and student dialogue, and the research question I posed was: Does classroom practice that encourages modeling with open-ended discourse help students differentiate between the concepts of mass and density? I patterned my research on a Smith study of density instruction in eighth grade (Smith, Maclin, Grosslight, & Davis, 1997), which had a quasiexperimental research design that compared the results of teaching density differently in two classrooms. I

  9. The Social Interactions of Students with Disabilities in a 5th Grade Level Inclusive Classroom and the Effect on Academic Achievement

    ERIC Educational Resources Information Center

    Marshall-Reed, Estella

    2010-01-01

    This dissertation is a qualitative, ethnographic case study of 3 students with disabilities. The purpose of this research study was to observe and collect descriptive accounts of the social interactions that exist between the cultures in a 5th grade level inclusive classroom, such as the interactions between the special education students, general…

  10. "Do They Even Know That They Do It?": Exploring Awareness of Spanish-English Code-Switching in a Sixth-Grade English Language Arts Classroom

    ERIC Educational Resources Information Center

    Martínez, Ramón Antonio

    2014-01-01

    This article draws on scholarship in educational and linguistic anthropology to explore awareness of Spanish-English code-switching among bilingual Chicana/o and Latina/o students in a sixth-grade English Language Arts classroom. Analysis of qualitative data gathered via participant observation, video/audio recording, and semistructured interviews…

  11. The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom.

    ERIC Educational Resources Information Center

    Cutshall, Lisa Christine

    This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science…

  12. Extra! Extra! Lewis and Clark Explore America. 5th Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    ERIC Educational Resources Information Center

    Boilon, Susan

    Designed for small group instruction, this fifth-grade classroom activity deals with the creation of a special edition newspaper commemorating the 200th anniversary of the Lewis and Clark Expedition. The activity contains five roles for students (historian, journalist, cartographer/illustrator, biographer, scientist), and each group is to produce…

  13. Beginning the Year in a Fifth-Grade Reform-Based Mathematics Classroom: A Case Study of the Development of Norms

    ERIC Educational Resources Information Center

    Cheval, Kathryn Meador

    2009-01-01

    The purpose of this qualitative case study was to investigate the development of social norms in a fifth-grade reform-based mathematics classroom through a close examination of one teacher's actions during the first three weeks of school. This study offers insights into the following research questions: (1) How does an elementary teacher in a…

  14. Collaborative Teacher Inquiry into iPad Use in Grade 3 Classrooms: Mobilizing Knowledge through a Long-Term School-University Partnership

    ERIC Educational Resources Information Center

    McQuirter Scott, Ruth; Dortmans, Donna; Rath, Cathy; Meeussen, Nancy; Boin, Jennifer

    2015-01-01

    In this paper, we report on a longitudinal case study exploring Grade 3 teachers' implementation of iPads in the Language Arts classroom. A school-university partnership was formed based on a collaborative teacher inquiry model. We examined factors that shaped our collaboration. The project resulted in greater teacher sharing of iPad…

  15. The Ancient World Explorer: Space Invaders, Copycats or Independent Inventors? Sixth Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    ERIC Educational Resources Information Center

    Benoit, Ty

    When archaeologists dig up the artifacts of ancient civilizations, they make discoveries and attempt to find out what life was like for ancient people. Students in the classroom explore the civilizations of the ancient world attempting to answer questions about how people lived thousands of years ago. In this activity for grade 6, students, in…

  16. Effects of Using History as a Tool to Teach Mathematics on Students' Attitudes, Anxiety, Motivation and Achievement in Grade 11 Classrooms

    ERIC Educational Resources Information Center

    Lim, Siew Yee; Chapman, Elaine

    2015-01-01

    For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students' mathematics achievement. Effects in three affective…

  17. "Our Zoo to You": The Link between Zoo Animals in the Classroom and Science and Literacy Concepts in First-Grade Journal Writing

    ERIC Educational Resources Information Center

    Wilson, Kathleen; Trainin, Guy; Laughridge, Virginia; Brooks, David; Wickless, Mimi

    2011-01-01

    This study examined first-grade students' journal writing to determine how placing live zoo animals in classrooms for science education links to students' emergent and early writing. Students were asked to write journal entries during the daily language arts period. Although no direct instruction in informational text writing was offered, teachers…

  18. The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students

    ERIC Educational Resources Information Center

    McMahon, Susan D.; Wernsman, Jamie; Rose, Dale S.

    2009-01-01

    In this study, 149 low-income, ethnically heterogeneous, fourth- and fifth-grade students completed self-report surveys in the fall and spring of 1 academic year. We examined classroom climate (satisfaction, cohesion, friction, task difficulty, and competition) and school belonging in relation to language arts and math and science self-efficacy,…

  19. A Comparison of Third Grade English Language Learners' Reading Test Scores from Urban Classrooms Taught by Native or Non-Native English Speaking Teachers

    ERIC Educational Resources Information Center

    Ramos, Norma Alicia

    2010-01-01

    Purpose: The purpose of this study was to determine the extent to which third grade English reading achievement scores, as measured by the Texas English Language Proficiency Assessment System (TELPAS), differed between two groups of students--those educated in transitional bilingual classrooms taught by native-English speaking teachers (NESTs) and…

  20. The Social Studies Link to HIV Education. A Sourcebook for HIV/AIDS Education in the Social Studies Classroom, Grades 11-12.

    ERIC Educational Resources Information Center

    LaBonte, Karen

    This sourcebook was developed to present ideas on how to bring the discussion of the Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) into the 11th and 12th grade social studies classroom, while continuing to focus on social studies concepts and skills. The manual's four main sections examine HIV and AIDS from the…

  1. Effects of a Classroom-Based Yoga Intervention on Cortisol and Behavior in Second- and Third-Grade Students: A Pilot Study

    PubMed Central

    Butzer, Bethany; Day, Danielle; Potts, Adam; Ryan, Connor; Coulombe, Sarah; Davies, Brandie; Weidknecht, Kimberly; Ebert, Marina; Flynn, Lisa; Khalsa, Sat Bir S.

    2015-01-01

    This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms® intervention was implemented in one second- and one third-grade classroom. Students’ salivary cortisol responses were assessed at three time points. Classroom teachers also documented their perceptions of the effects of the intervention on students’ cognitive, social and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students’ behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students’ behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior. PMID:25412616

  2. Effects of a classroom-embedded occupational therapist-teacher handwriting program for first-grade students.

    PubMed

    Case-Smith, Jane; Weaver, Lindy; Holland, Terri

    2014-01-01

    This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems.

  3. How fifth grade Latino/a bilingual students use their linguistic resources in the classroom and laboratory during science instruction

    NASA Astrophysics Data System (ADS)

    Stevenson, Alma R.

    2013-12-01

    This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a fifth grade science class entirely comprised of language minority students transitioning out of bilingual education. Therefore, English was the means of instruction in science, supported by informal peer-to-peer Spanish-language communication. This study is grounded in a social constructivist paradigm. From this standpoint, learning science is a social process where social, cultural, and linguistic factors are all considered crucial to the process of acquiring scientific knowledge. The study was descriptive in nature, examining specific linguistic behaviors with the purpose of identifying and analyzing the linguistic functions of students' utterances while participating in science learning. The results suggest that students purposefully adapt their use of linguistic resources in order to facilitate their participation in science leaning. What is underscored in this study is the importance of explicitly acknowledging, supporting, and incorporating bilingual students' linguistic resources both in Spanish and English into the science classroom in order to optimize students' participation and facilitate their understanding.

  4. Experiences in after-school programs and children's adjustment in first-grade classrooms.

    PubMed

    Pierce, K M; Hamm, J V; Vandell, D L

    1999-01-01

    The experiences of 150 children in after-school programs were examined in relation to performance in first grade. Three aspects of program experiences (emotional climate, quality of peer interactions, and program curriculum) were associated with the children's concurrent adjustment at school, controlling for family selection factors. Staff positivity in the after-school programs was associated with boys displaying fewer internalizing and externalizing problems, whereas staff negativity was related to boys obtaining poorer grades in reading and math. Program flexibility was associated with boys having better social skills. More frequent negative interactions with peers in the programs were related to more internalizing and externalizing problems, and poorer social skills at school. Boys who attended programs offering a larger number of different activities had more internalizing and externalizing problems, and poorer grades in reading and math. After-school experiences also were related to girls' behaviors, but associations were less apparent for girls than boys.

  5. An Investigation of Reading Research in the Intermediate Grades with Recommendations for Classroom Use.

    ERIC Educational Resources Information Center

    Moray, Geraldine

    The purposes of this research were to consolidate the findings from research on reading instruction in the intermediate grades in a manner that would be usable for teachers, administrators, and curriculum planners, and to offer suggestions and procedures for the teaching of intermediate reading. The procedures used involved an intensive…

  6. Video-Conferencing Technology Brings a Homebound Middle Grades Student to the Classroom

    ERIC Educational Resources Information Center

    Beeman, Robin Y.; Henderson, Caleb J.

    2012-01-01

    The middle grades are a time of transitions for teenagers. Attending a new school, developing new friendships, meeting new teachers, and becoming more independent are all part of the middle school experience. This article is a case report of a school district's experience using interactive video-conferencing technology to educate and socialize a…

  7. Mathematics Homework: A Study of Three Grade Eight Classrooms in Singapore

    ERIC Educational Resources Information Center

    Kaur, Berinderjeet

    2011-01-01

    This paper explores the nature and source of mathematics homework and teachers' and students' perspectives about the role of mathematics homework. The subjects of the study are three grade 8 mathematics teachers and 115 of their students. Data from field notes, teacher interviews and student questionnaire are analysed using qualitative methods.…

  8. Environmental Resource Guide: Air Quality. A Series of Classroom Activities for Grades 6-8.

    ERIC Educational Resources Information Center

    Reed, Elizabeth W., Ed.

    Many different types of air quality can be studied in middle school science classes using available supplies. This grade 6-8 activity guide was developed to provide opportunities for children to learn about the issue of air quality. Sixteen hands-on activities integrate the issue into middle school science classes. A chart categorizes the…

  9. Engaging Children with Useful Words: Vocabulary Instruction in a Third Grade Classroom

    ERIC Educational Resources Information Center

    Cohen, Lynn; Byrnes, Katherine

    2007-01-01

    This action research project investigated 2 different instructional procedures used for third grade students' vocabulary acquisition. We researched read-aloud trade books containing targeted vocabulary words with daily direct word learning strategies and compared that to a traditional definitional approach with 12 bilingual and 4 monolingual…

  10. Symbolism in Japanese Language and Culture: Activities for the Elementary Classroom. Grades--Upper Elementary.

    ERIC Educational Resources Information Center

    Stanford Univ., CA. Stanford Program on International and Cross Cultural Education.

    This book aims to expose students of grades 4-6 to the language and culture of Japan. The unifying theme of all of the lessons is symbolism in Japanese language and culture. Lessons can be used as a unit or in sections and specific lessons can be presented in isolation. Each day's materials and format are described in detail with specific…

  11. Students Using Handheld Computers to Learn Collaboratively in a First Grade Classroom

    ERIC Educational Resources Information Center

    Fritz, Megan Lynne

    2005-01-01

    This ethnographic study investigated how first grade students used handheld computers to learn in collaboration with others throughout the learning process. This research focused specifically on how the use of handheld computers impacts students' learning outcomes and relates to technology standards. A qualitative methodology was used to capture…

  12. Using Population Data to Create Fun in the 9th-Grade Geography Classroom

    ERIC Educational Resources Information Center

    Smalley, Elizabeth

    2010-01-01

    How can teachers encourage their geography students to make sense of big numbers? The key math skills geography students need to apply are ones they learned long ago in fifth grade: estimation and place value. However, in order to recognize the size of a city, or strength of a country's per capita income, or value of a birth rate, they need…

  13. Third and Fourth Grade Teacher's Classroom Practices in Writing: A National Survey

    ERIC Educational Resources Information Center

    Brindle, Mary; Graham, Steve; Harris, Karen R.; Hebert, Michael

    2016-01-01

    A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers' beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and…

  14. Engineering Design Processes in Seventh-Grade Classrooms: Bridging the Engineering Education Gap

    ERIC Educational Resources Information Center

    English, Lyn D.; Hudson, Peter B.; Dawes, Les

    2012-01-01

    This paper reports on some findings from the first year of a three-year longitudinal study, in which seventh- to ninth-graders were introduced to engineering education. Specifically, the paper addresses students' responses to an initial design activity involving bridge construction, which was implemented at the end of seventh grade. This paper…

  15. Critical Democracy through Digital Media Production in a Third-Grade Classroom

    ERIC Educational Resources Information Center

    Montgomery, Sarah E.

    2014-01-01

    This article explores the ways that alternative digital media production by elementary students can support education for critical democracy. The article centers on a collaborative, qualitative study in which students in a 3rd-grade class at a Title One school created and disseminated podcasts about issues of historical injustice rooted in the key…

  16. Classroom Instructional Quality, Exposure to Mathematics Instruction and Mathematics Achievement in Fifth Grade

    ERIC Educational Resources Information Center

    Ottmar, Erin R.; Decker, Lauren E.; Cameron, Claire E.; Curby, Timothy W.; Rimm-Kaufman, Sara E.

    2014-01-01

    This study examined the quality of teacher-child interactions and exposure to mathematics instruction as predictors of 5th grade student's mathematics achievement. The sample was a subset of the children involved in the NICHD-SECC longitudinal study (N = 657). Results indicate that, even after controlling for student demographic…

  17. Taking Dual Enrollment Deeper: Supports for the "Forgotten Middle" in a Tenth Grade Classroom

    ERIC Educational Resources Information Center

    Leonard, Jack

    2010-01-01

    This qualitative research case study examined the supports required for 31 academically average 10th grade students to succeed on three dual enrollment college courses. Conceptually, support was a team effort, with contributions considered from administrators, faculty, parents and students. The paper documents support contributions from all four…

  18. A Multiliteracies Pedagogy: Exploring Semiotic Possibilities of a Disney Video in a Third Grade Diverse Classroom

    ERIC Educational Resources Information Center

    Ajayi, Lasisi

    2011-01-01

    Disney videos are used across the US as important materials for teaching language arts and literacy in elementary schools. However, how pupils make meaning of the videos has not been sufficiently investigated in educational research. Twenty-five third-grade pupils were taught comprehension skills using "Sleeping Beauty." The students created their…

  19. Integrating Content in the ESL Classroom. A Thematic Approach: Climate and Weather in Grade 7 Science.

    ERIC Educational Resources Information Center

    Bulloch, Nancy V.; Schilling, Trina K.

    A 2-week instructional unit on weather and climate, designed for seventh grade limited-English-proficient students, is presented. Each lesson plan uses a variety of teaching techniques and provides extension activities that can be adapted to students with higher proficiency ratings. Most of the units are intended for completion in 1 or 2 days, but…

  20. Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms

    ERIC Educational Resources Information Center

    Barnes, Nicole C.; Urbankowski, Daniel

    2014-01-01

    As young adolescents, middle grades students experience a wide variety of changes related to their cognitive capabilities, social and emotional well-being, and use of self-regulation strategies. Authentic performance tasks challenge students to apply their knowledge and skills to realistic problems to create products or performances--consistent…

  1. Chickscope Realized: A Situated Evaluation of a Sixth-Grade Classroom.

    ERIC Educational Resources Information Center

    Hogan, Maureen P.

    2000-01-01

    This is a case study of two sixth-grade teachers from Illinois who participated in a semester-long inservice to learn about Chickscope, a supercomputing application that allows students and teachers remote access to magnetic resonance images of chicken embryos. Shows how they produced an inquiry-based unit on chicken weight and measurement.…

  2. Agency and Expanding Capabilities in Early Grade Classrooms: What It Could Mean for Young Children

    ERIC Educational Resources Information Center

    Adair, Jennifer Keys

    2014-01-01

    In this essay, Jennifer Keys Adair aims to clarify the concept of "agency" as a tool for improving the educational experiences of young children in the early grades. She conceptualizes agency in the context of schooling as the ability to influence what and how something is learned in order to expand capabilities, drawing on economic…

  3. Toward Meaningful Assessment: Lessons from Five First-Grade Classrooms. Occasional Paper Series 26

    ERIC Educational Resources Information Center

    Kates, Laura R.

    2011-01-01

    Are teachers who are faced with mandated assessments more likely or less likely to explore their students' performance in depth and use their discoveries to enrich learning? This is the story of how six first-grade teachers in New York City responded to a mandated performance assessment--and how that response compared to a set of informal,…

  4. Water Works: A Great Show on Earth. Classroom Activities for Third and Fourth Grades.

    ERIC Educational Resources Information Center

    McClure, Judy; Clark, Neil

    This curriculum guide is divided into five lessons, each containing several activities that reflect the natural path of inquiry that third or fourth grade students might take in considering the water that arrives in their bathroom sinks each morning. Starting from the familiar faucet, the students are encouraged to reflect on their own habits and…

  5. The Elementary Bubble Project: Exploring Critical Media Literacy in a Fourth-Grade Classroom

    ERIC Educational Resources Information Center

    Gainer, Jesse S.; Valdez-Gainer, Nancy; Kinard, Timothy

    2009-01-01

    This article addresses issues surrounding critical media literacy using popular culture texts. The authors focus on the example of their work with a fourth-grade class involved in a project to unpack the messages of popular media and advertising texts. This project, which they call the Elementary Bubble Project, was inspired by guerilla artist Ji…

  6. The perceived impact of No Child Left Behind on third- through fifth-grade elementary science classrooms

    NASA Astrophysics Data System (ADS)

    Kinsler, Angela V.

