The Impact of Structural Barriers and Facilitators on Early Childhood Literacy Programs in Elementary Charter Schools

ERIC Educational Resources Information Center

Ross, Denise; Pinder, Glen; Coles-White, D'Jaris

2015-01-01

Elementary charter schools increasingly serve students who are at-risk for reading challenges, giving them a critical role in establishing literacy for young children. This article examines the complexities of starting early childhood literacy programs in charter schools. Specifically, the first year of K-3 literacy programs in a new and a…

Elementary Education and the Practices of Literacy in Catholic Girls' Schools in Early Modern Germany

ERIC Educational Resources Information Center

Rutz, Andreas

2012-01-01

Girls' schools in the early modern era were largely run by nuns and can therefore be distinguished as Catholic institutions of learning. These schools flourished in the Catholic parts of Europe since the turn of the seventeenth century. Despite their focus on religious education, elementary skills such as reading, writing and sometimes arithmetic…

Teacher-Child Relationships and the Development of Academic and Behavioral Skills during Elementary School: A within- and between-Child Analysis

ERIC Educational Resources Information Center

Maldonado-Carreno, Carolina; Votruba-Drzal, Elizabeth

2011-01-01

Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and…

Examining Multidimensional Middle Grade Outcomes after Early Elementary School Grade Retention

ERIC Educational Resources Information Center

Hwang, Sophia; Cappella, Elise; Schwartz, Kate

2016-01-01

Recently, researchers have begun to employ rigorous statistical methods and developmentally-informed theories to evaluate outcomes for students retained in non-kindergarten early elementary school. However, the majority of this research focuses on academic outcomes. Gaps remain regarding retention's effects on psychosocial outcomes important to…

The Effectiveness of English Teaching in Japanese Elementary Schools: Measured by Proficiency Tests Administered to Seventh-Year Students

ERIC Educational Resources Information Center

Katsuyama, Hitomi; Nishigaki, Chikako; Wang, Jinfang

2008-01-01

The effectiveness of early English education was investigated in this study to determine if English should be taught formally in Japanese public elementary schools. We administered English tests and questionnaires to 1466 elementary school students in 2004 and 2005. The results showed significant differences between the…

Urban Schools: Challenges and Possibilities for Early Childhood and Elementary Education

ERIC Educational Resources Information Center

Boutte, Gloria Swindler

2012-01-01

Addressing the seemingly perpetual turbulent landscape of urban schools, the role that elementary educators and teacher educators can play in reversing negative trends and trajectories is considered. Three urban education journals were examined over a 5-year period (2005-2010) to determine the emphasis on elementary students or schools. Of the 429…

Promoting an Alcohol-Free Childhood: A Novel Home-Based Parenting Program

ERIC Educational Resources Information Center

Dickinson, Denise M.; Hayes, Kim A.; Jackson, Christine; Ennett, Susan T.; Lawson, Caroline

2014-01-01

Few alcohol prevention programs focus on elementary school-aged youth, yet children develop expectancies and norms about alcohol use during the elementary school years, and many elementary school children are allowed to have sips or tastes of alcohol at home. Research on consequences of early alcohol use indicates that it can put children at…

Thomas Edison Accelerated Elementary School.

ERIC Educational Resources Information Center

Levin, Henry M.; Chasin, Gene

This paper describes early outcomes of a Sacramento, California, elementary school that participated in the Accelerated Schools Project. The school, which serves many minority and poor students, began training for the project in 1992. Accelerated Schools were designed to advance the learning rate of students through a gifted and talented approach,…

Does contact by a family nurse practitioner decrease early school absence?