    The purpose of this study was to describe the perceived impact of No Child Left Behind on elementary science classrooms in 3 Northeast Tennessee school districts. Quantitative descriptive methodology was used to document how No Child Left Behind impacts instructional methodology, professional development, administrative support, materials and resources, and assessment in 3rd through 5th grades. Data were collected using a survey developed by the researcher. The survey consisted of a demographic section, 28 statements, and 2 open-ended questions. The 51 participants included elementary-school science teachers in 8 schools in 3 upper East Tennessee school districts. Data analysis was based on the following demographics: differing levels of teaching experience, No Child Left Behind school status, and small and large schools. Findings included: The 3 greatest concerns of the impact of the No Child Left Behind Act were the pressures felt by teachers to increase test scores, the manner in which it impacted at-risk or disadvantaged students, and the lack of inservice, specifically for science. Findings also revealed that low-scoring schools or grades were receiving extra assistance and teachers reported they feel that their school or district fosters and supports change. An analysis of the open-ended questions emphasized the stress teachers reported feeling along with the loss of science instruction time to math and language arts.

  7. Science Informational Trade Books: An Exploration of Text-based Practices and Interactions in a First-grade Classroom

    NASA Astrophysics Data System (ADS)

    Schreier, Virginia A.

    Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks. Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in

  8. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    PubMed

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science.

  9. Controversy in the classroom: How eighth-grade and undergraduate students reason about tradeoffs of genetically modified food

    NASA Astrophysics Data System (ADS)

    Seethaler, Sherry Lynn

    Current issues in science provide a rich context for learning because they can involve complex tradeoffs that cut across traditional disciplinary boundaries. Despite this potential benefit, and the need for citizens to make decisions about such issues, science controversy remains rare in the classroom. Consequently, there is much unknown about how students make sense of complex, multidisciplinary science. This research examined eighth-grade (n = 190) and undergraduate (n = 9) students' reasoning about tradeoffs in the genetically modified food controversy (main study). To extend the findings from the main study, undergraduate students' reasoning was followed as they learned about ten additional science controversies (extension). The studies took place in the context of curricula designed on the basis of the Scaffolded Knowledge Integration Framework, which posits a set of design principles that help students form a rich, integrated network of ideas about a topic. Two new methodologies were developed for this work. The Embedded Perspective of Science Controversy was used to study students' integration of content in their written arguments (main study) and oral and written questions (extension). The Perspective views science controversy as a set of nested levels, where tradeoffs are one of the levels, but connecting to other levels (underlying scientific details, bigger picture context, etc.) is important for the weighing of tradeoffs. A scheme based on Toulmin's (1958) work on argumentation provided a way of comparing the structure of students' arguments. As indicated by pre and post test scores, the curriculum helped both eighth-grade students (t = 11.7, p < 0.0001) and undergraduates (t = 13.9, p < 0.0001) learn about genetically modified food. In their final papers, both eighth-grade and undergraduate students presented evidence for and against their positions, in contrast with prior literature showing individuals have difficulty coming up with evidence against

  10. Special Issue: 4th International Workshop on Space Radiation (IWSRR)

    NASA Technical Reports Server (NTRS)

    Cucinotta, Francis A.

    2007-01-01

    This special issue of the journal "Radiation and Environmental Biophysics" contains 20 peer-reviewed papers contributed by leading space radiation researcher's world-wide attending the 4th IWSRR. Manuscripts cover a broad range of topics ranging from radiation environments and transport in shielding and planetary surfaces to new results in understanding the biological effects of protons and high-charge and energy (HZE) nuclei on the risk of cancer, and degenerative diseases such as central nervous system effects, heart disease, and cataracts. The issue provides a snapshot of the state-of-the-art of the research in this field, demonstrating both the important results gathered in the past few years with experiments at accelerators, and the need for more research to quantify the risk and develop countermeasures.

  11. The Epilepsy Foundation's 4th Biennial Epilepsy Pipeline Update Conference.

    PubMed

    French, Jacqueline A; Schachter, Steven C; Sirven, Joseph; Porter, Roger

    2015-05-01

    On June 5 and 6, 2014, the Epilepsy Foundation held its 4th Biennial Epilepsy Pipeline Update Conference, an initiative of the Epilepsy Therapy Project, which showcased the most promising epilepsy innovations from health-care companies and academic laboratories dedicated to pioneering and advancing drugs, biologics, technologies, devices, and diagnostics for epilepsy. Speakers and attendees included emerging biotech and medical technology companies, major pharmaceutical and device companies, as well as investigators and innovators at the cutting-edge of epilepsy. The program included panel discussions on collaboration between small and large companies, how to get products in need of funding to the marketplace, who is currently funding epilepsy and CNS innovation, and how the NIH facilitates early-stage drug development. Finally, the conference featured the third annual "Shark Tank" competition. The presentations are summarized in this paper, which is followed by a compilation of the meeting poster abstracts. PMID:25922152

  12. 76 FR 37649 - Safety Zone; Northern California Annual Fireworks Events, July 4th Fireworks Display

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-28

    ... SECURITY Coast Guard 33 CFR Part 165 Safety Zone; Northern California Annual Fireworks Events, July 4th Fireworks Display AGENCY: Coast Guard, DHS. ACTION: Notice of enforcement of regulation. SUMMARY: The Coast Guard will enforce safety zone for the annual July 4th Fireworks Display (Tahoe City 4th of...

  13. The effects of departmentalized and self-contained classrooms on fifth-grade students' achievement in science on the Georgia Criterion Referenced Competency Test

    NASA Astrophysics Data System (ADS)

    Koch, Lisa S.

    Elementary instruction of fifth grade classrooms was found to be primarily in two organizational models in a school district northwest of Atlanta, Georgia. The self-contained classroom provided a generalist teacher responsible for the instruction of all academic subjects to one group of students throughout the day, while departmentalized classrooms were structured utilizing one teacher for the instruction of one or two content areas, and students rotated throughout the day for each of the academic subjects. The majority of studies looking at the effect of instructional organization were concentrated in the content areas of mathematics and reading. This quantitative study, utilized an ex post facto methodology to determine whether fifth grade students attending departmentalized schools or self-contained classrooms had higher student achievement in science as measured by the Georgia Criterion Referenced Competency Test (CRCT). The statistical data was collected through the Georgia Department of Education and included raw mean scores of over 500 students attending departmentalized schools and 500 students attending self-contained classrooms, along with the various subgroups such as gender, ethnicity status, English language learners (ELL), and students with disability (SWD) placement. This data was analyzed to show if a significant statistical difference emerged from either instructional organization. The overall results that emerged from the archival data suggested no significant difference in student achievement existed for almost all subgroups tested of the total 1000+ participant scores used in the study. The results also did however, showed the departmentalization model of instruction had a slight advantage over self-contained classrooms for male students with disabilities.

  14. Effects of a Classroom-Embedded Occupational Therapist–Teacher Handwriting Program for First-Grade Students

    PubMed Central

    Weaver, Lindy; Holland, Terri

    2014-01-01

    This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems. PMID:25397764

  15. PREFACE: 4th International Symposium on Functional Materials (ISFM2011)

    NASA Astrophysics Data System (ADS)

    Yin, Shu; Sekino, Tohru; Tanaka, Shun-ichiro; Sato, Tsugio; Lu, Li; Xue, Dongfeng

    2012-01-01

    The 4th International Symposium on Functional Materials (ISFM2011) was held in Sendai, Japan, on 2-6 August 2011. This Special Issue of Journal of Physics: Conference Series (JPCS) consists of partial manuscripts which were presented at ISFM2011. Advanced materials have experienced a dramatic increase in demand for research, development and applications. The aim of the International Symposium on Functional Materials (ISFM) was to provide an overview of the present status with historical background and to foresee future trends in the field of functional materials. The 4th symposium, ISFM 2011, covered a wide variety of topics within state-of-the-art advanced materials science and technology, and focused especially on four major categories including: Environmental Materials, Electronic Materials, Energy Materials and Biomedical Materials. As you know, a massive earthquake and the Tsunami that followed occurred near the Tohoku region on 11 March 2011. After the earthquake, although there were many difficulties in continuing to organize the symposium, we received warm encouragement from many researchers and societies, especially from the members of the International Advisory Committee and Organizing Committee, so that ISFM2011 could be held on schedule. We are honored that ISFM2011 was the first formal international academic conference held in the Tohoku area of Japan after the 11 March earthquake. About 140 participants from 14 countries took part in the ISFM2011 symposium, which included five plenary talks by world-leading scientists, 32 invited talks, and many oral and poster presentations. We are delighted to see that many researchers are interested in the synthesis and the properties as well as the applications of functional materials. Many fruitful and exciting research achievements were presented in the symposium. We believe that this symposium provided a good chance for scientists to communicate and exchange opinions with each other. We would also like to

  16. To curve or not to curve? The effect of college science grading policies on implicit theories of intelligence, perceived classroom goal structures, and self-efficacy

    NASA Astrophysics Data System (ADS)

    Haley, James M.

    There is currently a shortage of students graduating with STEM (science, technology, engineering, or mathematics) degrees, particularly women and students of color. Approximately half of students who begin a STEM major eventually switch out. Many switchers cite the competitiveness, grading curves, and weed-out culture of introductory STEM classes as reasons for the switch. Variables known to influence resilience include a student's implicit theory of intelligence and achievement goal orientation. Incremental theory (belief that intelligence is malleable) and mastery goals (pursuit of increased competence) are more adaptive in challenging classroom contexts. This dissertation investigates the role that college science grading policies and messages about the importance of effort play in shaping both implicit theories and achievement goal orientation. College students (N = 425) were randomly assigned to read one of three grading scenarios: (1) a "mastery" scenario, which used criterion-referenced grading, permitted tests to be retaken, and included a strong effort message; (2) a "norm" scenario, which used norm-referenced grading (grading on the curve); or (3) an "effort" scenario, which combined a strong effort message with the norm-referenced policies. The dependent variables included implicit theories of intelligence, perceived classroom goal structure, and self-efficacy. A different sample of students (N = 15) were randomly assigned a scenario to read, asked to verbalize their thoughts, and responded to questions in a semi-structured interview. Results showed that students reading the mastery scenario were more likely to endorse an incremental theory of intelligence, perceived greater mastery goal structure, and had higher self-efficacy. The effort message had no effect on self-efficacy, implicit theory, and most of the goal structure measures. The interviews revealed that it was the retake policy in the mastery scenario and the competitive atmosphere in the norm

  17. Managing haemophilia for life: 4th Haemophilia Global Summit.

    PubMed

    Astermark, J; Dolan, G; Hilberg, T; Jiménez-Yuste, V; Laffan, M; Lassila, R; Lobet, S; Martinoli, C; Perno, C-F

    2014-07-01

    The 4th Haemophilia Global Summit was held in Potsdam, Germany, in September 2013 and brought together an international faculty of haemophilia experts and delegates from multidisciplinary backgrounds. The programme was designed by an independent Scientific Steering Committee of haemophilia experts and explored global perspectives in haemophilia care, discussing practical approaches to the optimal management of haemophilia now and in the future. The topics outlined in this supplement were selected by the Scientific Steering Committee for their relevance and potential to influence haemophilia care globally. In this supplement from the meeting, Jan Astermark reviews current understanding of risk factors for the development of inhibitory antibodies and discusses whether this risk can be modulated and minimized. Factors key to the improvement of joint health in people with haemophilia are explored, with Carlo Martinoli and Víctor Jiménez-Yuste discussing the utility of ultrasound for the early detection of haemophilic arthropathy. Other aspects of care necessary for the prevention and management of joint disease in people with haemophilia are outlined by Thomas Hilberg and Sébastian Lobet, who highlight the therapeutic benefits of physiotherapy and sports therapy. Riitta Lassila and Carlo-Federico Perno describe current knowledge surrounding the risk of transmission of infectious agents via clotting factor concentrates. Finally, different types of extended half-life technology are evaluated by Mike Laffan, with a focus on the practicalities and challenges associated with these products.

  18. European Code against Cancer 4th Edition: Diet and cancer.

    PubMed

    Norat, Teresa; Scoccianti, Chiara; Boutron-Ruault, Marie-Christine; Anderson, Annie; Berrino, Franco; Cecchini, Michele; Espina, Carolina; Key, Tim; Leitzmann, Michael; Powers, Hilary; Wiseman, Martin; Romieu, Isabelle

    2015-12-01

    Lifestyle factors, including diet, have long been recognised as potentially important determinants of cancer risk. In addition to the significant role diet plays in affecting body fatness, a risk factor for several cancers, experimental studies have indicated that diet may influence the cancer process in several ways. Prospective studies have shown that dietary patterns characterised by higher intakes of fruits, vegetables, and whole-grain foods, and lower intakes of red and processed meats and salt, are related to reduced risks of death and cancer, and that a healthy diet can improve overall survival after diagnosis of breast and colorectal cancers. There is evidence that high intakes of fruit and vegetables may reduce the risk of cancers of the aerodigestive tract, and the evidence that dietary fibre protects against colorectal cancer is convincing. Red and processed meats increase the risk of colorectal cancer. Diets rich in high-calorie foods, such as fatty and sugary foods, may lead to increased calorie intake, thereby promoting obesity and leading to an increased risk of cancer. There is some evidence that sugary drinks are related to an increased risk of pancreatic cancer. Taking this evidence into account, the 4th edition of the European Code against Cancer recommends that people have a healthy diet to reduce their risk of cancer: they should eat plenty of whole grains, pulses, vegetables and fruits; limit high-calorie foods (foods high in sugar or fat); avoid sugary drinks and processed meat; and limit red meat and foods high in salt.

  19. European Code against Cancer 4th Edition: Diet and cancer.

    PubMed

    Norat, Teresa; Scoccianti, Chiara; Boutron-Ruault, Marie-Christine; Anderson, Annie; Berrino, Franco; Cecchini, Michele; Espina, Carolina; Key, Tim; Leitzmann, Michael; Powers, Hilary; Wiseman, Martin; Romieu, Isabelle

    2015-12-01

    Lifestyle factors, including diet, have long been recognised as potentially important determinants of cancer risk. In addition to the significant role diet plays in affecting body fatness, a risk factor for several cancers, experimental studies have indicated that diet may influence the cancer process in several ways. Prospective studies have shown that dietary patterns characterised by higher intakes of fruits, vegetables, and whole-grain foods, and lower intakes of red and processed meats and salt, are related to reduced risks of death and cancer, and that a healthy diet can improve overall survival after diagnosis of breast and colorectal cancers. There is evidence that high intakes of fruit and vegetables may reduce the risk of cancers of the aerodigestive tract, and the evidence that dietary fibre protects against colorectal cancer is convincing. Red and processed meats increase the risk of colorectal cancer. Diets rich in high-calorie foods, such as fatty and sugary foods, may lead to increased calorie intake, thereby promoting obesity and leading to an increased risk of cancer. There is some evidence that sugary drinks are related to an increased risk of pancreatic cancer. Taking this evidence into account, the 4th edition of the European Code against Cancer recommends that people have a healthy diet to reduce their risk of cancer: they should eat plenty of whole grains, pulses, vegetables and fruits; limit high-calorie foods (foods high in sugar or fat); avoid sugary drinks and processed meat; and limit red meat and foods high in salt. PMID:26164653

  20. Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

    NASA Astrophysics Data System (ADS)

    Deal, Debby

    Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

  1. European Code against Cancer, 4th Edition: Tobacco and cancer.

    PubMed

    Leon, Maria E; Peruga, Armando; McNeill, Ann; Kralikova, Eva; Guha, Neela; Minozzi, Silvia; Espina, Carolina; Schüz, Joachim

    2015-12-01

    Tobacco use, and in particular cigarette smoking, is the single largest preventable cause of cancer in the European Union (EU). All tobacco products contain a wide range of carcinogens. The main cancer-causing agents in tobacco smoke are polycyclic aromatic hydrocarbons, tobacco-specific N-nitrosamines, aromatic amines, aldehydes, and certain volatile organic compounds. Tobacco consumers are also exposed to nicotine, leading to tobacco addiction in many users. Cigarette smoking causes cancer in multiple organs and is the main cause of lung cancer, responsible for approximately 82% of cases. In 2012, about 313,000 new cases of lung cancer and 268,000 lung cancer deaths were reported in the EU; 28% of adults in the EU smoked tobacco, and the overall prevalence of current use of smokeless tobacco products was almost 2%. Smokeless tobacco products, a heterogeneous category, are also carcinogenic but cause a lower burden of cancer deaths than tobacco smoking. One low-nitrosamine product, snus, is associated with much lower cancer risk than other smokeless tobacco products. Smoking generates second-hand smoke (SHS), an established cause of lung cancer, and inhalation of SHS by non-smokers is still common in indoor workplaces as well as indoor public places, and more so in the homes of smokers. Several interventions have proved effective for stopping smoking; the most effective intervention is the use of a combination of pharmacotherapy and behavioural support. Scientific evidence leads to the following two recommendations for individual action on tobacco in the 4th edition of the European Code Against Cancer: (1) "Do not smoke. Do not use any form of tobacco"; (2) "Make your home smoke-free. Support smoke-free policies in your workplace". PMID:26272517

  2. Results of 4th repeated levelling survey in Estonia

    NASA Astrophysics Data System (ADS)

    Kall, Tarmo; Torim, Ants; Jürma, Helju; Liibusk, Aive; Jürgenson, Harli

    2010-05-01

    Estonian precise levelling network consists of about 2000 km levelling lines and 1300 benchmarks. Three precise repeated levellings were carried out: in 1933-1943, 1948-1969 and 1970-1996. Three height systems have been realized: Tallinn Height System (unofficial system), Baltic Height System of 1951 and Baltic Height System of 1977 (BK77). Campaign of 4th repeated levelling was started at 2004 with goal to reconstruct the destroyed and damaged benchmarks, to realize the new height system and concept of integrated geodetic network. Reconstructed levelling network will consist of approximately 3000 km levelling lines and 2300 benchmarks. Digital level DiNi and NEDO invar code rod is used for levelling. Levellings carried out so far is characterized by high precision: levelling error calculated using levelling loops closing error is 0.23 mm/km. In the end of 2010 is planned to complete the levelling field work. After that the processing of the levelling data and the realization of the new height system will be implemented. Goal of the present study was to adjust the height differences of the latest repeated levelling and compare obtained benchmarks heights with previous ones. Method of the least squares and software SBG GEO 2005 was used for adjustment. Minimally constrained adjustment with one fixed benchmarks was used. Location of the benchmark was chosen in the area of minimal postglacial land uplift. Obtained benchmark heights are preliminary because no rod calibration, refraction etc. corrections were added yet to field height differences. Therefore obtained heights are not realization of the new height system. Still obtained heights can be used for example for improving of Estonian geoid model. In comparison between new and old benchmark heights, SE-NW directional pattern of postglacial land uplift appeared as expected.

  3. European Code against Cancer, 4th Edition: Tobacco and cancer.

    PubMed

    Leon, Maria E; Peruga, Armando; McNeill, Ann; Kralikova, Eva; Guha, Neela; Minozzi, Silvia; Espina, Carolina; Schüz, Joachim

    2015-12-01

    Tobacco use, and in particular cigarette smoking, is the single largest preventable cause of cancer in the European Union (EU). All tobacco products contain a wide range of carcinogens. The main cancer-causing agents in tobacco smoke are polycyclic aromatic hydrocarbons, tobacco-specific N-nitrosamines, aromatic amines, aldehydes, and certain volatile organic compounds. Tobacco consumers are also exposed to nicotine, leading to tobacco addiction in many users. Cigarette smoking causes cancer in multiple organs and is the main cause of lung cancer, responsible for approximately 82% of cases. In 2012, about 313,000 new cases of lung cancer and 268,000 lung cancer deaths were reported in the EU; 28% of adults in the EU smoked tobacco, and the overall prevalence of current use of smokeless tobacco products was almost 2%. Smokeless tobacco products, a heterogeneous category, are also carcinogenic but cause a lower burden of cancer deaths than tobacco smoking. One low-nitrosamine product, snus, is associated with much lower cancer risk than other smokeless tobacco products. Smoking generates second-hand smoke (SHS), an established cause of lung cancer, and inhalation of SHS by non-smokers is still common in indoor workplaces as well as indoor public places, and more so in the homes of smokers. Several interventions have proved effective for stopping smoking; the most effective intervention is the use of a combination of pharmacotherapy and behavioural support. Scientific evidence leads to the following two recommendations for individual action on tobacco in the 4th edition of the European Code Against Cancer: (1) "Do not smoke. Do not use any form of tobacco"; (2) "Make your home smoke-free. Support smoke-free policies in your workplace".

  4. The impact of the Good Behavior Game, a universal classroom-based preventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood.

    PubMed

    Kellam, Sheppard G; Wang, Wei; Mackenzie, Amelia C L; Brown, C Hendricks; Ompad, Danielle C; Or, Flora; Ialongo, Nicholas S; Poduska, Jeanne M; Windham, Amy

    2014-02-01

    The Good Behavior Game (GBG), a method of teacher classroom behavior management, was tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985-1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of a profile of externalizing problem outcomes. This article reports on the GBG impact on the courses and interrelationships among aggressive, disruptive behavior through middle school, risky sexual behaviors, and drug abuse and dependence disorders through ages 19-21. In five poor to lower-middle class, mainly African American urban areas, classrooms within matched schools were assigned randomly to either the GBG intervention or the control condition. Balanced assignment of children to classrooms was made, and teachers were randomly assigned to intervention or control. Analyses involved multilevel growth mixture modeling. By young adulthood, significant GBG impact was found in terms of reduced high-risk sexual behaviors and drug abuse and dependence disorders among males who in first grade and through middle school were more aggressive, disruptive. A replication with the next cohort of first-grade children with the same teachers occurred during the following school year, but with minimal teacher mentoring and monitoring. Findings were not significant but generally in the predicted direction. A universal classroom-based prevention intervention in first- and second-grade classrooms can reduce drug abuse and dependence disorders and risky sexual behaviors. PMID:23070695

  5. The impact of the Good Behavior Game, a universal classroom-based preventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood.

    PubMed

    Kellam, Sheppard G; Wang, Wei; Mackenzie, Amelia C L; Brown, C Hendricks; Ompad, Danielle C; Or, Flora; Ialongo, Nicholas S; Poduska, Jeanne M; Windham, Amy

    2014-02-01

    The Good Behavior Game (GBG), a method of teacher classroom behavior management, was tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985-1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of a profile of externalizing problem outcomes. This article reports on the GBG impact on the courses and interrelationships among aggressive, disruptive behavior through middle school, risky sexual behaviors, and drug abuse and dependence disorders through ages 19-21. In five poor to lower-middle class, mainly African American urban areas, classrooms within matched schools were assigned randomly to either the GBG intervention or the control condition. Balanced assignment of children to classrooms was made, and teachers were randomly assigned to intervention or control. Analyses involved multilevel growth mixture modeling. By young adulthood, significant GBG impact was found in terms of reduced high-risk sexual behaviors and drug abuse and dependence disorders among males who in first grade and through middle school were more aggressive, disruptive. A replication with the next cohort of first-grade children with the same teachers occurred during the following school year, but with minimal teacher mentoring and monitoring. Findings were not significant but generally in the predicted direction. A universal classroom-based prevention intervention in first- and second-grade classrooms can reduce drug abuse and dependence disorders and risky sexual behaviors.

  6. The Impact of the Good Behavior Game, a Universal Classroom-Based Preventive Intervention in First and Second Grades, on High-Risk Sexual Behaviors and Drug Abuse and Dependence Disorders into Young Adulthood

    PubMed Central

    Wang, Wei; Mackenzie, Amelia C. L.; Brown, C. Hendricks; Ompad, Danielle C.; Or, Flora; Ialongo, Nicholas S.; Poduska, Jeanne M.; Windham, Amy

    2013-01-01

    The Good Behavior Game (GBG), a method of teacher classroom behavior management, was tested in first-and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985–1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of a profile of externalizing problem outcomes. This article reports on the GBG impact on the courses and interrelationships among aggressive, disruptive behavior through middle school, risky sexual behaviors, and drug abuse and dependence disorders through ages 19–21. In five poor to lower-middle class, mainly African American urban areas, classrooms within matched schools were assigned randomly to either the GBG intervention or the control condition. Balanced assignment of children to classrooms was made, and teachers were randomly assigned to intervention or control. Analyses involved multilevel growth mixture modeling. By young adulthood, significant GBG impact was found in terms of reduced high-risk sexual behaviors and drug abuse and dependence disorders among males who in first grade and through middle school were more aggressive, disruptive. A replication with the next cohort of first-grade children with the same teachers occurred during the following school year, but with minimal teacher mentoring and monitoring. Findings were not significant but generally in the predicted direction. A universal classroom-based prevention intervention in first- and second-grade classrooms can reduce drug abuse and dependence disorders and risky sexual behaviors. PMID:23070695

  7. The Use of eReaders in the Classroom and at Home to Help Third-Grade Students Improve Their Reading and English/Language Arts Standardized Test Scores

    ERIC Educational Resources Information Center

    Union, Craig D.; Union, Lori Walker; Green, Tim D.

    2015-01-01

    This study explored the effects of a portable technology intervention, the Nook Simple Touch eReader, on student performance in Reading and English/Language Arts when included as an integral part of the teaching and learning process in an elementary third-grade classroom. This study used the participating students' end-of-year second-grade scores…

  8. An analysis of science instruction in the fifth-grade science classroom: Investigating activity-based instruction with student-generated discussion

    NASA Astrophysics Data System (ADS)

    Vowell, Julie E.

    The purpose of this study was to determine the extent to which debriefing impacts the level of cognitive understanding among students in the fifth-grade science classroom. This mixed methods study involved two fifth-grade science classrooms (N = 39) in a one month exploration of rocks and minerals. Two fifth-grade science classrooms participated in a unit using identical content, but had different pedagogical orientations. The experimental class was taught using the "Do-Talk-Do-Debrief" instructional method and the control class was taught using the "Do-Talk-Do" instructional method without the "Debrief" (metacognitive component). Research for the quantitative portion of this study was conducted using a pretest-posttest control-group design. The design was used to test the hypothesized relationship between an activity-based instructional method with debriefing and students' achievement. Two intact, equivalent fifth-grade classes were randomly assigned to treatment and control conditions. Prior to the beginning of the study, a researcher-developed pretest was administered to all participants to assess the students' prior knowledge of rocks and minerals. A posttest measure was given to the participants upon conclusion of the unit to measure knowledge and understanding. Following the posttest, the participants did not receive additional instruction over rocks and minerals. A similar posttest was administered to both groups two weeks later as an added measure for retention. A t-test for independent samples was used to examine differences on the pretest between the experimental and control groups. Likewise, a t-test was used to compare the mean scores on the first posttest (achievement). A separate t-test was conducted on the second posttest (retention) and was followed by a Pearson Product Moment Correlation, conducted by group. Research for the qualitative portion of this study involved classroom observations throughout the rock and mineral unit followed by a teacher

  9. Exploring How Second Grade Elementary Teachers Translate Their Nature of Science Views into Classroom Practice After a Graduate Level Nature of Science Course

    NASA Astrophysics Data System (ADS)

    Deniz, Hasan; Adibelli, Elif

    2015-12-01

    The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the course of this study. The primary data sources were (a) assessment of the elementary teachers' NOS views before and after the graduate level NOS course using the Views of Nature of Science Questionnaire Version B (VNOS-B) (Lederman et al., 2002) coupled with interviews, and (b) a classroom observation and videotaped recording of the elementary teachers' best NOS lessons coupled with interview. We identified three distinct but related factors that mediated the translation of NOS views into classroom practice: the teachers' perspectives about the developmental appropriateness of the NOS aspect, the teachers' selection of target NOS aspects, and the relative importance placed by teachers on each NOS aspect.

  10. The impact of using a veterinary medicine activity book in the classroom on fifth- and sixth-grade students' depictions of veterinarians.

    PubMed

    San Miguel, Sandra F; Burgess, Wilella; Cipriani Davis, Kauline S; Reed, Dorothy; Adedokun, Omolola

    2013-01-01

    Efforts to develop a diverse, future veterinary workforce must start as early as elementary school, when children begin to form perceptions about careers. The objective of the current project was to determine the impact of the Veterinary Medicine Activity Book: Grade 5 on fifth- and sixth-grade students' depictions of veterinarians. The book was delivered as part of the curriculum in four classrooms. Students were asked to draw a veterinarian and describe the veterinarian's activities before and after being exposed to the book. Drawings were evaluated for the gender and race/ethnicity of the illustrated veterinarian, the description of the veterinarian's activity, and animals portrayed. Significant differences were detected within three of four classrooms. In one class, after exposure to the activity book, more students drew male veterinarians and veterinarians performing an activity specifically mentioned in the book. In a second class, more students drew large animals after exposure to the activity book. In a third class, after exposure to the activity book, more students drew large animals and veterinarians performing an activity specifically mentioned in the book. Results provide preliminary evidence that children's depictions of veterinarians can be altered through use of educational materials delivered in classrooms through teacher-led discussion or formal lesson plans.

  11. The impact of using a veterinary medicine activity book in the classroom on fifth- and sixth-grade students' depictions of veterinarians.

    PubMed

    San Miguel, Sandra F; Burgess, Wilella; Cipriani Davis, Kauline S; Reed, Dorothy; Adedokun, Omolola

    2013-01-01

    Efforts to develop a diverse, future veterinary workforce must start as early as elementary school, when children begin to form perceptions about careers. The objective of the current project was to determine the impact of the Veterinary Medicine Activity Book: Grade 5 on fifth- and sixth-grade students' depictions of veterinarians. The book was delivered as part of the curriculum in four classrooms. Students were asked to draw a veterinarian and describe the veterinarian's activities before and after being exposed to the book. Drawings were evaluated for the gender and race/ethnicity of the illustrated veterinarian, the description of the veterinarian's activity, and animals portrayed. Significant differences were detected within three of four classrooms. In one class, after exposure to the activity book, more students drew male veterinarians and veterinarians performing an activity specifically mentioned in the book. In a second class, more students drew large animals after exposure to the activity book. In a third class, after exposure to the activity book, more students drew large animals and veterinarians performing an activity specifically mentioned in the book. Results provide preliminary evidence that children's depictions of veterinarians can be altered through use of educational materials delivered in classrooms through teacher-led discussion or formal lesson plans. PMID:24072189

  12. Proceedings for the 4th Annual Micros on Parade Conference (4th, Houston, Texas, June 7-8, 1985).

    ERIC Educational Resources Information Center

    Amburgey, Valeria, Ed.; Olivier, Terry A., Ed.

    This document contains 25 presentations on five broad topics: the interface of computers with instruction; computer applications; computer graphics; computer programming; and general interest sessions. A foreword by Dr. Valeria Amburgey of Sam Houston State University precedes the following papers: (1) "Fourth and Fifth Grade Computer Centers…

  13. Expert Systems and Weather Forecasting in the 4th and 5th Grade.

    ERIC Educational Resources Information Center

    Kirkwood, James J.; Gimblett, Randy H.

    1992-01-01

    Fourth and fifth graders built weather measuring instruments, entered data into a computer program that forecasted weather, and compared the resultant forecast with actual weather. As a result of their activities, students took a greater interest in weather phenomena, understood the computer program, and learned to think more logically. (LB)

  14. The Effect of Constructivist Science Teaching on 4th Grade Students' Understanding of Matter

    ERIC Educational Resources Information Center

    Cakici, Yilmaz; Yavuz, Gulben

    2010-01-01

    In the last three decades, the constructivist approach has been the dominant ideology in the field of educational research. The aim of this study is to explore the effect of constructivist science teaching on the students' understanding about matter, and to compare the effectiveness of a constructivist approach over traditional teaching methods.…

  15. Indians in Oregon Today. A 4th Grade Social Studies Supplement.

    ERIC Educational Resources Information Center

    Pepper, Floy

    Designed to provide current, accurate information to teachers and students about the American Indian people living in the state of Oregon, this publication focuses on 10 learning concepts: (1) Indian tribes in Oregon today; (2) Indian people's special relationship with the United States government; (3) the change and impact brought by newcomers to…

  16. America's Wild Horses. Five Day Lesson Plan and Workbook--4th Grade. Legend.

    ERIC Educational Resources Information Center

    Weeks, Arlene E.

    This document contains a teaching guide and a children's activity book about the wild horses and burros living on Nevada public lands managed by the Bureau of Land Management (BLM). In 1971 Congress passed legislation to protect, manage, and control wild horses and burros on public lands. The BLM maintains 270 herd management areas in 10 states.…

  17. On the Appropriateness of Surveying Students in 4th and 5th Grades

    ERIC Educational Resources Information Center

    Luppescu, Stuart

    2016-01-01

    The UChicago Consortium on School Research has been surveying students, teachers, and principals in the Chicago Public Schools (CPS) since 1991 using what is now known as the 5Essentials surveys. The developers categorized and grouped survey measures into what they refer to as "The Five Essentials for School Improvement." The value of…

  18. Suggestions for Teaching 4th Grade LD Students the Concept of Longitude and Latitude in Geography.

    ERIC Educational Resources Information Center

    Holley, Cherie M.

    The paper suggests appropriate activities for teaching learning disabled fourth graders in a regular class the concepts of geographical latitude and longitude. Application of the learning principles identified in a review of the literature suggests the need to include visual, auditory, kinesthetic, and tactile activities of benefit to the entire…

  19. Achieving fruit, juice, and vegetable recipe preparation goals influences consumption by 4th grade students

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Including children in food preparation activities has long been recommended as a method to encourage children's consumption, but has not been evaluated. Goal setting is also a common component of behavior change programs. This study assessed the impact of attaining goals to prepare fruit-juice or ve...

  20. Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

    ERIC Educational Resources Information Center

    Dickes, Amanda Catherine; Sengupta, Pratim

    2013-01-01

    In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator-prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term "agent" in an MABM indicates individual computational objects or actors (e.g., cars), and these…

  1. Scholastic Inc. Pushing Coal: A 4th-Grade Curriculum Lies through Omission

    ERIC Educational Resources Information Center

    Bigelow, Bill

    2011-01-01

    This author grew up thinking that Scholastic was the most trusted name in children's books--endorsed by the holy trinity of school, teacher, and parents. However, he now claims that, these days, among other enterprises, Scholastic produces propaganda for the coal industry and passes it off as curriculum. Scholastic has partnered with the American…

  2. A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

    ERIC Educational Resources Information Center

    Yang, Hsiu-Ting; Wang, Kuo-Hua

    2014-01-01

    Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation…

  3. Understanding of Pollution among 4th, 8th, and 11th Grade Students.

    ERIC Educational Resources Information Center

    Brody, Michael J.