PubMed

Kerr, Jill; Price, Marva; Kotch, Jonathan; Willis, Stephanie; Fisher, Michael; Silva, Susan

2012-02-01

Chronic early school absence (preschool through third grade) is associated with school failure. The presence of school nurses may lead to fewer absences, and nurse practitioners in school-based health centers (SBHCs) can facilitate a healthier population resulting in improved attendance. Efforts to get students back to school are unexplored in nursing literature. This article describes a nursing intervention to decrease early school absence in two elementary schools K-3 (N = 449) and a Head Start program (N = 130). The Head Start Family Nurse Practitioner (FNP) contacted families of chronically and excessively absent students by telephone, clinic visit at school, or home visit. The aggregate percentage attendance was evaluated by grades (preschool to third grade), schools (Head Start, Elementary Schools 1 and 2), and grades and schools and compared with publicly available school district aggregate data. There were statistically significant increases in attendance from Year 1 to Year 2 at p < .05 at the elementary level but not at the Head Start level. Student demographics, types of contacts, absence reasons (including sick child), and medical diagnoses are described.

Bilingual Education: Bilingual/Cross-Cultural Emphasis. Indian Legends and Felt Board Cut-Out Characters. Readings and Activities for Pre-School and Early Elementary School Classrooms.

ERIC Educational Resources Information Center

Bennett, Ruth; And Others

Designed for use in preschool and early elementary school classrooms, this collection of eight American Indian legends provides patterns for making feltboard cutouts of their characters and props to be used in story telling activities. Seven of the legends originate with the Hupa, Karuk, or Yurok Indians of northwestern California and one is from…

Teaching Elementary School Students to Be Effective Writers. Practice Guide Summary

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

An early foundation in writing offers students a valuable tool for learning, communication, and self-expression. Authored by a panel of experts, the "Teaching Elementary School Students to Be Effective Writers" practice guide presents four recommendations educators can use to help elementary students strengthen their writing skills. The…

Early Identification and Interventions for Elementary Students at Risk of Not Succeeding in School.

ERIC Educational Resources Information Center

Yungmann, Janet

This project described methods of early identification and implementation of various interventions used to increase achievement of students at risk in grades three, four, and five at John D. Floyd Elementary School in Spring Hill, Florida. The 51 children who qualified for and were enrolled in the dropout prevention program had achievement scores…

The Influence of Test-Based Accountability Policies on Early Elementary Teachers: School Climate, Environmental Stress, and Teacher Stress

ERIC Educational Resources Information Center

Saeki, Elina; Segool, Natasha; Pendergast, Laura; von der Embse, Nathaniel

2018-01-01

This study examined the potential influence of test-based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high-stakes tests to evaluate teachers…

Social Network Profiles of Children in Early Elementary School Classrooms

ERIC Educational Resources Information Center

Vu, Jennifer A.; Locke, Jill J.

2014-01-01

This study characterized the social network roles and peer relationship features of early elementary school-age children from kindergarten to 2nd grade. Children were asked to identify who they liked and did not like to play with and peer groups who played together from their classroom. Consistent with the literature, we found similar patterns for…

Early Nonparental Care and Social Behavior in Elementary School: Support for a Social Group Adaptation Hypothesis

ERIC Educational Resources Information Center

Pingault, Jean-Baptiste; Tremblay, Richard E.; Vitaro, Frank; Japel, Christa; Boivin, Michel; Côté, Sylvana M.

2015-01-01

This study examined the contribution of nonparental child-care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child-care services, while elementary school teachers rated…

Early School Engagement and Late Elementary Outcomes for Maltreated Children in Foster Care

PubMed Central

Pears, Katherine C.; Kim, Hyoun K.; Fisher, Philip A.; Yoerger, Karen

2013-01-01

Children with a history of maltreatment and placement into foster care face elevated risks of poor psychosocial outcomes including school failure, substance use, externalizing and deviant peer association. For children in the general population, school engagement appears to be a promotive factor in preventing negative outcomes. In this study, differences in behavioral, affective, and cognitive dimensions of school engagement in early elementary school were explored in maltreated children in foster care (n = 93) and a community comparison group of low SES, non-maltreated children (n = 54). It was also hypothesized that the three dimensions of school engagement would mediate the association between being maltreated and in foster care and several outcomes in late elementary school (Grades 3 to 5): academic competence, endorsement of substance use, externalizing behaviors, and deviant peer association. Measures were multi-method and multi-informant. Results showed that the children in foster care had lower affective and cognitive school engagement than children in the community comparison group. Structural equation modeling revealed that both affective and cognitive school engagement mediated the association between group status and academic competence in late elementary school. Cognitive engagement also mediated the association between group status and engagement in risk behaviors. The identification of dimensions of early school engagement that predict later outcomes suggests potential points of intervention to change trajectories of academic and behavioral adjustment for maltreated children in foster care. PMID:23477532

Requirements for Certification: Teachers, Counselors, Librarians, Administrators for Elementary Schools, Secondary Schools, Junior Colleges. 45th Edition, 1980/81.