    1991-01-01

    Utilizing student interviews, this study assessed fourth, eighth, and eleventh graders (n=105) in 11 Maine schools concerning their understanding of 4 natural and social science concepts related to pollution. The results hold direct implications for teaching strategies and curriculum design within the environmental and science education domains.…

  4. European Code against Cancer, 4th Edition: Cancer screening.

    PubMed

    Armaroli, Paola; Villain, Patricia; Suonio, Eero; Almonte, Maribel; Anttila, Ahti; Atkin, Wendy S; Dean, Peter B; de Koning, Harry J; Dillner, Lena; Herrero, Rolando; Kuipers, Ernst J; Lansdorp-Vogelaar, Iris; Minozzi, Silvia; Paci, Eugenio; Regula, Jaroslaw; Törnberg, Sven; Segnan, Nereo

    2015-12-01

    In order to update the previous version of the European Code against Cancer and formulate evidence-based recommendations, a systematic search of the literature was performed according to the methodology agreed by the Code Working Groups. Based on the review, the 4th edition of the European Code against Cancer recommends: "Take part in organized cancer screening programmes for: Bowel cancer (men and women); Breast cancer (women); Cervical cancer (women)." Organized screening programs are preferable because they provide better conditions to ensure that the Guidelines for Quality Assurance in Screening are followed in order to achieve the greatest benefit with the least harm. Screening is recommended only for those cancers where a demonstrated life-saving effect substantially outweighs the potential harm of examining very large numbers of people who may otherwise never have, or suffer from, these cancers, and when an adequate quality of the screening is achieved. EU citizens are recommended to participate in cancer screening each time an invitation from the national or regional screening program is received and after having read the information materials provided and carefully considered the potential benefits and harms of screening. Screening programs in the European Union vary with respect to the age groups invited and to the interval between invitations, depending on each country's cancer burden, local resources, and the type of screening test used For colorectal cancer, most programs in the EU invite men and women starting at the age of 50-60 years, and from then on every 2 years if the screening test is the guaiac-based fecal occult blood test or fecal immunochemical test, or every 10 years or more if the screening test is flexible sigmoidoscopy or total colonoscopy. Most programs continue sending invitations to screening up to the age of 70-75 years. For breast cancer, most programs in the EU invite women starting at the age of 50 years, and not before the age

  5. European Code against Cancer, 4th Edition: Cancer screening.

    PubMed

    Armaroli, Paola; Villain, Patricia; Suonio, Eero; Almonte, Maribel; Anttila, Ahti; Atkin, Wendy S; Dean, Peter B; de Koning, Harry J; Dillner, Lena; Herrero, Rolando; Kuipers, Ernst J; Lansdorp-Vogelaar, Iris; Minozzi, Silvia; Paci, Eugenio; Regula, Jaroslaw; Törnberg, Sven; Segnan, Nereo

    2015-12-01

    In order to update the previous version of the European Code against Cancer and formulate evidence-based recommendations, a systematic search of the literature was performed according to the methodology agreed by the Code Working Groups. Based on the review, the 4th edition of the European Code against Cancer recommends: "Take part in organized cancer screening programmes for: Bowel cancer (men and women); Breast cancer (women); Cervical cancer (women)." Organized screening programs are preferable because they provide better conditions to ensure that the Guidelines for Quality Assurance in Screening are followed in order to achieve the greatest benefit with the least harm. Screening is recommended only for those cancers where a demonstrated life-saving effect substantially outweighs the potential harm of examining very large numbers of people who may otherwise never have, or suffer from, these cancers, and when an adequate quality of the screening is achieved. EU citizens are recommended to participate in cancer screening each time an invitation from the national or regional screening program is received and after having read the information materials provided and carefully considered the potential benefits and harms of screening. Screening programs in the European Union vary with respect to the age groups invited and to the interval between invitations, depending on each country's cancer burden, local resources, and the type of screening test used For colorectal cancer, most programs in the EU invite men and women starting at the age of 50-60 years, and from then on every 2 years if the screening test is the guaiac-based fecal occult blood test or fecal immunochemical test, or every 10 years or more if the screening test is flexible sigmoidoscopy or total colonoscopy. Most programs continue sending invitations to screening up to the age of 70-75 years. For breast cancer, most programs in the EU invite women starting at the age of 50 years, and not before the age

  6. Individual and Group Meaning-Making in an Urban Third Grade Classroom: Red Fog, Cold Cans, and Seeping Vapor

    ERIC Educational Resources Information Center

    Southerland, Sherry; Kittleson, Julie; Settlage, John; Lanier, Kimberly

    2005-01-01

    We examined third graders' understandings of condensation using an expanded notion of the Emergent Perspective, a reflexive consideration of individual and group meaning-making situated in the culture of the classroom. Data were collected from two small groups of students in an inquiry-based, urban classroom during a unit on the water cycle.…

  7. An Ecological Reading of Mathematical Language in a Grade 3 Classroom: A Case of Learning and Teaching Measurement Estimation

    ERIC Educational Resources Information Center

    Towers, Jo; Hunter, Kim

    2010-01-01

    In our work in teacher education and professional development, we aim to help teachers to learn to participate in, and create, classroom ecologies that support students' learning. In this article we focus on the challenges of developing a classroom ecology that provides mathematical sustenance for students. We pay particular attention to the ways…

  8. "Things to Share and Do" from the Daybreak Star Indian Reader: Classroom Activities for the Middle Grades.

    ERIC Educational Resources Information Center

    Wolfe, Karleen

    Designed for classroom use, the booklet is a collection of the easiest-to-use classroom ideas taken from past issues of the "Daybreak Star Indian Reader," published monthly throughout the school year by the United Indians of All Tribes Foundation. The selection of articles and activities focus primarily on Plains and Northwest Indian cultures,…

  9. Improving Reading Skills in Predominantly Hispanic Title 1 First-Grade Classrooms: The Promise of Peer-Assisted Learning Strategies

    ERIC Educational Resources Information Center

    Calhoon, Mary Beth; Al Otaiba, Stephanie; Greenberg, Daphne; King, Amber; Avalos, Annalise

    2006-01-01

    The purpose of this study was to examine the efficacy of a supplemental peer-tutoring reading program on phonological and reading fluency skills of first graders (N=78) who were in predominantly Hispanic Title 1 classrooms. Sixty-eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either…

  10. The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms

    NASA Astrophysics Data System (ADS)

    Tseng, Ching-mei

    Critical Thinking has been identified in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) as skills needed to prepare students for advanced education and the future workforce. In science education, argument-based inquiry (ABI) has been proposed as one way to improve critical thinking. The purpose of the current study was to examine the possible effects of the Science Writing Heuristic (SWH) approach, an immersion argument-based inquiry approach to learning science, on students' critical thinking skills. Guided by a question-claims-evidence structure, students who participated in SWH approach were required to negotiate meaning and construct arguments using writing as a tool throughout the scientific investigation process. Students in the control groups learned science in traditional classroom settings. Data from five data sets that included 4417 students were analyzed cross-sectionally and longitudinally. Yearly critical thinking gain scores, as measured by Form X of Cornell Critical Thinking Test, were compared for students who experienced the SWH approach versus students who experienced traditional instruction in both elementary (5th grade) and secondary schools (6th-8th grades). Analyses of yearly gain scores for data sets that represented a single year of implementation yielded statistically significant differences favoring SWH over traditional instruction in all instances and statistically significant interactions between gender and grade level in most instances. The interactions revealed that females had higher gain scores than males at lower grade levels but the reverse was true at higher grade levels. Analyses from data sets that included two years of implementation revealed higher overall gains for SWH instruction than for traditional instruction but most of those gains were achieved during the first year of implementation. Implications of these results for teaching critical thinking skills in science classrooms are

  11. "My Teacher Is Going to Think They're Crazy": Responses to LOPI Practices in U.S. First-Grade Classrooms.

    PubMed

    Adair, Jennifer Keys

    2015-01-01

    This chapter explores how children and adults have been responding when they watch first graders in the United States using their agency in classrooms that value and permit children to Learn by Observing and Pitching In (LOPI). First, I explore how video-cued ethnography helped to capture on film practices in classrooms that support LOPI through the Agency and Young Children Project. Then, I detail what happened when I showed these films to first-grade (age 6-8) children of Latina/o immigrants, elementary school administrators, teachers, and parents as a means to elicit ideas, perspectives, and concerns about the early education of young Latina/o children of immigrants. Findings from the initial analysis indicate that deficit views of immigrant families in the United States may prevent teachers and administrators from supporting LOPI. PMID:26955936

  12. Seeing the Forest, Not the Trees: Essential Technologies for Literacy in the Primary-Grade and Upper Elementary-Grade Classroom

    ERIC Educational Resources Information Center

    Leu, Donald J.; Forzani, Elena; Timbrell, Nicole; Maykel, Cheryl

    2015-01-01

    While countless new technologies are appearing in our lives and in school classrooms, we argue that we need to keep in mind our goals in reading before we use any of them. We suggest that a primary goal is to develop the ability to read in order to learn with online information. Technologies that support this goal, especially the Internet, and…

  13. Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood.

    PubMed

    Jackson, Daisy R; Cappella, Elise; Neal, Jennifer Watling

    2015-12-01

    In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.

  14. 75 FR 35649 - Safety Zone; Northern California Annual Fireworks Events, July 4th Fireworks Display

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-23

    ... SECURITY Coast Guard 33 CFR Part 165 Safety Zone; Northern California Annual Fireworks Events, July 4th Fireworks Display AGENCY: Coast Guard, DHS. ACTION: Notice of enforcement of regulation. SUMMARY: The Coast Guard will enforce the Tahoe City 4th of July Fireworks Display safety zone, from 9 a.m. through 10...

  15. 75 FR 26157 - Safety Zone; Reedville July 4th Celebration, Cockrell's Creek, Reedville, VA

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-11

    ... Federal Register (73 FR 3316). Public Meeting We do not now plan to hold a public meeting. But you may... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; Reedville July 4th Celebration, Cockrell's..., VA in support of the Reedville July 4th Celebration event. This action is intended to restrict...

  16. BOOK REVIEW: Mastering Physics (4th edn) Macmillan Master Series

    NASA Astrophysics Data System (ADS)

    Sugden, Chris

    2000-01-01

    The preface to the first edition of this book, in 1982, stated the aim as `presenting ideas with a directness and simplicity that will enable students to achieve maximum comprehension in the shortest possible time'. The fourth edition remains true to this aim, whilst paying some attention to the possibility of using the book alongside classroom work as well as a revision aid. However, it is as a clear concise summary of GCSE level physics (and a little bit beyond) that this book excels. I would recommend it to students as a revision aid at the end of the course and as a reference book during it. There should certainly be a few copies in the school library. Since I see the book's main role as being for the individual use of students it seemed sensible to ask one for his impression of the book having completed GCSE Physics a few months ago, and this is appended below. Philip Britton The book is split into many small, precise subsections and so allows easy reference to the topic you want to know about. The major equations are all included and explained well. The text is quite detailed and includes helpful examples. Concepts are explained in simple stages and in a way that is easy to understand; for example, the phases of the moon and ray diagrams. Resistors, which had been a little difficult for me, are very well explained. A simple detail like putting the names of the circuit symbols beside them on diagrams helps a lot. Throughout the book there are plenty of diagrams used to assist understanding rather than just illustrate the book. Overall I think that it would be best used as a revision aid. It reads very much like a syllabus with added explanation and examples. Perhaps it would be possible for a class to read a section before a lesson so less basic explanation is required during the lesson and other work can be done. The sections are brief enough to allow even the apathetic to complete such a homework assignment.

  17. Student-teacher relationships and classroom climate in first grade: how do they relate to students' stress regulation?

    PubMed

    Ahnert, Lieselotte; Harwardt-Heinecke, Elena; Kappler, Gregor; Eckstein-Madry, Tina; Milatz, Anne

    2012-01-01

    The present study involved 105 German students at the end of their first semester in elementary school in order to explore the stress that students may experience within the school environment, and how the relationship with the teacher buffers or exacerbates the stress. Student-teacher relationships were explored on both classroom and individual interaction levels. Classrooms were described by external observers in terms of teachers' support and classroom organization. Teachers reported on the relationships with their students regarding closeness, conflict, and dependency, which determined four specific patterns of student-teacher relationships. Furthermore, saliva samples were taken on a Monday and a Friday of the same week (four times each day) to display diurnal cortisol profiles. These profiles were later evaluated by means of slopes and intercepts, reflecting students' daily stress regulation. Comparisons between Monday and Friday profiles of the same student served as an estimate for the stress regulation throughout the week. Finally, associations between the profiles and the specific relationship patterns provided information on significant environmental conditions for students' stress. Students in non-supportive, as compared to supportive, classrooms had flatter cortisol profiles, suggesting that classrooms of low quality hindered sufficient down-regulation of cortisol levels at both the beginning and the end of the week. Moreover, students with conflict-loaded relationships with their teachers were less able to appropriately down-regulate stress (especially on Fridays) than students with proximal-balanced relationships, showing the most optimal cortisol profiles.

  18. Intervention effects on kindergarten and first-grade teachers' classroom food practices and food-related beliefs in American Indian reservation schools.

    PubMed

    Arcan, Chrisa; Hannan, Peter J; Himes, John H; Fulkerson, Jayne A; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

    2013-08-01

    Prevalence of obesity among American Indian children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers' classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial that took place on the Pine Ridge American Indian reservation (fall 2005 to spring 2008). Kindergarten and first-grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (P=0.0005) and fast-food rewards (P=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (P=0.019), that it would be acceptable to sell unhealthy foods as part of school fundraising (P=0.006), and that it would not make sense to limit students' food choices in school (P=0.035). School-based interventions involving teacher training can result in positive changes in teachers' classroom food practices and beliefs about the influence of the school food environment in schools serving American Indian children on reservations.

  19. Intervention effects on kindergarten and first-grade teachers' classroom food practices and food-related beliefs in American Indian reservation schools.

    PubMed

    Arcan, Chrisa; Hannan, Peter J; Himes, John H; Fulkerson, Jayne A; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

    2013-08-01

    Prevalence of obesity among American Indian children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers' classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial that took place on the Pine Ridge American Indian reservation (fall 2005 to spring 2008). Kindergarten and first-grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (P=0.0005) and fast-food rewards (P=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (P=0.019), that it would be acceptable to sell unhealthy foods as part of school fundraising (P=0.006), and that it would not make sense to limit students' food choices in school (P=0.035). School-based interventions involving teacher training can result in positive changes in teachers' classroom food practices and beliefs about the influence of the school food environment in schools serving American Indian children on reservations. PMID:23885704

  20. Intervention effects on kindergarten and 1st grade teachers’ classroom food practices and food-related beliefs in American Indian reservation schools

    PubMed Central

    Arcan, Chrisa; Hannan, Peter J.; Himes, John H.; Fulkerson, Jayne A.; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

    2013-01-01

    Prevalence of obesity among American Indian (AI) children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers’ classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial on the Pine Ridge AI reservation (Fall 2005 to Spring 2008). Kindergarten and first grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (p=0.0005) and fast food rewards (p=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (p=0.019), that it would be acceptable to sell unhealthy foods as part of school fund-raising (p=0.006), and that it would not make sense to limit students’ food choices in school (p=0.035). School-based interventions involving teacher training can result in positive changes in teachers’ classroom food practices and beliefs about the influence of the school food environment in schools serving AI children on reservations. PMID:23885704

  1. Bringing the Ocean into the Social Studies Classroom: What Can Oceanography Do for Sixth through Twelfth Grade Social Studies?

    ERIC Educational Resources Information Center

    Nagel, Paul B.; Earl, Richard A.

    2003-01-01

    In this article, the authors show how oceanography can enlighten and energize the teaching of middle- and high-school social studies on a grade-by-grade basis, and they describe "hooks" from oceanography that will heighten students' interest in various social studies topics. They base the article on their own experiences--as a university-level…

  2. Dairy Industry. Grade 3. One in a Series of Career Development Curriculum Units for the Elementary Classroom. (Third Edition).

    ERIC Educational Resources Information Center

    Briggs, Gail; And Others

    Focusing on the occupational clusters of health and manufacturing, this unit entitled "The Dairy Industry" is one of four grade 3 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC)…

  3. Baking Industry. Grade 2. One in a Series of Career Development Curriculum Units for the Elementary Classroom. (Second Edition).

    ERIC Educational Resources Information Center

    Barret, Jennifer; And Others

    Focusing on the occupational clusters of natural resources and manufacturing, this unit entitled "Baking Industry" is one of four grade 2 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum…

  4. Grading Students' Classroom Writing: Issues and Strategies. ASHE-ERIC Higher Education Report, Volume 27, Number 3.

    ERIC Educational Resources Information Center

    Speck, Bruce W.

    This book offers detailed and complex guidance, and the necessary techniques, for grading college students' writing. It examines why it is important to integrate grading into the writing process; the need for effective writing assignments; ensuring fair professorial judgments; promoting student learning; helping students learn how to respond…

  5. The Classroom Adaptation Scale: A Behavior Rating Scale Designed to Screen Primary Grade Children for School Adaptation Problems.

    ERIC Educational Resources Information Center

    Virbickis, Joseph A.

    After a brief historical review of the background and research, the paper focuses on development of a teacher-administered behavior rating scale to screen for school adaptation problems on a large scale basis using as Ss 15 primary grade teachers and their ratings of 315 primary grade children (ages 6-to-10 years) in their classes. A 16-item…

  6. The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry

    NASA Astrophysics Data System (ADS)

    Benus, Matthew J.

    The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most current studies on ABI agree that it does not come naturally and is only acquired through practice. Additionally, the quality of dialogue is also understood to be an important link in support of student learning. Few studies have examined the ways in which a teacher develops whole-class dialogue over time and the ways in which patterns of dialogue shift over time. The research questions that guided this study were: (1) What were the initial whole-class dialogue patterns established by a fifth-grade science teacher who engaged in ABI? (2) How did the science teacher help to refine whole-class dialogue to support the agreeability of ideas constructed over time? This eighteen week study that took place in a small city of less than 15,000 in Midwestern United States was grounded in interactive constructivism, and utilized a qualitative design method to identify the ways in which an experienced fifth-grade science teacher developed whole-class dialogue and used consensus-making activities to develop the practice of ABI with his students. The teacher in this study used the Science Writing Heuristic (SWH) approach to ABI with twenty-one students who had no previous experience engaging in ABI. This teacher with 10 of years teaching experience was purposefully selected because he was proficient and experienced in practicing ABI. Multiple sources of data were collected, including classroom video with transcriptions, semi-structured interviews, after lesson conversations, and researcher's field notes. Data analysis used a basic qualitative approach. The results showed (1) that the teacher principally engaged in three forms of whole

  7. Impacts of a teacher geospatial technologies professional development project on student spatial literacy skills and interests in science and technology in grade 5--12 classrooms across Montana

    NASA Astrophysics Data System (ADS)

    Crews, Jeffrey Willard

    This study utilized participants in a teacher geospatial technologies professional development project. Data was collected on the impact this professional development model, and the corresponding classroom implementation of the curriculum, had on student spatial literacy skills and students' interest in science and technology. Twenty teachers from across Montana with demonstrated competency in the use of geospatial technologies were selected for participation in this project. These twenty teachers were broken into two cohorts, cohort one served as the experimental group and cohort two served as the control group. Students within these classrooms ranging in grades 5--12, took two assessments, a spatial literacy skills assessment (grades 9--12) and a science and technology interest survey (grades 5--12). Statistical comparisons of the spatial literacy skills assessment made between pretest and posttest experimental group scores showed no significant change between scores from pretest to posttest. Post-hoc analysis of the spatial literacy data differentiated by teacher, gender, grade, level of proficiency, and teacher specific variables did reveal some interesting findings. Scores for teacher specific groupings showed a positive change between testing intervals. Positive changes also occurred for certain groups differentiated by gender, grade level, proficiency level, quantity of implementation, and teacher competency. Frequency distributions results from the science and technology interest survey did not show an important difference between the testing intervals, nor was there an important difference between the experimental group and the control group. Comparative analyses of two teachers varying in quantity of implementation (high and low) produced an increase in student spatial literacy scores for the high quantity implementation group and a decrease for the low quantity group. Student interest scores for the high quantity implementation group decreased while the

  8. How Fifth Grade Latino/a Bilingual Students Use Their Linguistic Resources in the Classroom and Laboratory during Science Instruction

    ERIC Educational Resources Information Center

    Stevenson, Alma R.