ERIC Educational Resources Information Center

Woellner, Elizabeth H.

This book presents up to date information on the state and regional certification differences and changes in the various educational fields. Certification standards for early childhood, elementary, and secondary teachers, pupil personnel services, administrators, special educators, special school service personnel, counselors, school librarians,…

Early Elementary Performance and Attendance in Baltimore City Schools' Pre-Kindergarten and Kindergarten

ERIC Educational Resources Information Center

Connolly, Faith; Olson, Linda S.

2012-01-01

This study looks at attendance in the early grades of elementary school. In particular, the authors focus on students enrolled in Pre-Kindergarten (PreK) and Kindergarten (K). They follow these young students over several years to determine their pattern of chronic absence (CA), defined as missing more than one-ninth of days enrolled, and their…

Early Antecedents of Social Competence in Elementary School of Later Peer Reputation and Sociometric Status in Dutch Adolescents.

ERIC Educational Resources Information Center

Scholte, Ron H. J.; Haselager, Gerbert J. T.; van Aken, Marcel A. G.; van Lieshout, Cornelis F. M.

Noting that a child's peer competence and sociometric status not only are important indices of the child's current social functioning, but may also predict adolescent adaptation, this study examined the antecedents in peer competence and sociometric status in early and late elementary school years of five peer reputation dimensions. These five…

Early Elementary Students' Understanding of Complex Ecosystems: A Learning Progression Approach

ERIC Educational Resources Information Center

Hokayem, Hayat; Gotwals, Amelia Wenk

2016-01-01

Engaging in systemic reasoning about ecological issues is critical for early elementary students to develop future understanding of critical environmental issues such as global warming and loss of biodiversity. However, ecological issues are rarely taught in ways to highlight systemic reasoning in elementary schools. In this study, we conducted…

School Based Accountability and the Distribution of Teacher Quality among Grades in Elementary Schools. Working Paper 75

ERIC Educational Resources Information Center

Fuller, Sarah C.; Ladd, Helen F.

2012-01-01

We use North Carolina data to explore the extent to which teachers in the lower grades (K-2) of elementary school are lower quality than in the upper grades (3-5) and to examine the hypothesis that accountability contributes to a shortfall in teacher quality in the lower grades. Our concern with early elementary grades arises from recent studies…

Introducing Ergonomics in Two US Elementary Schools

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bennett, C L; Tien, D

2003-06-25

The increasing presence of computers and other forms of information and communications technology (ICT) in schools has raised concerns in the United States (US) and elsewhere. Children are using computers more than any other age group in the US. It is not known whether early intensive use of ICT predisposes children to future injury. Ergonomics is not included in state curriculum standards or requirements but can be supported by some of the existing standards. Some who believe that children are better off being educated early about ergonomics are taking action to bring ergonomics into elementary and secondary schools. This papermore » describes the process used to introduce ergonomics into two elementary schools in two different states by initiators with two different roles.« less

Does elementary school alcohol, tobacco, and marijuana use increase middle school risk?

PubMed

Wilson, Nance; Battistich, Victor; Syme, S Leonard; Boyce, W Thomas

2002-06-01

To assess whether alcohol, tobacco, and other drug (ATOD) use in elementary school may have serious implications for continued ATOD use in middle school and beyond. Longitudinal analyses were conducted on questionnaire data from 331 middle school students who had previously provided ATOD-use data during elementary school. Non-school personnel administered questionnaires in three participating school districts in three different states. The sample of students was ethnically and geographically diverse, including students from a range of low socioeconomic status backgrounds living in rural, urban or inner-city environments. Middle school alcohol use was almost three times as likely to occur if alcohol use had occurred in elementary school (OR = 2.94, p <.001). Elementary school use of tobacco and marijuana also greatly increased the likelihood of middle school use (OR = 5.35, p <.001 and OR = 4.25, p <.05, respectively). Early use of ATOD is associated with greatly increased odds of later use, which has important implications for the timing of drug prevention programs. Preventive interventions designed for use in pediatric practice settings should commence no later than elementary school, during the middle childhood years.