    2013-01-01

    This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a…

  9. Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

    ERIC Educational Resources Information Center

    Dias, Michael; Eick, Charles J.; Brantley-Dias, Laurie

    2011-01-01

    A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly…

  10. Transdisciplinarity: Shaping the Future by Reading the Word and Reading the World in an Eighth Grade Classroom

    ERIC Educational Resources Information Center

    Richards, Janet C.

    2012-01-01

    In this essay I pose questions to literacy teacher educators and classroom teachers to inspire them to review their epistemological beliefs about teaching, learning, and knowledge. I also provide some history of transdisciplinarity, and introduce readers to "Miss Smith", a composite of five middle school teachers who hold a transdisciplinary…

  11. Literacy Tools in the Classroom: Teaching through Critical Inquiry, Grades 5-12. Language and Literacy Series

    ERIC Educational Resources Information Center

    Beach, Richard; Campano, Gerald; Edmiston, Brian; Borgmann, Melissa

    2010-01-01

    This innovative resource describes how teachers can help students employ "literacy tools" across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book…

  12. A High-Quality Professional Development for Teachers of Grades 3-6 for Implementing Engineering into Classrooms

    ERIC Educational Resources Information Center

    Guzey, S. Selcen; Tank, Kristina; Wang, Hui-Hui; Roehrig, Gillian; Moore, Tamara

    2014-01-01

    With the increasing emphasis on integrating engineering into K-12 classrooms to help meet the needs of our complex and multidisciplinary society, there is an urgent need to investigate teachers' engineering-focused professional development experiences as they relate to teacher learning, implementation, and student achievement. This study…

  13. Differences in Interaction Patterns of Families with First or Second Grade Sons Rated High or Low in Classroom Adjustment.

    ERIC Educational Resources Information Center

    St. Pierre, Susan; And Others

    This study attempts to determine whether families with a son rated by his teacher as either "high" or "low" on classroom adjustment (behavior indicative of social maturity and achievement motivation) could be differentiated on the basis of their communicative patterns. It was questioned if significant differences existed in the amount of positive…

  14. Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes

    ERIC Educational Resources Information Center

    Kombe, Dennis; Che, S. Megan; Carter, Traci L.; Bridges, William

    2016-01-01

    In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses…

  15. Characteristics of Effective Professional Development: An Examination of the Developmental Designs Character Education Classroom Management Approach in Middle Grades Schools

    ERIC Educational Resources Information Center

    Hough, David L.

    2011-01-01

    More than 2,300 teachers in 241 schools across 25 states participating in a professional development approach to character education classroom management known as Development Designs 1 and Developmental Designs 2 (DD1 & DD2) were studied throughout the 2008-2009 academic school year. Data from this longitudinal program evaluation indicate that…

  16. Ninth and Tenth Grade Students' Mathematics Self-Efficacy Beliefs: The Sources and Relationships to Teacher Classroom Interpersonal Behaviors

    ERIC Educational Resources Information Center

    White, Amanda Garrett

    2009-01-01

    The purpose of the mix-methods action research study was to seek how the changes in students' perceptions about teacher classroom interpersonal behaviors, the four efficacy sources and mathematics self-efficacy beliefs were related. The methods used to accomplish this were: descriptive statistics, t-test, Pearson correlation coefficient…

  17. Sex and Grade Level Differences in Ratings of Students by Teachers and Classroom Observers. Report No. 75-20.

    ERIC Educational Resources Information Center

    Coulter, Cynthia L.; And Others

    Elementary school students were ranked by teachers on scales measuring personality characteristics and teacher expectations. Classroom observers also rated the students to assess the validity of teacher rankings and to determine whether teachers and observers use the same characteristics in forming perceptions of students. Teacher rankings and…

  18. "I Spoke It When I Was a Kid": Practicing Critical Bicultural Pedagogy in a Fourth-Grade Classroom

    ERIC Educational Resources Information Center

    Casesa, Rhianna

    2013-01-01

    By examining the potential of purposefully implemented critical bicultural pedagogy (CBP) for student empowerment, this article responds to "Culture and Power in the Classroom: Educational Foundations for the Schooling of Bicultural Students" by Antonia Darder (Boulder, CO: Paradigm, 2012). Using a theoretical framework based upon…

  19. School District Planning. Grades 9-12. Computers in Education. IMPAC: Instructional Microcomputer Project for Arkansas Classrooms.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock. Arkansas Commission on Microcomputer Instruction.

    This document provides guidelines for the preparation of school district plans for implementation of the microcomputer instructional programs recommended for Arkansas high schools. Introductory materials include a history and description of the Instructional Microcomputer Project for Arkansas Classrooms (IMPAC), results of a state-wide…

  20. Opportunities in the Classroom or Cafeteria for a "Tasting Challenge" to Influence First Grade Students' Willingness to Try New Foods

    ERIC Educational Resources Information Center

    Bellows, Laura L.; Conlon, Tara; Cunningham-Sabo, Leslie; Johnson, Susan L.

    2015-01-01

    Purpose/Objective: To develop and implement a "Tasting Challenge" activity that is feasible for schools to influence and measure the willingness of elementary students to try new foods. Methods: The Tasting Challenge was as part of a classroom activity. Children were individually offered jicama and edamame to taste and rate (yummy, ok,…

  1. The Effect and Value of a WebQuest Activity on Weather in a 5th Grade Classroom

    ERIC Educational Resources Information Center

    Oliver, Deborah

    2010-01-01

    WebQuests are increasing in popularity across the country, yet it remains unclear whether WebQuests confer a significant benefit in student content learning. In addition, the perceptions of teachers regarding the classroom value and efficacy of WebQuests in teaching higher level thinking skills are still unclear. The goals of the study were (a) to…

  2. Teaching and Learning Mathematics for Understanding in a Fifth-Grade Classroom. Elementary Subjects Center Series No. 91.

    ERIC Educational Resources Information Center

    Putnam, Ralph T.; Reineke, James W.

    This report considers what it means for one teacher, Elaine Hugo, to teach mathematics for understanding. By looking closely at the goals Hugo has for her students and how these goals are reflected in how she talks about her teaching and what she does in the classroom, the authors explore what teaching for understanding means for her. The authors…

  3. Mathematical Micro-Identities: Moment-to-Moment Positioning and Learning in a Fourth-Grade Classroom

    ERIC Educational Resources Information Center

    Wood, Marcy B.

    2013-01-01

    Identity is an important tool for understanding students' participation in mathematics lessons. Researchers usually examine identity at a macro-scale: across typical classroom activity and in students' self-reports. However, learning occurs on a micro-scale: in moments during a lesson. To capture identity in these moments, I used…

  4. Blended Learning in Grades 4-12: Leveraging the Power of Technology to Create Student-Centered Classrooms

    ERIC Educational Resources Information Center

    Tucker, Catlin R.

    2012-01-01

    You've heard about blended learning, which mixes online learning with traditional classroom instruction. You have the support of your principal, the backing of your district, and you are ready to take the leap. Now what? In this step-by-step guide, teacher and education blogger Catlin Tucker outlines the process for integrating online discussion…

  5. Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

    NASA Astrophysics Data System (ADS)

    Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

    2014-12-01

    Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to

  6. 4th floor sacking deck looking east from 1945 elevator to ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    4th floor sacking deck looking east from 1945 elevator to 1913 elevator indicating spout used to load bulk grain into rail cars - Stewart Company Grain Elevator, 16 West Carson Street, Pittsburgh, Allegheny County, PA

  7. 16. 4th floor roof, view west, north side of setback ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    16. 4th floor roof, view west, north side of setback to left and delivery stair bulkhead to right - Sheffield Farms Milk Plant, 1075 Webster Avenue (southwest corner of 166th Street), Bronx, Bronx County, NY

  8. TID Test Results for 4th Generation iPad(TradeMark)

    NASA Technical Reports Server (NTRS)

    Guertin, S. M.; Allen, G. R.; McClure, S. S.; LaBel, K. A.

    2013-01-01

    TID testing of 4th generation iPads is reported. Of iPad subsystems, results indicate that the charging circuitry and display drivers fail at lowest TID levels. Details of construction are investigated for additional testing of components.

  9. Initiating New Science Partnerships in Rural Education (INSPIRE) Brining STEM Research to 7th-12th Grade Science and Math Classrooms

    NASA Astrophysics Data System (ADS)

    Radencic, S.; McNeal, K. S.; Pierce, D.

    2012-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in

  10. Strategies for Effective Implementation of Science Models into 6-9 Grade Classrooms on Climate, Weather, and Energy Topics

    NASA Astrophysics Data System (ADS)

    Yarker, M. B.; Stanier, C. O.; Forbes, C.; Park, S.

    2011-12-01

    As atmospheric scientists, we depend on Numerical Weather Prediction (NWP) models. We use them to predict weather patterns, to understand external forcing on the atmosphere, and as evidence to make claims about atmospheric phenomenon. Therefore, it is important that we adequately prepare atmospheric science students to use computer models. However, the public should also be aware of what models are in order to understand scientific claims about atmospheric issues, such as climate change. Although familiar with weather forecasts on television and the Internet, the general public does not understand the process of using computer models to generate a weather and climate forecasts. As a result, the public often misunderstands claims scientists make about their daily weather as well as the state of climate change. Since computer models are the best method we have to forecast the future of our climate, scientific models and modeling should be a topic covered in K-12 classrooms as part of a comprehensive science curriculum. According to the National Science Education Standards, teachers are encouraged to science models into the classroom as a way to aid in the understanding of the nature of science. However, there is very little description of what constitutes a science model, so the term is often associated with scale models. Therefore, teachers often use drawings or scale representations of physical entities, such as DNA, the solar system, or bacteria. In other words, models used in classrooms are often used as visual representations, but the purpose of science models is often overlooked. The implementation of a model-based curriculum in the science classroom can be an effective way to prepare students to think critically, problem solve, and make informed decisions as a contributing member of society. However, there are few resources available to help teachers implement science models into the science curriculum effectively. Therefore, this research project looks at

  11. The Impact of Classroom Activity Breaks on the School-Day Physical Activity of Rural Children

    PubMed Central

    BERSHWINGER, TERESA; BRUSSEAU, TIMOTHY A.

    2013-01-01

    Schools have been identified as a central element in a system that ensures that children participate in enough physical activity to develop healthy lifestyles. Even with this recommendation, many school-based physical activity opportunities are being eliminated/minimized (i.e. physical education (PE), recess). With children spending much of their time at school, other supplemental physical activity opportunities are essential. One such opportunity is through classroom teacher led activity breaks. Very little evidence exists identifying the impact of classroom activity breaks on the daily physical activity patterns of children. Therefore, the purpose of this paper was to determine the impact of classroom teacher led activity breaks on the step counts and moderate-to-vigorous physical activity (MVPA) of 4th grade children at school. Participants in this pilot study included a 4th grade class (N=18; aged 9.2±.4 years; mostly Caucasian (n=14); BMI=19.9±2.8) in a rural school district in the Northeast US. Children wore the NL-1000 piezoelectric pedometer for 2-weeks (a baseline week and an activity break week) during the winter of 2012. Activity breaks were created by the teacher/students to give them ownership in the program (activities included numerous classroom games and walking activities). At baseline, children averaged 4806±639 steps and 17.7±2.8 minutes of MVPA/day. During implementation of the physical activity breaks, children significantly increased both their steps (p<.01; 5651±627; Δ=845) and MVPA (p<.01; 22.3±3.5; Δ=4.6 minutes). Findings suggest that classroom activity breaks have the potential to increase children’s daily physical activity patterns at school. Future studies are needed with a larger and more diverse population to support these findings.

  12. The Probability of a General Education Student Placed in a Co-Taught Inclusive Classroom of Passing the 2014 New York State ELA and Mathematics Assessment in Grades 6-8

    ERIC Educational Resources Information Center

    St. John, Michael M.; Babo, Gerard

    2015-01-01

    This study examined the influence of placement in a co-taught inclusive classroom on the academic achievement of general education students in grades 6-8 in a suburban New York school district on the 2014 New York State ELA and Mathematics Assessments. Propensity Score Matching (PSM) was utilized for sample selection in order to simulate a more…

  13. Semantic Webbing, Semantic-Pictorial Webbing and Standard Basal Teaching Techniques: A Comparison of Three Strategies To Enhance Learning and Memory of a Reading Comprehension Task in the Fourth Grade Classroom.

    ERIC Educational Resources Information Center

    McCarthy-Tucker, Sherri

    A study analyzed the relative effectiveness of three teaching strategies for enhancing vocabulary and reading comprehension. Sixty-eight students in three fourth-grade classrooms in a suburban southwestern public school were presented with a vocabulary lesson on weather from the reading text according to one of the following strategies: (1) basal…

  14. The Effectiveness of Using Linguistic Classroom Activities in Teaching English Language in Developing the Skills of Oral Linguistic Performance and Decision Making Skill among Third Grade Intermediate Students in Makah

    ERIC Educational Resources Information Center

    Alshareef, Fahd Majed

    2016-01-01

    The study aimed to reveal the effectiveness of the use of certain classroom language activities in teaching English language in the development of oral linguistic performance and decision-making among intermediate third-grade students in Makah, and it revealed a statistically significant correlation relationship between the averages of the study…

  15. How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms.

    PubMed

    Rydland, Veslemøy; Aukrust, Vibeke Grøver; Fulland, Helene

    2012-02-01

    This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global Warming Test) consisting of multiple lengthy texts. The sample included 67 language-minority students (native Urdu or native Turkish speakers) from 21 different fifth grade classrooms in Norway. Multiple regression analyses revealed that word decoding and different facets of L2 vocabulary explained most of the variance in Woodcock Passage Comprehension, but a smaller proportion of variance in the Global Warming Test. For the Global Warming Test, prior topic knowledge was the most influential predictor. Furthermore, L2 vocabulary depth appeared to moderate the contribution of prior topic knowledge to the Global Warming Test in this sample of language minority students.

  16. Neuroscientists’ Classroom Visits Positively Impact Student Attitudes

    PubMed Central

    Fitzakerley, Janet L.; Michlin, Michael L.; Paton, John; Dubinsky, Janet M.

    2013-01-01

    The primary recommendation of the 2010 President’s Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists’ visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners’ perceptions of their own potential to learn. Teacher and student surveys were administered in 4th-6th grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students’ interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to primary school

  17. Neuroscientists' classroom visits positively impact student attitudes.

    PubMed

    Fitzakerley, Janet L; Michlin, Michael L; Paton, John; Dubinsky, Janet M

    2013-01-01

    The primary recommendation of the 2010 President's Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists' visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners' perceptions of their own potential to learn. Teacher and student surveys were administered in 4(th)-6(th) grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students' interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to primary school

  18. How Latino/a bilingual students use their language in a fifth grade classroom and in the science laboratory during science instruction

    NASA Astrophysics Data System (ADS)

    Stevenson, Alma R.

    This qualitative research study examines how Latino/a bilingual students use their linguistic resources in their homeroom classroom and in the science laboratory during science instruction. This study was conducted in a school district located in the southwestern part of the United States. The school was chosen based on the criterion that the school is located in an area considered economically depressed, with a predominantly Latino student, school, and neighborhood population. The object of study was a fifth grade bilingual (Spanish/English) classroom where English was the means of instruction. Classroom interaction was examined from a sociolinguistics perspective. The study was descriptive in nature with the objective of analyzing the students' use of their linguistic resources while participating in science learning. The results of this study suggest that the students used their linguistic resources purposefully in order to facilitate their participation in science leaning. In the same manner, it was observed the students' reliance on Spanish as a foundation to enhance their comprehension of the scientific concepts and the dynamics involved in the science lessons, with the purpose of making sense, and thus, to express their understanding (orally and in writing) using their linguistic resources, especially their English language, as it was expected from them. Further, the findings disclose the students' awareness of their own bilingualism, preference for speaking Spanish, and their conceptualization of English as the language to achieve academic success. It has also been observed how the pressure put upon the teacher and the students by the accountability system brings about an implicit bias against Spanish, causing the teacher to assume a paradoxical stance regarding the students' use of Spanish, and thereby, placing the students in an ambivalent position, that might affect, to a certain extent, how students use their Spanish language as a resource to

  19. Classroom Tech

    ERIC Educational Resources Information Center

    Instructor, 2006

    2006-01-01

    This article features the latest classroom technologies namely the FLY Pentop, WriteToLearn, and a new iris scan identification system. The FLY Pentop is a computerized pen from Leapster that "magically" understands what kids write and draw on special FLY paper. WriteToLearn is an automatic grading software from Pearson Knowledge Technologies and…

  20. WWC Review of the Report “Large-Scale Randomized Controlled Trial with 4th Graders Using Intelligent Tutoring of the Structure Strategy to Improve Nonfiction Reading Comprehension.” What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2013

    2013-01-01

    The study reviewed in this paper examined the effects of a web-based tutoring program, “Intelligent Tutoring of the Structure Strategy” (“ITSS”), on the reading comprehension of fourth-grade students in language arts classrooms. The analysis included 1,875 to 2,371 fourth-grade students from 100 to 117 classrooms in Pennsylvania elementary schools…

  1. 75 FR 38721 - Safety Zone; Munising 4th of July Fireworks, South Bay, Lake Superior, Munising, MI

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-06

    ... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; Munising 4th of July Fireworks, South Bay... is intended to restrict vessels from a portion of South Bay during the Munising 4th of July Fireworks... from hazards associated with the Munising 4th of July Fireworks display. Based on the explosive...