Migrant Preschool Children's School Readiness and Early Elementary School Performance

ERIC Educational Resources Information Center

Tavassolie, Tanya; López, Claudia; De Feyter, Jessica; Hartman, Suzanne C.; Winsler, Adam

2018-01-01

Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school…

Developing Language in Digital Natives

ERIC Educational Resources Information Center

Badia, Ingrid C.

2011-01-01

The Foreign Language in the Elementary Schools (FLES) program in Fairfax County Public Schools (FCPS) provides an opportunity for all students in an elementary school to learn a world language at an early age with a focus on developing students' communicative competence. Technology plays a major role in helping students develop communicative…

Developing Creative Behavior in Elementary School Students with Robotics

ERIC Educational Resources Information Center

Nemiro, Jill; Larriva, Cesar; Jawaharlal, Mariappan

2017-01-01

The School Robotics Initiative (SRI), a problem-based robotics program for elementary school students, was developed with the objective of reaching students early on to instill an interest in Science, Technology, Engineering, and Math disciplines. The purpose of this exploratory, observational study was to examine how the SRI fosters student…

Building Bridges: Transitions from Elementary to Secondary School

ERIC Educational Resources Information Center

Tilleczek, Kate

2008-01-01

Most young people leave elementary school and move into some form of secondary school during early adolescence. At precisely the time that young people are navigating multiple developmental challenges (social, intellectual, academic, physical), they are expected to move between these intuitions of public education. The transition is commonly…

Early Environmental Support and Elementary School Adjustment as Predictors of School Adjustment in Middle Adolescence.

ERIC Educational Resources Information Center

Carlson, Elizabeth A.; Sroufe, L. Alan; Collins, W. Andres; Jimerson, Shane; Weinfield, Nancy; Henninghausen, Katherine; Egeland, Byron; Hyson, Daniel M.; Anderson, Fione; Meyer, Stephanie E.

1999-01-01

This longitudinal study examined socioemotional antecedents of adolescent school adjustment. Findings indicated that early and later parental problem-solving support accounted for 13 percent of variance in high school adjustment. Early and later parental problem-solving support, peer competence, externalizing behavior, and emotional…

Viewpoint 1. Superbaby Syndrome Can Lead to Elementary School Burnout.

ERIC Educational Resources Information Center

Elkind, David

1987-01-01

Maintains that there is a danger that prekindergarten and kindergarten children may experience learning problems (stress and "educational burnout") in elementary school if they are exposed to developmentally inappropriate teaching methods in early childhood programs. (BB)

Are middle schools harmful? The role of transition timing, classroom quality and school characteristics.

PubMed

Holas, Igor; Huston, Aletha C

2012-03-01

Are middle schools ill-suited for early adolescents, or can school characteristics account for any differences in student functioning? Achievement, school engagement, and perceived competence of children starting middle schools in 5th and 6th grades were compared to those of their same-grade peers in elementary schools in a national, longitudinal sample (NICHD Study of Early Child Care and Youth Development, n = 855; 52% Female, 82% White). Classroom quality (observed and teacher-reported) and school characteristics (composition and size) were considered as explanations for any relationships between school-level and student functioning. Fifth grade middle school students did not differ from those in elementary school, but students entering middle school in 6th grade, compared to those in elementary school, experienced lower classroom quality, which in turn predicted slightly lower achievement. They also had lower school engagement, explained by larger school size. Classroom quality and school characteristics predicted youth functioning regardless of school type. We suggest reshaping the research and policy debate with renewed focus on classroom quality and school size instead of grade organization.