  2. 75 FR 34369 - Safety Zones; City of Chicago's July 4th Celebration Fireworks, Lake Michigan, Chicago, IL

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-17

    ... Chicago's July 4th Celebration Fireworks, Chicago, Illinois in the Federal Register (75 FR 22330). We... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zones; City of Chicago's July 4th Celebration... associated with the City of Chicago's July 4th Celebration Fireworks. The Captain of the Port, Sector...

  3. 75 FR 38718 - Safety Zone; Sault Sainte Marie 4th of July Fireworks, St. Mary's River, Sault Sainte Marie, MI

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-06

    ... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; Sault Sainte Marie 4th of July Fireworks... the Sault Sainte Marie 4th of July Fireworks display, July ] 4, 2010. This temporary safety zone is... with the Sault Sainte Marie 4th of July Fireworks display. The fireworks display is planned to...

  4. The Use of a Cognitive Strategy to Support Argument-Based Writing in a Ninth Grade Social Studies Classroom

    ERIC Educational Resources Information Center

    Washburn, Erin; Sielaff, Christopher; Golden, Karin

    2016-01-01

    This study examined the impact of teaching a planning strategy for planning argument-based written responses on the writing performance of ninth grade students in the context of social studies. The Self-Regulated Strategy Development (SRSD) model was used as an instructional framework to teach the planning strategy. Pre- and posttest writing…

  5. Environmental Education Curriculum Guide - K-Grade 5. [Ah-Nei, The Special Classroom Environmental Education Study Area].

    ERIC Educational Resources Information Center

    Bureau of Land Management (Dept. of Interior), Billings, MT.

    This is a curriculum guide for environmental education designed for use in grades K-5. While the guide is designed to be used in a Montana environmental education study area, most activities can be used directly in other locations; others can be adapted. Included are: (1) a discussion of ecological terms, (2) a list of vocabulary words, (3)…

  6. Gold Rush. Fourth Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    ERIC Educational Resources Information Center

    Krupnick, Karen

    In 1875, a man fishing in the isolated Trout River of California discovered several large gold nuggets. This lesson plan asks fourth-grade students to develop a plan to avoid another 1849 gold rush. The plan is to design a new town while considering transportation, housing, food and goods for the miners, and the preservation of the area's…

  7. Digital Photography and Journals in a Kindergarten-First-Grade Classroom: Toward Meaningful Technology Integration in Early Childhood Education

    ERIC Educational Resources Information Center

    Ching, Cynthia Carter; Wang, X. Christine; Shih, Mei-Li; Kedem, Yore

    2006-01-01

    To explore meaningful and effective technology integration in early childhood education, we investigated how kindergarten-first-grade students created and employed digital photography journals to support social and cognitive reflection. These students used a digital camera to document their daily school activities and created digital photo…

  8. Debate on Ratification. Eighth Grade Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    ERIC Educational Resources Information Center

    Mulder, Janet

    Students play the roles of delegates to the U.S. Constitutional convention in this grade 8 interdisciplinary history and language arts unit. After reviewing the activities of the men involved in the convention (Patrick Henry, George Mason, Luther Martin, Richard Henry Lee, John Jay, James Madison, and Alexander Hamilton), participants prepare…

  9. Science Informational Trade Books: An Exploration of Text-Based Practices and Interactions in a First-Grade Classroom

    ERIC Educational Resources Information Center

    Schreier, Virginia A.

    2013-01-01

    Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add…

  10. The Effects of Classroom Placement on the Reading Achievement of Preschool Nonattenders in Kindergarten and First Grade.

    ERIC Educational Resources Information Center

    Popwell, Emma Pace

    A study examined the kindergarten placement decisions of elementary school principals and the extent to which the grouping patterns persisted into the first grade. Subjects, 555 nonpreschool attenders who were enrolled in kindergarten at 22 elementary schools, were randomly selected from each strata of low, medium, and high student eligibility for…

  11. A Resource Guide to Assist Lawyers and Law Students for Participation in Kindergarten through Eighth Grade Law-Related Classrooms.

    ERIC Educational Resources Information Center

    Phi Alpha Delta Law Fraternity International, Washington, DC.

    This guide provides lesson plans for lawyers and law students who serve as resource persons for law-related subjects in grades K-8. The first part of the guide provides an introduction, an explanation of lesson plan format, suggestions to help lawyers and law students work effectively with teachers, and helpful hints for working with students in…

  12. Friends and Relations: Using Literature with Social Themes, Grades 3-5. The Responsive Classroom Series #4.

    ERIC Educational Resources Information Center

    Hurst, Carol Otis; Otis, Rebecca

    This book contains eight selections of literature for children in Grades 3-5, books which focus on themes of friendship and family. Ranging from picture books to novels, these selections are rich with possibilities for exploring topics such as loyalty, empathy, conflict, courage, fairness, responsibility, and diversity. Each selection features the…

  13. Growth of Islam. Seventh Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    ERIC Educational Resources Information Center

    Houson, Judy

    This seventh grade activity asks students to gather data that will help them understand and appreciate the Islamic way of life and to learn to feel comfortable living with a Muslim family in Syria during the second semester of the school year. The activity states each student will be interviewed by a Fulbright official, expected to keep a…

  14. "Some People Do Things Different from Us": Exploring Personal and Global Cultures in a First Grade Classroom

    ERIC Educational Resources Information Center

    Jewett, Pamela

    2011-01-01

    Children's literature can broaden and enhance readers' views of themselves and others. When children's literature from abroad as well as from the United States is incorporated into the literacy practices of a first grade class, the potential exists to widen the children's perspectives of the world and build insights about others. Additionally…

  15. An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade

    ERIC Educational Resources Information Center

    Baker, Scott K.; Santoro, Lana Edwards; Chard, David J.; Fien, Hank; Park, Yonghan; Otterstedt, Janet

    2013-01-01

    This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions…

  16. Learning from Expository Texts: Classroom-Based Strategies for Promoting Comprehension and Content Knowledge in the Elementary Grades

    ERIC Educational Resources Information Center

    Hall-Kenyon, Kendra M.; Black, Sharon

    2010-01-01

    One of the primary purposes of expository text in education is to teach new content. Because elementary grade children are accustomed to applying their literacy skills to reading and writing narratives, they must be taught new skills if they are to access expository content effectively. These skills and practices can be challenging because…

  17. The Effects of Cardio-Syntactic Analysis Instruction on Writing Scores in a 11th Grade High School Classroom

    ERIC Educational Resources Information Center

    Kariuki, Patrick N.; Blair, Paul W.

    2015-01-01

    The purpose of this research was to determine the effects of Cardio-Syntactic Analysis instruction on writing scores in an 11th grade English class. The sample consisted of 35 students enrolled in an Honor's English 11 class at Volunteer high School, in Church Hill, TN. The class was randomly assigned into an experimental group of 17 students and…

  18. Introducing Africa in the Classroom. An Instructional Unit for Seventh Grade Social Studies. Part I. [And] Part II.

    ERIC Educational Resources Information Center

    McKenzie, Karen S.

    The document presents a seventh grade social studies unit on Africa. The unit is one of a number of products developed by a summer workshop for teachers on African curriculum development. The objective is to help students understand the concept of culture, how cultures develop, and how and why cultures change. The document is divided into two…

  19. Using Taped-Problems and Rewards to Increase Addition-Fact Fluency in a First Grade General Education Classroom

    PubMed Central

    Aspiranti, Kathleen B; Skinner, Christopher H; McCleary, Daniel F; Cihak, David F

    2011-01-01

    We used a multiple baseline design across math facts to evaluate classwide use of a taped problem (TP) intervention on first graders' digits correct per minute in a general education classroom. During TP, students attempted to respond to each math fact before they heard the answer on an audiotape. As problems were repeated, response intervals were varied and individual and group feedback and rewards were provided contingent upon improved performance. Across all 3 sets of problems, digits correct per minute increased following the use of TP. We discuss the efficacy of TP as an instructional (as opposed to remedial) procedure, practical implications for teachers, and areas for future research. PMID:22649576

  20. Individual and group meaning-making in an urban third grade classroom: Red fog, cold cans, and seeping vapor

    NASA Astrophysics Data System (ADS)

    Southerland, Sherry; Kittleson, Julie; Settlage, John; Lanier, Kimberly

    2005-11-01

    We examined third graders' understandings of condensation using an expanded notion of the Emergent Perspective, a reflexive consideration of individual and group meaning-making situated in the culture of the classroom. Data were collected from two small groups of students in an inquiry-based, urban classroom during a unit on the water cycle. Measures included conceptual pre-/posttests, interviews, written work, and discourse analyses of a science lesson. Although we identified the supportive role of the teacher's explicit assessments of children's ideas, within the small groups, the force that most potently shaped meaning-making was students' persuasive power, which was in part influenced by the rhetorical moves employed. Specifically, students' evaluative comments (a type of rhetorical move) about contributions of other group members seemed to be particularly persuasive in these groups. Evaluative comments, apart from students' academic status, were shown to be an important influence in not only social knowledge production but also in individual internalization. Our explanation focuses on the particular discursive practices as intellectual resources of urban students, but we are also mindful of the cognitive complexity of the material and the developmental abilities of the students.

  1. The American Mosaic. Eighth Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    ERIC Educational Resources Information Center

    Boston, Jaime

    Between 1892-1954, over 12 million immigrants passed through Ellis Island (New York) on their way to becoming part of the United States melting pot. Even though the trip was very difficult, people considered the U.S. to be the land of opportunity. What made the U.S. seem so good? This role playing exercise for eighth-grade students states that…

  2. Collaborative study for the establishment of the 4(th) International Standard for Streptomycin.

    PubMed

    Jorajuria, S; Raphalen, C; Dujardin, V; Daas, A

    2015-01-01

    An international collaborative study was organised to establish the 4(th) World Health Organization (WHO) International Standard (IS) for Streptomycin. Fourteen laboratories from different countries participated. Potencies of the candidate material were estimated by microbiological assays with sensitive micro-organisms. To ensure continuity between consecutive batches, the 3(rd) IS for Streptomycin was used as a reference. Based on the results of the study, the 4(th) IS for Streptomycin was adopted at the meeting of the WHO Expert Committee for Biological Standardization (ECBS) in 2015 with an assigned potency of 76 000 International Units (IU) per vial. The 4(th) IS for Streptomycin is available from the European Directorate for the Quality of Medicines & HealthCare (EDQM).

  3. A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine-week science instruction grading period

    NASA Astrophysics Data System (ADS)

    Hardy, Shanon D.

    The Individuals with Disabilities Education Act (IDEA) (1997) mandates that students with disabilities have access to the general education curriculum. School districts have developed a variety of service delivery models to provide challenging educational experiences for all students. Co-teaching or collaborative teaching is the most widely used of the different service delivery models. While the philosophy of inclusion is widely accepted, the efficacy of the various inclusion models has recently been the focus of educational research. Researchers have questioned whether the presence of a special educator in the general education classroom has resulted in students with high incidence disabilities receiving specialized instruction. A qualitative study was designed to examine the instructional behaviors and practices exhibited and used by a dyad of educators in self-contained learning disabilities and inclusive co-taught secondary Biology classrooms during a nine-week science instruction grading period. In addition to utilizing interviews, observations, and classroom observation scales to answer the research questions, supporting student data (time-sampling measurement/opportunity to learn and student grades) were collected. The study concluded that the presence of a special educator in a co-taught classroom: (1) did contribute to the creation of a new learning environment, and notable changes in the instructional behaviors and practices of a general educator; (2) did contribute to limited specialized instruction for students with disabilities in the co-taught classrooms and embedded (not overt) special education practices related to the planning and decision-making of the educators; (3) did contribute to the creation of a successful co-teaching partnership including the use of effective teaching behaviors; and (4) did impact success for some of the students with disabilities in the co-taught classrooms; but (5) did not ensure the continuation of some of the new

  4. Trying on and trying out: participatory action research as a tool for literacy and identity work in middle grades classrooms.

    PubMed

    Van Sluys, Katie

    2010-09-01

    This article explores the role of collaborative, ethnographic, participatory action research (PAR) with eighth grade students as a set of possible literacy practices for involving students with issues connected to their lives, resources, language(s), and communities. Findings are based on a year of fieldwork conducted as part of shared inquiry into one public school community's experiences with gentrification and meeting the complex needs of diverse learners. Findings bring to life the ways in which PAR facilitates the redefining of reading, writing, and research; the reconsideration of languages; the rethinking of literacy practices; and the repositioning of participants within and beyond given research endeavors. PMID:20526667

  5. 33 CFR 165.166 - Safety Zone: Macy's July 4th Fireworks, East River, NY.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... CFR 165.23 apply. (2) No vessels, except the Staten Island Ferries, will be allowed to transit the... Fireworks, East River, NY. 165.166 Section 165.166 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... § 165.166 Safety Zone: Macy's July 4th Fireworks, East River, NY. (a) Regulated area. The following...

  6. 33 CFR 165.166 - Safety Zone: Macy's July 4th Fireworks, East River, NY.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... CFR 165.23 apply. (2) No vessels, except the Staten Island Ferries, will be allowed to transit the... Fireworks, East River, NY. 165.166 Section 165.166 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... § 165.166 Safety Zone: Macy's July 4th Fireworks, East River, NY. (a) Regulated area. The following...

  7. 33 CFR 165.166 - Safety Zone: Macy's July 4th Fireworks, East River, NY.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... CFR 165.23 apply. (2) No vessels, except the Staten Island Ferries, will be allowed to transit the... Fireworks, East River, NY. 165.166 Section 165.166 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... § 165.166 Safety Zone: Macy's July 4th Fireworks, East River, NY. (a) Regulated area. The following...

  8. 33 CFR 165.166 - Safety Zone: Macy's July 4th Fireworks, East River, NY.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... CFR 165.23 apply. (2) No vessels, except the Staten Island Ferries, will be allowed to transit the... Fireworks, East River, NY. 165.166 Section 165.166 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... § 165.166 Safety Zone: Macy's July 4th Fireworks, East River, NY. (a) Regulated area. The following...

  9. 33 CFR 165.166 - Safety Zone: Macy's July 4th Fireworks, East River, NY.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... CFR 165.23 apply. (2) No vessels, except the Staten Island Ferries, will be allowed to transit the... Fireworks, East River, NY. 165.166 Section 165.166 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... § 165.166 Safety Zone: Macy's July 4th Fireworks, East River, NY. (a) Regulated area. The following...

  10. 75 FR 34639 - Safety Zone; Reedville July 4th Celebration, Cockrell's Creek, Reedville, VA

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-18

    ... the Reedville July 4th Celebration event. This action is intended to restrict vessel traffic movement... Celebration, Cockrell's Creek, Reedville, VA in the Federal Register (75 FR 26157). We received no comments on... standards bodies. This rule does not use technical standards. Therefore, we did not consider the use...

  11. 4th level of 1913 elevator indicating sacking scale, part of ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    4th level of 1913 elevator indicating sacking scale, part of the bagging system and nate to the sewing machine. Discharge spout for the grain bin to the left - Stewart Company Grain Elevator, 16 West Carson Street, Pittsburgh, Allegheny County, PA

  12. 4th level of 1945 warehouse indicating drag conveyor. From here ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    4th level of 1945 warehouse indicating drag conveyor. From here screenings were pumped from the elevator leg to this conveyor. The grains were ground, then conveyed back down to the first floor for bagging. - Stewart Company Grain Elevator, 16 West Carson Street, Pittsburgh, Allegheny County, PA

  13. 15. Old Bergen tunnel, west end, showing proposed 4th track ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    15. Old Bergen tunnel, west end, showing proposed 4th track of Delaware, Lackawanna and Western Railroad and amount of west end of tunnel to be taken out to allow for same, taken August 13, 1906 - Erie Railway, Bergen Hill Open Cut, Palisade Avenue to Tonnele Avenue, Jersey City, Hudson County, NJ

  14. 11. 4TH FLOOR, HOTEL SOAP LINE No. 6 TO NORTHEAST, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    11. 4TH FLOOR, HOTEL SOAP LINE No. 6 TO NORTHEAST, WITH WRAPPER (LEFT), PRESS (CENTER), AND CUTTER (RIGHT, BEHIND CHUTE); BUCKET CONVEYOR AT RIGHT MOVED WASTE FROM PRESS TO 5TH FLOOR FOR RE-MANUFACTURE - Colgate & Company Jersey City Plant, Building No. B-14, 54-58 Grand Street, Jersey City, Hudson County, NJ

  15. 77 FR 56208 - Filing Dates for the Kentucky Special Election in the 4th Congressional District

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-09-12

    ... From the Federal Register Online via the Government Publishing Office FEDERAL ELECTION COMMISSION Filing Dates for the Kentucky Special Election in the 4th Congressional District AGENCY: Federal Election Commission. ACTION: Notice of filing dates for special election. SUMMARY: Kentucky has scheduled a...

  16. 77 FR 39408 - Safety Zone; Buffalo July 4th Fireworks, Lake Erie, Buffalo, NY

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-03

    ... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; Buffalo July 4th Fireworks, Lake Erie, Buffalo, NY AGENCY: Coast Guard, DHS. ACTION: Temporary final rule. SUMMARY: The Coast Guard is establishing a temporary safety zone on Lake Erie, Buffalo, NY. This safety zone is intended to...

  17. 20. TYPICAL VIEW OF FRONT WINDOWS FROM 4TH TO 9TH ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    20. TYPICAL VIEW OF FRONT WINDOWS FROM 4TH TO 9TH FLOOR WITH WHITE GLAZED TERRA COTTA SILL AND HEADERS. MULLIONS ARE ORANGE BROWN BRICKS LIKE THE WALLS. BRICKS ARE IN FLEMISH BOND PATTERN. - Pacific Telephone & Telegraph Company Building, 1519 Franklin Street, Oakland, Alameda County, CA

  18. MAIN GATE, INTERSECTION OF 4TH AVE (200 NORTH) AND N ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    MAIN GATE, INTERSECTION OF 4TH AVE (200 NORTH) AND N STREET (895 EAST), SALT LAKE CITY, UT. VIEW LOOKING EAST THROUGH MAIN CEMETERY GATE TO CEMETERY'S MAIN STREET, REPHOTOGRAPH OF HISTORIC SHIPLER PHOTO # 18276, UTAH STATE HISTORICAL SOCIETY COLLECTION. - Salt Lake City Cemetery, 200 N Street, Salt Lake City, Salt Lake County, UT

  19. Students Make the Grade.

    ERIC Educational Resources Information Center

    Wyatt, Cherie J.; Willis, Courtney W.

    2000-01-01

    Highlights classroom techniques that educators can use to promote intelligent, probing discussions on topics such as technology, human society, group behavior, social change, social conflicts, and global interdependence. Describes the graded discussion method. (SAH)

  20. Determinants of Elementary School Grading.

    ERIC Educational Resources Information Center

    Leiter, Jeffrey; Brown, James S.

    1985-01-01

    Grades given by primary school teachers were found to reflect classroom-specific achievement more than widely valued achievement measured by standardized test scores. The strongest determinant of grading, however, was found to be the effect that a grade in one subject has on the grade in a second subject. (Author/RM)

  1. A Randomized Controlled Pilot Trial of Classroom-Based Mindfulness Meditation Compared to an Active Control Condition in 6th Grade Children

    PubMed Central

    Britton, Willoughby B.; Lepp, Nathaniel E.; Niles, Halsey F.; Rocha, Tomas; Fisher, Nathan; Gold, Jonathan

    2014-01-01

    Children in the United States are at risk for numerous psychological problems, such as anxiety, attention problems, and mood disorders, and are underserved by current mental health provisions. The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys and 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported data was collected by administering the Youth Self Report (YSR), a modified Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure -Revised before and after 6 weeks of meditation or active control condition. Both meditators and active controls decreased significantly on the YSR Internalizing Problems, Externalizing Problems, and Attention Problems subscales but did not differ in the extent of their improvements. Both groups also showed comparable improvements on measures in affect. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. Improvements in affect were correlated with increases in mindfulness in meditators but not controls. These results suggest that mindfulness training may yield both unique and nonspecific benefits that are shared by other novel activities. PMID:24930819

  2. The Development and Validation of an Instrument to Monitor the Implementation of Social Constructivist Learning Environments in Grade 9 Science Classrooms in South Africa

    NASA Astrophysics Data System (ADS)

    Luckay, Melanie B.; Laugksch, Rudiger C.

    2015-02-01

    This article describes the development and validation of an instrument that can be used to assess students' perceptions of their learning environment as a means of monitoring and guiding changes toward social constructivist learning environments. The study used a mixed-method approach with priority given to the quantitative data collection. During the quantitative data collection phase, a new instrument—the Social Constructivist Learning Environment Survey (SCLES)—was developed and used to collect data from 1,955 grade 9 science students from 52 classes in 50 schools in the Western Cape province, South Africa. The data were analysed to evaluate the reliability and validity of the new instrument, which assessed six dimensions of the classroom learning environment, namely, Working with Ideas, Personal Relevance, Collaboration, Critical Voice, Uncertainty in Science and Respect for Difference. Two dimensions were developed specifically for the present study in order to contextualise the questionnaire to the requirements of the new South African curriculum (namely, Metacognition and Respect for Difference). In the qualitative data collection phase, two case studies were used to investigate whether profiles of class mean scores on the new instrument could provide an accurate and "trustworthy" description of the learning environment of individual science classes. The study makes significant contributions to the field of learning environments in that it is one of the first major studies of its kind in South Africa with a focus on social constructivism and because the instrument developed captures important aspects of the learning environment associated with social constructivism.

  3. Teaching Literacy in Second Grade

    ERIC Educational Resources Information Center

    Paratore, Jeanne R.; McCormack, Rachel L.

    2005-01-01

    Second-grade classrooms are exciting places to visit. Children are consolidating their growing reading and writing expertise, exploring new genres, and becoming more effective communicators. This book takes the reader into several exemplary second-grade classrooms to demonstrate what teachers can do to optimize literacy learning for their…

  4. GALAXY Classroom: Television for Tomorrow.

    ERIC Educational Resources Information Center

    Graumann, Peter

    1994-01-01

    An interactive learning service for elementary grades, "GALAXY Classroom," offers enrichment opportunities to classrooms. Students communicate via fax in response to questions posed in satellite transmitted segments. The primary market for "GALAXY Classroom" is the at-risk student. Sidebars describe costs and current offerings. (SLW)

  5. Critical study of observation of the sternal end of the right 4th rib.

    PubMed

    Fanton, Laurent; Gustin, Marie-Paule; Paultre, Ulysse; Schrag, Bettina; Malicier, Daniel

    2010-03-01

    Studies of the method of estimating age at death by the 4th rib exclusively concerned the phase method without fundamentally challenging the method as such. The present study analyzed observation of the variables on which the Işcan method is based. Ten observers made two assessments of the stage of pit depth, pit shape, rim and wall configurations of 59 right 4th ribs harvested from males (mean age: 49 years; range: 47-94 years). Observation showed poor reproducibility and repeatability for all three variables (Wilcoxon test, kappa-coefficient). Analysis of problem ribs revealed difficulty in measuring and imprecision in describing pit depth and failure to take account of continual aging for the other two variables. Despite these results, Işcan's variables provide objective information on age at death. It is recommended that the method be improved by better description of the variables and use of multivariate statistical analysis.

  6. The Delaware Bay Estuary as a Classroom: A Research Experience for Future Elementary Grade-Level Teachers

    NASA Astrophysics Data System (ADS)

    Madsen, J.; Fifield, S.; Allen, D.; Shipman, H.; Ford, D.; Dagher, Z.; Brickhouse, N.

    2004-05-01

    With supplemental funding from the National Science Foundation (NSF), students from the University of Delaware's Science Semester course took part in a two-day research cruise in the Delaware Bay Estuary. The Science Semester, an NSF-funded project, is an integrated 15-credit sequence that encompasses the entire course work for the spring semester for approximately 60 sophomore-level elementary education majors. The semester includes the earth, life, and physical science content courses and the education science methods course integrated into one curriculum. In this curriculum, problem-based learning and other inquiry-based approaches are applied to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. The research cruise was conducted as part of one of the four major investigations during the course. The investigation focused on Delaware's state marine animal, Limulus polyphemus. It is one of the four remaining species of horseshoe crabs; the largest spawning population of Limulus is found in Delaware Bay. Within the problem- and inquiry-based learning approaches of the Science Semester course, the students became aware that very little data exists on the benthic habitat of Limulus polyphemus. In order to learn more about this habitat, a cohort of seven students from the course was recruited as part of the scientific party to take part in the research cruise to collect data on the floor of Delaware Bay. The data included: multibeam bathymetry/backscatter data, grab samples of bay bottom sediments, and CTD profiles. Prior to the cruise, all students in the course took part in laboratory exercises to learn about topographic maps and navigation charts using the Delaware Bay area as the region of study. While "at-sea", the cruise participants sent the ship's latitude and longitude positions as a function of time. The positions were used by the on-land students to

  7. 11(th) National Meeting of Organic Chemistry and 4(th) Meeting of Therapeutic Chemistry.

    PubMed

    Sousa, Maria Emília; Araújo, Maria João; do Vale, Maria Luísa; Andrade, Paula B; Branco, Paula; Gomes, Paula; Moreira, Rui; Pinho E Melo, Teresa M V D; Freitas, Victor

    2016-03-17

    For the first time under the auspices of Sociedade Portuguesa de Química, the competences of two important fields of Chemistry are brought together into a single event, the 11st National Organic Chemistry Meeting and the the 4th National Medicinal Chemistry Meeting, to highlight complementarities and to promote new synergies. Abstracts of plenary lectures, oral communications, and posters presented during the meeting are collected in this report.

  8. 10. 4TH FLOOR, HOTEL SOAP LINE No. 6 TO SOUTHWEST, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    10. 4TH FLOOR, HOTEL SOAP LINE No. 6 TO SOUTHWEST, WITH AUTOMATIC CUTTER (LEFT), PRESS (CENTER), AND WRAPPER (RIGHT); LARGE CHUTE AT CENTER FROM 5TH FLOOR BINS TO 3RD FLOOR SOAP MILLS; OVERHEAD AND FLOOR (LOWER RIGHT) FINISHED GOODS CONVEYORS TO G BLOCK (HAER NO. NJ-71-NN) - Colgate & Company Jersey City Plant, Building No. B-14, 54-58 Grand Street, Jersey City, Hudson County, NJ

  9. 11(th) National Meeting of Organic Chemistry and 4(th) Meeting of Therapeutic Chemistry.

    PubMed

    Sousa, Maria Emília; Araújo, Maria João; do Vale, Maria Luísa; Andrade, Paula B; Branco, Paula; Gomes, Paula; Moreira, Rui; Pinho E Melo, Teresa M V D; Freitas, Victor

    2016-01-01

    For the first time under the auspices of Sociedade Portuguesa de Química, the competences of two important fields of Chemistry are brought together into a single event, the 11st National Organic Chemistry Meeting and the the 4th National Medicinal Chemistry Meeting, to highlight complementarities and to promote new synergies. Abstracts of plenary lectures, oral communications, and posters presented during the meeting are collected in this report. PMID:27102166

  10. 11th National Meeting of Organic Chemistry and 4th Meeting of Therapeutic Chemistry

    PubMed Central

    Sousa, Maria Emília; Araújo, Maria João; do Vale, Maria Luísa; Andrade, Paula B.; Branco, Paula; Gomes, Paula; Moreira, Rui; Pinho e Melo, Teresa M.V.D.; Freitas, Victor

    2016-01-01

    For the first time under the auspices of Sociedade Portuguesa de Química, the competences of two important fields of Chemistry are brought together into a single event, the 11st National Organic Chemistry Meeting and the the 4th National Medicinal Chemistry Meeting, to highlight complementarities and to promote new synergies. Abstracts of plenary lectures, oral communications, and posters presented during the meeting are collected in this report. PMID:27102166

  11. From Tourists to Citizens in the Classroom.

    ERIC Educational Resources Information Center

    Freiberg, H. Jerome

    1996-01-01

    Too often, classroom-management systems built on trust and support in primary grades are replaced by compliance and obedience systems in higher grades. Consistency Management and Cooperative Discipline is a research-based, classroom-tested Texas program that combines instructional effectiveness (through consistent classroom organization) with…

  12. A prospective controlled trial of teaching basic surgical skills with 4th year medical students.

    PubMed

    Lossing, A; Groetzsch, G

    1992-01-01

    Scrubbing, gowning, gloving and aseptic technique are currently the only formal teaching 4th year medical students receive at the beginning of an 8-week surgery rotation. Teaching is often delegated to junior house staff and early bad habits are difficult to unlearn in post-graduate training. A study population of 4th year medical students from three hospitals were examined. At the beginning of an 8-week surgery rotation technical skills were tested with a simulation appendectomy model at the beginning and end of the surgery rotation. On day one, after a pre-test, a teaching intervention was alternated between two hospitals. A control group received only a post-test. The outcome measure was a cumulative score of the students' performance in technical stations in the simulation model. A comparison was made of the mean post-test scores in the teaching, non-teaching and control groups. An analysis of variance of all post-test scores rejected the null hypothesis at the 0.05 level. Duncan's multiple range test demonstrated a significant difference between the teaching and non-teaching group. Feedback from 25 students indicated the teaching model was practical and relevant. A formal teaching intervention of basic technical skills with 4th year medical students improved their performance on a simulated appendectomy model.

  13. Grading to Communicate

    ERIC Educational Resources Information Center

    Winger, Tony

    2005-01-01

    High school teacher and instructional coach Tony Winger laments how traditional classroom grading practices lead to grades becoming a distraction from learning--a commodity students feel they work the system to attain--rather than a clear message to students and parents. Teachers' passion for their subjects is too often met with students'…

  14. An investigation of the artifacts, outcomes, and processes of constructing computer games about environmental science in a fifth grade science classroom

    NASA Astrophysics Data System (ADS)

    Baytak, Ahmet

    Among educational researchers and practitioners, there is a growing interest in employing computer games for pedagogical purposes. The present research integrated a technology education class and a science class where 5 th graders learned about environmental issues by designing games that involved environmental concepts. The purposes of this study were to investigate how designing computer games affected the development of students' environmental knowledge, programming knowledge, environmental awareness and interest in computers. It also explored the nature of the artifacts developed and the types of knowledge represented therein. A case study (Yin, 2003) was employed within the context of a 5 th grade elementary science classroom. Fifth graders designed computer games about environmental issues to present to 2nd graders by using Scratch software. The analysis of this study was based on multiple data sources: students' pre- and post-test scores on environmental awareness, their environmental knowledge, their interest in computer science, and their game design. Included in the analyses were also data from students' computer games, participant observations, and structured interviews. The results of the study showed that students were able to successfully design functional games that represented their understanding of environment, even though the gain between pre- and post-environmental knowledge test and environmental awareness survey were minimal. The findings indicate that all students were able to use various game characteristics and programming concepts, but their prior experience with the design software affected their representations. The analyses of the interview transcriptions and games show that students improved their programming skills and that they wanted to do similar projects for other subject areas in the future. Observations showed that game design appeared to lead to knowledge-building, interaction and collaboration among students. This, in turn

  15. Software for the Classroom.

    ERIC Educational Resources Information Center

    Isenberg, Joan

    1987-01-01

    Reviews three computer software programs for classroom use: Muppet Word Book, for children three to six; Dragon Game Series, on parts of speech, for students in grades four through high school; and Chemistry Achievement I, for students who are 16 to 18 years old, or in grades 10 to 12. (BB)

  16. Correlation between Grades 4th, 8th, and 11th English Language Arts Scores and High School Graduation

    ERIC Educational Resources Information Center

    Parese, Errin C.

    2014-01-01

    The focus of this research was on students' low graduation rate in a New York State high school, investigating a possible correlation between students' longitudinal English Language Arts (ELA) exams and their graduation status. In the 2010-11 school year, 25% of the students at the high school of study failed to graduate, a rate which was 5% lower…

  17. Learning about the Unfairgrounds: A 4th-Grade Teacher Introduces Her Students to Executive Order 9066

    ERIC Educational Resources Information Center

    Baydo-Reed, Katie

    2010-01-01

    Following the bombing of Pearl Harbor on Dec. 7, 1941, U.S. officials issued a series of proclamations that violated the civil and human rights of the vast majority of Japanese Americans in the United States--ostensibly to protect the nation from further Japanese aggression. The proclamations culminated in Executive Order 9066, which gave the…

  18. The Effects of Service-Learning on Student Classroom Engagement: A Mixed-Method Study of the Effects of Service-Learning on Student Engagement in Eighth Grade Science Classrooms

    ERIC Educational Resources Information Center

    Cardona, Tammy L.

    2013-01-01

    This mixed-method research study looked at the effects service-learning had on student classroom engagement levels. The research questions that drove this study were: 1. Did teachers and students find service-learning to be a positive experience? 2. What impact did service-learning have on student classroom engagement? This study was conducted in…

  19. Write More, Grade Less: Five Practices for Effectively Grading Writing

    ERIC Educational Resources Information Center

    Lucas, Lisa

    2012-01-01

    One of the dilemmas that teachers frequently face is grading student papers. As a teacher, the author regularly reads research regarding instructional practices, grading, and assessment, but struggled to translate theory into practice in her own classroom. The intent of this article is to share one method of instructing and grading writing that…

  20. Can astronomy enhance UNESCO World Heritage recognition? The paradigm of 4th Dynasty Egyptian pyramids

    NASA Astrophysics Data System (ADS)

    Belmonte, Juan Antonio

    2015-08-01

    The pyramids of Egypt, notably those of the 4th Dinasty as Giza, have always be considered an unmistikable part of human world heritage as the only surviving wonders of the Ancient World. Their majesty, technical hability and innovative character have always beeen considered as representative of ancient Egyptian ingenuity. However, past and present fringe theories about the pyramids and astronomy have always polluted the role of our discipline in the design, construction and symbolism of these impressive monuments. This is indeed unfear. Fortunately, things have started to change in the last couple of decades and now astronomy is interpreted as a neccessary tool for the correct interpretation of the astral eschatology present in the 5th and 6th Dynasty Texts of the Pyramids. Although the pyramid complexes of the 4th Dynasty are mute, there is however recent research showing that a strong astral symbolism could be hidden in many aspects of the complex architecture and in the design of these exceptional monuments. This idea comes from several hints obtained not only from planning and construction, but also from epigraphy and the analysis of celestial and local landscapes. Chronology also plays a most relevant role on this. The pyramid complexes of the 4th Dynasty at Meidum, Dahshur, Giza and Abu Rowash -- all of which enjoy UNESCO World Heritage recognition -- willl be scrutinized. As a consequence, we will show how astronomy can certainly enhance the face value of these extraordinary monuments as a definitive proof of the ancient Egyptian quest for Ma'at, i.e. their perennial obsesion for Cosmic Order.

  1. Literacy in the Welcoming Classroom: Creating Family-School Partnerships that Support Student Learning (Kindergarten through Grade 5). Language & Literacy Series (Practitioner's Bookshelf)

    ERIC Educational Resources Information Center

    Allen, JoBeth

    2010-01-01

    Nearly every reform effort espouses the importance of "parent involvement." This research-based guide is essential reading for teachers and administrators who want to make welcoming classrooms a reality. With a focus on literacy instruction, it showcases stories of "what works" when teachers in elementary school classrooms throughout the country…

  2. Proceedings of the 4th International Conference and Exhibition: World Congress on Superconductivity, Volume 2

    NASA Technical Reports Server (NTRS)

    Krishen, Kumar (Editor); Burnham, Calvin (Editor)

    1995-01-01

    This document contains papers presented at the 4th International Conference Exhibition: World Congress on Superconductivity held June 27-July 1, 1994 in Orlando, Florida. These documents encompass research, technology, applications, funding, political, and social aspects of superconductivity. The areas covered included: high-temperature materials; thin films; C-60 based superconductors; persistent magnetic fields and shielding; fabrication methodology; space applications; physical applications; performance characterization; device applications; weak link effects and flux motion; accelerator technology; superconductivity energy; storage; future research and development directions; medical applications; granular superconductors; wire fabrication technology; computer applications; technical and commercial challenges; and power and energy applications.