Classroom Wall Charts and Biblical History: A Study of Educational Technology in Elementary Schools in Late Nineteenth- and Early Twentieth-Century Sweden

ERIC Educational Resources Information Center

Evertsson, Jakob

2014-01-01

This article considers the emergence of classroom wall charts as a teaching technology in Swedish elementary schools in the late nineteenth and early twentieth centuries, using Biblical history teaching as an example. There has been some work done internationally on wall charts as an instructional technology, but few studies have looked at their…

The Relationship between Preschool Block Play and Reading and Maths Abilities in Early Elementary School: A Longitudinal Study of Children with and without Disabilities

ERIC Educational Resources Information Center

Hanline, Mary Frances; Milton, Sande; Phelps, Pamela C.

2010-01-01

The purpose of this study was to explore the predictive relationship between the level of symbolic representation in block constructions of preschoolers and reading and mathematics abilities and rate of growth in early elementary school for children with and without disabilities. Fifty-one children participated, 22 of whom had identified…

Teacher Candidates and Latina/o English Learners at Fenton Elementary School: The Role of Early Clinical Experiences in Urban Teacher Education

ERIC Educational Resources Information Center

Nasir, Ambareen; Heineke, Amy J.

2014-01-01

This study investigates how early clinical experiences impact teacher candidates' learning and experiences with Latina/o English learners in a field-based program housed in a multilingual, urban elementary school. We draw on multiple-case study design and use discourse analysis to explore cases of three candidates. Findings reveal exploration of…

Classroom Music Experiences of U.S. Elementary School Children: An Analysis of the Early Childhood Longitudinal Study of 1998-1999

ERIC Educational Resources Information Center

Miksza, Peter; Gault, Brent M.

2014-01-01

The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998-1999 (ECLS-K), a nationally representative study that followed kindergarteners through…

Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School

ERIC Educational Resources Information Center

Larson, Joanne

2006-01-01

This article describes some implications of using a multiple literacies perspective in the construction and implementation of literacy curriculum, pedagogy, and assessment in early childhood and elementary classrooms. After briefly laying out a theoretical perspective in sections focusing on early literacy, academic learning, literacy beyond…

Science in Elementary School: Generalist Genes and School Environments

ERIC Educational Resources Information Center

Haworth, Claire M. A.; Kovas, Yulia; Dale, Philip S.; Plomin, Robert

2008-01-01

Using a genetically sensitive design, we investigated the etiology of academic performance in Science in elementary school, and its etiological links with other academic abilities and general cognitive ability ("g"). The sample consisted of over 2000 pairs of twins at 10 years of age from the Twins Early Development Study. Science performance, as…

How Important Is Where You Start? Early Mathematics Knowledge and Later School Success

ERIC Educational Resources Information Center

Claessens, Amy; Engel, Mimi

2013-01-01

Background: Children's early skills are essential for their later success in school. Recent evidence highlights the importance of early mathematics, relative to reading and socioemotional skills, for elementary school achievement. Key advocacy groups for both early childhood and mathematics education have issued position statements on the…

Improving Early Reading: A Resource Guide for Elementary Schools.

ERIC Educational Resources Information Center

St. John, Edward P.; Loescher, Siri Ann

Indiana's Early Intervention Grant Program (EIGP) provides funding for Reading Recovery and other early interventions focused on improvement in early reading programs (Grades 1-5). This resource guide provides information that schools in Indiana can use to plan for proposals for EIGP and other grant programs, such as comprehensive school reform…

Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School

ERIC Educational Resources Information Center

Dodge, Kenneth A.; Bai, Yu; Ladd, Helen F.; Muschkin, Clara G.

2017-01-01

North Carolina's Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61%…

Impact of a Reading Program on Rural Elementary School Students' Oral Reading Fluency and Early Literacy Skill Acquisition and Rate of Improvement

ERIC Educational Resources Information Center

Smith, Christina

2013-01-01

This program evaluation is a study of the effectiveness of a core reading program, Journeys, by Houghton Mifflin Harcourt (HMH), on the early literacy skills and oral reading fluency (ORF) of kindergarten through second grade students in a rural elementary school. The scores of the students in the experimental group were compared to scores of…

Early Career Elementary Mathematics Teachers' Noticing Related to Language and Language Learners

ERIC Educational Resources Information Center

Turner, Erin Elizabeth; McDuffie, Amy Roth; Sugimoto, Amanda Tori; Stoehr, Kathleen Jablon; Witters, Angela; Aguirre, Julia; Bartell, Tonya; Drake, Corey; Foote, Mary Q.