  3. Proceedings of the 4th International Conference and Exhibition: World Congress on Superconductivity, volume 1

    NASA Technical Reports Server (NTRS)

    Krishen, Kumar (Editor); Burnham, Calvin (Editor)

    1995-01-01

    The papers presented at the 4th International Conference Exhibition: World Congress on Superconductivity held at the Marriott Orlando World Center, Orlando, Florida, are contained in this document and encompass the research, technology, applications, funding, political, and social aspects of superconductivity. Specifically, the areas covered included: high-temperature materials; thin films; C-60 based superconductors; persistent magnetic fields and shielding; fabrication methodology; space applications; physical applications; performance characterization; device applications; weak link effects and flux motion; accelerator technology; superconductivity energy; storage; future research and development directions; medical applications; granular superconductors; wire fabrication technology; computer applications; technical and commercial challenges, and power and energy applications.

  4. [Global Health. Information for change. 4th report of the Italian Observatory on Global Health].

    PubMed

    2011-01-01

    Global Health. Information for change. 4th report of the Italian Observatory on Global Health. InformAzione (InformAction) is the title of the last OISG report (Italian observatory on Global Health), dedicated to information and education, the essential bases for a conscious action aimed at decreasing inequalities. Increasing the investments in information, education and interventions oriented to global health may broaden the number of aware and informed citizens, able to start a dialogue, to make pressures to increase the interventions in favor of those in need.

  5. Multi-Dimensional Asymptotically Stable 4th Order Accurate Schemes for the Diffusion Equation

    NASA Technical Reports Server (NTRS)

    Abarbanel, Saul; Ditkowski, Adi

    1996-01-01

    An algorithm is presented which solves the multi-dimensional diffusion equation on co mplex shapes to 4th-order accuracy and is asymptotically stable in time. This bounded-error result is achieved by constructing, on a rectangular grid, a differentiation matrix whose symmetric part is negative definite. The differentiation matrix accounts for the Dirichlet boundary condition by imposing penalty like terms. Numerical examples in 2-D show that the method is effective even where standard schemes, stable by traditional definitions fail.

  6. Proceedings of the 4th International Workshop on Tritium Effects in Plasma Facing Components

    SciTech Connect

    R. A. Causey

    1999-02-01

    The 4th International Workshop on Tritium Effects in Plasma Facing Components was held in Santa Fe, New Mexico on May 14-15, 1998. This workshop occurs every two years, and has previously been held in Livermore/California, Nagoya/Japan, and the JRC-Ispra Site in Italy. The purpose of the workshop is to gather researchers involved in the topic of tritium migration, retention, and recycling in materials used to line magnetic fusion reactor walls and provide a forum for presentation and discussions in this area. This document provides an overall summary of the workshop, the workshop agenda, a summary of the presentations, and a list of attendees.

  7. Spiritual Health Scale 2011: Defining and Measuring 4th Dimension of Health

    PubMed Central

    Dhar, Neera; Chaturvedi, SK; Nandan, Deoki

    2011-01-01

    In the midst of physical comforts provided by the unprecedented developments in all spheres of life, the humanity is at cross roads and looking at something beyond these means. Spirituality has now been identified globally as an important aspect for providing answers to many questions related to health and happiness. The World Health Organization is also keen at looking beyond physical, mental and social dimensions of the health, and the member countries are actively exploring the 4th Dimension of the health i.e. the spiritual health and its impact on the overall health and happiness of an individual. National Institute of Health and Family Welfare (NIHFW), realized this need and initiated a research study in this direction. In this study, an effort was made to define this 4th Dimension of health from a common worldly person's perspective and measure it. 3 Domains, 6 Constructs and 27 Determinants of spiritual health were identified through a scientific process. A statistically reliable and valid Spiritual Health Scale (SHS 2011) containing 114 items has been developed. Construct validity and test- retest reliability has been established for urban educated adult population. The scale is first of its kind in the world to measure the spiritual health of a common worldly person, which is devoid of religious and cultural bias. Its items have universal applicability. PMID:22279257

  8. Computational aspects of the nonlinear normal mode initialization of the GLAS 4th order GCM

    NASA Technical Reports Server (NTRS)

    Navon, I. M.; Bloom, S. C.; Takacs, L.

    1984-01-01

    Using the normal modes of the GLAS 4th Order Model, a Machenhauer nonlinear normal mode initialization (NLNMI) was carried out for the external vertical mode using the GLAS 4th Order shallow water equations model for an equivalent depth corresponding to that associated with the external vertical mode. A simple procedure was devised which was directed at identifying computational modes by following the rate of increase of BAL sub M, the partial (with respect to the zonal wavenumber m) sum of squares of the time change of the normal mode coefficients (for fixed vertical mode index) varying over the latitude index L of symmetric or antisymmetric gravity waves. A working algorithm is presented which speeds up the convergence of the iterative Machenhauer NLNMI. A 24 h integration using the NLNMI state was carried out using both Matsuno and leap-frog time-integration schemes; these runs were then compared to a 24 h integration starting from a non-initialized state. The maximal impact of the nonlinear normal mode initialization was found to occur 6-10 hours after the initial time.

  9. PREFACE: 4th International Conference on Mathematical Modeling in Physical Sciences (IC-MSquare2015)

    NASA Astrophysics Data System (ADS)

    Vlachos, Dimitrios; Vagenas, Elias C.

    2015-09-01

    The 4th International Conference on Mathematical Modeling in Physical Sciences (IC-MSQUARE) took place in Mykonos, Greece, from Friday 5th June to Monday 8th June 2015. The Conference was attended by more than 150 participants and hosted about 200 oral, poster, and virtual presentations. There were more than 600 pre-registered authors. The 4th IC-MSQUARE consisted of different and diverging workshops and thus covered various research fields where Mathematical Modeling is used, such as Theoretical/Mathematical Physics, Neutrino Physics, Non-Integrable Systems, Dynamical Systems, Computational Nanoscience, Biological Physics, Computational Biomechanics, Complex Networks, Stochastic Modeling, Fractional Statistics, DNA Dynamics, Macroeconomics etc. The scientific program was rather intense as after the Keynote and Invited Talks in the morning, three parallel oral and one poster session were running every day. However, according to all attendees, the program was excellent with a high quality of talks creating an innovative and productive scientific environment for all attendees. We would like to thank the Keynote Speaker and the Invited Speakers for their significant contribution to IC-MSQUARE. We also would like to thank the Members of the International Advisory and Scientific Committees as well as the Members of the Organizing Committee.

  10. Design of a Nb3Sn Magnet for a 4th Generation ECR Ion Source

    SciTech Connect

    Prestemon, S,; Trillaud, F.; Caspi, S.; Ferracin, P.; Sabbi, G. L.; Lyneis, C. M.; Leitner, D.; Todd, D. S.; Hafalia, R.

    2008-08-17

    The next generation of Electron Cyclotron Resonant (ECR) ion sources are expected to operate at a heating radio frequency greater than 40 GHz. The existing 3rd generation systems, exemplified by the state of the art system VENUS, operate in the 10-28 GHz range, and use NbTi superconductors for the confinement coils. The magnetic field needed to confine the plasma scales with the rf frequency, resulting in peak fields on the magnets of the 4th generation system in excess of 10 T. High field superconductors such as Nb{sub 3}Sn must therefore be considered. The magnetic design of a 4th. generation ECR ion source operating at an rf frequency of 56 GHz is considered. The analysis considers both internal and external sextupole configurations, assuming commercially available Nb{sub 3}Sn material properties. Preliminary structural design issues are discussed based on the forces and margins associated with the coils in the different configurations, leading to quantitative data for the determination of a final magnet design.

  11. [Giant cell tumor of the 4th metacarpal bone of the left hand. Apropos of a case].

    PubMed

    Kamel, E J; Pinto, J A; Potenza, L; Michelena, A; Perez Signini, F; Fuenmayor, A

    1983-01-01

    He is a 46 year old patient that consults on a tumor that deforms the back of his left hand. The X-ray examination shows a bone osteolytic tumor with complete dis appearance of the 4th metacarpal. Surgical removal of the tumor was practiced with immediate reconstruction of the 4th metacarpal by an oseo-iliac graft. Anatomopathological examination. It is an ovoid tumor 6.5 long and irregular surface.

  12. Accelerate the Learning of 4th and 5th Graders Born into Poverty

    ERIC Educational Resources Information Center

    Pogrow, Stanley

    2009-01-01

    The special learning needs of students in grades 4-5 who are children of poverty have been misunderstood and therefore unaddressed. As a result, many students born into poverty start down a slippery slope of steady academic decline in grades 4 and 5. But specialized, counter-intuitive approaches. Specifically, accelerating the learning of these…

  13. Civics: What Do 4th-Graders Know, and What Can They Do?

    ERIC Educational Resources Information Center

    Johnson, Carol; Vanneman, Alan

    2001-01-01

    The National Assessment of Educational Progress (NAEP) 1998 Civics Assessment measured student knowledge, intellectual and participatory skills, and civic dispositions at the fourth grade level. This publication describes fourth graders' performance based on 30 questions from the fourth-grade assessment. Twenty-three of the thirty questions were…

  14. Beyond the genomics blueprint: the 4th Human Variome Project Meeting, UNESCO, Paris, 2012.

    PubMed

    Kohonen-Corish, Maija R J; Smith, Timothy D; Robinson, Helen M

    2013-07-01

    The 4th Biennial Meeting of the Human Variome Project Consortium was held at the headquarters of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in Paris, 11-15 June 2012. The Human Variome Project, a nongovernmental organization and an official partner of UNESCO, enables the routine collection, curation, interpretation, and sharing of information on all human genetic variation. This meeting was attended by more than 180 delegates from 39 countries and continued the theme of addressing issues of implementation in this unique project. The meeting was structured around the four main themes of the Human Variome Project strategic plan, "Project Roadmap 2012-2016": setting normative function, behaving ethically, sharing knowledge, and building capacity. During the meeting, the members held extensive discussions to formulate an action plan in the key areas of the Human Variome Project. The actions agreed on were promulgated at the Project's two Advisory Council and Scientific Advisory Committee postconference meetings.

  15. Breakthrough in cardiac arrest: reports from the 4th Paris International Conference.

    PubMed

    Kudenchuk, Peter J; Sandroni, Claudio; Drinhaus, Hendrik R; Böttiger, Bernd W; Cariou, Alain; Sunde, Kjetil; Dworschak, Martin; Taccone, Fabio Silvio; Deye, Nicolas; Friberg, Hans; Laureys, Steven; Ledoux, Didier; Oddo, Mauro; Legriel, Stéphane; Hantson, Philippe; Diehl, Jean-Luc; Laterre, Pierre-Francois

    2015-12-01

    Jean-Luc Diehl The French Intensive Care Society organized on 5th and 6th June 2014 its 4th "Paris International Conference in Intensive Care", whose principle is to bring together the best international experts on a hot topic in critical care medicine. The 2014 theme was "Breakthrough in cardiac arrest", with many high-quality updates on epidemiology, public health data, pre-hospital and in-ICU cares. The present review includes short summaries of the major presentations, classified into six main chapters: Epidemiology of CA Pre-hospital management Post-resuscitation management: targeted temperature management Post-resuscitation management: optimizing organ perfusion and metabolic parameters Neurological assessment of brain damages Public healthcare. PMID:26380990

  16. 4th generation of the 1st level surface detector trigger in the Pierre Auger Observator

    NASA Astrophysics Data System (ADS)

    Szadkowski, Z.

    The proposal of a new 4th generation of the Front-End with the advanced 1st level triggers for the Infill Array of the Pierre Auger Observatory and for the Auger North is described. Newest FPGA chips offer much higher capacity of logic registers and memories, as well as DSP blocks. The calibration channel, previously supported by an external dual-port RAM, has been fully implemented into FPGA chip, through a large internal memory. In turn DSP blocks allowed on implementation of much more sophisticated spectral trigger algorithms. A single chip simplified board design, newer architecture of FPGA reduced resouces utilization and power consumption. Higher sampling in the new Front- End in comparison with previous 40 MHz designs as well as free resources for new detection algotithms can be a good platform for CR radio detection technique at Auger enhancing a duty cycle for the detection of UHECR’s.

  17. The 4th annual European League Against Rheumatism congress in Lisbon: a personal perspective

    PubMed Central

    Wollheim, Frank A

    2004-01-01

    The 4th annual European League Against Rheumatism congress, held in Lisbon, 18–21 June 2003, had a record turnout of more than 8600 delegates and the abstract submissions increased to 2600. A heat wave and a somewhat substandard venue hampered some of the activities, notably the poster sessions. The scientific program was comprehensive and of a high class, and it was organized in 10–12 parallel sessions. The European League Against Rheumatism standing committees are expanding their activities and stimulating European cooperation (e.g. by creating databases and guidelines, and by starting research programs). The standing committees presented several areas where European cooperative work is in progress. Advances in drug therapy were a prominent theme and were well presented. Commercialism remains a problem for this meeting as for other similar large meetings, where satellite symposia surround the scientific program of the congress and often duplicate this. PMID:14979931

  18. General Chemistry Collection for Students (CD-ROM), Abstract of Special Issue 16, 4th Edition

    NASA Astrophysics Data System (ADS)

    2000-07-01

    The General Chemistry Collection contains both new and previously published JCE Software programs that are intended for use by introductory-level chemistry students. These peer-reviewed programs for Macintosh and for Windows are available on a single CD-ROM for convenient distribution to and access by students, and the CD may be adopted for students to purchase as they would a textbook. General Chemistry Collection covers a broad range of topics providing students with interesting information, tutorials, and simulations that will be useful to them as they study chemistry for the first time. There are 22 programs included in the General Chemistry Collection 4th Edition. Their titles and the general chemistry topics they cover are listed in Table 1. Features in This Edition General Chemistry Collection, 4th edition includes:

    • Lessons for Introductory Chemistry and INQUAL-S, two new programs not previously published by JCE Software (abstracts appear below)
    • Writing Electron Dot Structures (1) and Viscosity Measurement: A Virtual Experiment for Windows (2), two programs published individually by JCE Software
    • Periodic Table Live! LE, a limited edition of Periodic Table Live!, 2nd Edition (3) (this replaces Chemistry Navigator (4) and Illustrated Periodic Table (5))
    • Many of the programs from previous editions (6)1
    Hardware and Software Requirements System requirements are given in Table 2. Some programs have additional requirements. See the individual program abstracts at JCE Online, or documentation included on the CD-ROM for more specific information. Licensing and Discounts for Adoptions The General Chemistry Collection is intended for use by individual students. Institutions and faculty members may adopt General Chemistry Collection 4th Edition as they would a textbook. We can arrange for CDs to be packaged with laboratory manuals or other course materials or to be sold for direct distribution to students through the campus

  19. [Analysis of the 4th generation outer space bred Angelica dahurica by FTIR spectroscopy].

    PubMed

    Zhu, Yan-ying; Wu, Peng-le; Liu, Mei-yi; Wang, Zhi-zhou; Guo, Xi-hua; Guan, Ying

    2012-03-01

    The major components of the 4th generation outer space bred angelica and the ground group were determined and analyzed by Fourier transform infrared spectroscopy (FTIR) and second derivative spectrum, considering the large mutation of the plants with space mutagenesis. The results show that the content of the coumarin (1741 cm(-1)), which is the main active components of the space angelica dahurica increased, and the content of the protein (1 459, 1 419 cm(-1)) and the fat (930 cm(-1)) increased slightly, whereas the content of the starch and the dietary fiber reduced drastically. There are obvious differences between the peak values of the second derivative spectra of the plants, revealing that the outer space angelica dahurica contained amine component at 1 279 cm(-1). Space mutation breeding is favor of breeding angelica with better idiosyncrasy.

  20. European Code against Cancer 4th Edition: Medical exposures, including hormone therapy, and cancer.

    PubMed

    Friis, Søren; Kesminiene, Ausrele; Espina, Carolina; Auvinen, Anssi; Straif, Kurt; Schüz, Joachim

    2015-12-01

    The 4th edition of the European Code against Cancer recommends limiting - or avoiding when possible - the use of hormone replacement therapy (HRT) because of the increased risk of cancer, nevertheless acknowledging that prescription of HRT may be indicated under certain medical conditions. Current evidence shows that HRT, generally prescribed as menopausal hormone therapy, is associated with an increased risk of cancers of the breast, endometrium, and ovary, with the risk pattern depending on factors such as the type of therapy (oestrogen-only or combined oestrogen-progestogen), duration of treatment, and initiation according to the time of menopause. Carcinogenicity has also been established for anti-neoplastic agents used in cancer therapy, immunosuppressants, oestrogen-progestogen contraceptives, and tamoxifen. Medical use of ionising radiation, an established carcinogen, can provide major health benefits; however, prudent practices need to be in place, with procedures and techniques providing the needed diagnostic information or therapeutic gain with the lowest possible radiation exposure. For pharmaceutical drugs and medical radiation exposure with convincing evidence on their carcinogenicity, health benefits have to be balanced against the risks; potential increases in long-term cancer risk should be considered in the context of the often substantial and immediate health benefits from diagnosis and/or treatment. Thus, apart from HRT, no general recommendations on reducing cancer risk were given for carcinogenic drugs and medical radiation in the 4th edition of European Code against Cancer. It is crucial that the application of these measures relies on medical expertise and thorough benefit-risk evaluation. This also pertains to cancer-preventive drugs, and self-medication with aspirin or other potential chemopreventive drugs is strongly discouraged because of the possibility of serious, potentially lethal, adverse events.