2016-01-01

There has been limited attention to early career teachers' (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe…

Policies and Procedures To Develop Effective School-Wide Discipline Practices at the Elementary School Level. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools.

ERIC Educational Resources Information Center

Newcomer, Lori L.; Lewis, Timothy J.; Powers, Lisa J.

Elementary schools can play an important role in early identification of and intervention for children with problem behavior by creating the infrastructure to provide preventive, proactive supports for all students. This monograph provides an overview of key features of effective school-wide systems of positive behavior support (PBS) at the…

Child Health in Elementary School Following California’s Paid Family Leave Program.

PubMed

Lichtman-Sadot, Shirlee; Bell, Niryvia Pillay

We evaluate changes in elementary school children health outcomes following the introduction of California’s Paid Family Leave (PFL) program, which provided parents with paid time off following the birth of a child. Our health outcomes--overweight, ADHD, and hearing-related problems--are characterized by diagnosis rates that only pick up during early elementary school. Moreover, our health outcomes have been found to be negatively linked with many potential implications of extended maternity leave--increased breastfeeding, prompt medical checkups at infancy, reduced prenatal stress, and reduced non-parental care during infancy. Using the Early Childhood Longitudinal Studies (ECLS) within a difference-in-differences framework, our results suggest improvements in health outcomes among California elementary school children following PFL’s introduction. Furthermore, the improvements are driven by children from less advantaged backgrounds, which is consistent with the notion that California’s PFL had the greatest effect on leave-taking duration after childbirth mostly for less advantaged mothers who previously could not afford to take unpaid leave.

Homeroom Teachers or Specialist Teachers?: Considerations for the Workforce for Teaching English as a Subject at Elementary Schools in Japan

ERIC Educational Resources Information Center

Okumura, Shinji

2017-01-01

In Japan, English will be officially taught as an academic subject for elementary fifth and sixth graders from 2020. This is a strong initiative of language-in-education policy, aiming at efficient articulation between elementary and junior high schools and targeting the development of English proficiency from early ages simultaneously. However,…

Dividing at an Early Age: The Hidden Digital Divide in Ohio Elementary Schools

ERIC Educational Resources Information Center

Wood, Lawrence; Howley, Aimee

2012-01-01

Computers are now a ubiquitous part of US elementary school education. With policy reports suggesting that inequities in information and communication technology (ICT) access across US schools are a thing of the past, investigating how such resources and their use may nonetheless continue to vary becomes all that much more important. Through a…

Young Learner Writing Performance in Swiss Elementary Schools--Which Teacher Variables Matter?

ERIC Educational Resources Information Center

Loder Buechel, Laura

2015-01-01

Elementary school English language teachers in Swiss public schools often question the role of writing in early years language instruction because there is a significant disparity in messages they receive from Board of Education members, from fellow teachers and from teacher trainers. This study describes the issues concerning writing in the first…

Integrating Book, Digital Content and Robot for Enhancing Elementary School Students' Learning of English

ERIC Educational Resources Information Center

Chen, Nian-Shing; Quadir, Benazir; Teng, Daniel C.

2011-01-01

Early school years are an important period to lay out the foundation for learning a second language. In addition to mastering the basic language skills and keeping the learning process fun, promoting a lifelong learning habit should also be emphasised. Motivating elementary school students to learn English and avoiding misconceptions associated…

Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts.

PubMed

Heatly, Melissa Castle; Votruba-Drzal, Elizabeth

2017-06-01

Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional processes by which these relationships are associated with engagement in early elementary school remain unclear. This investigation therefore considers how children's relationships with parents prior to school entry are indirectly and interactively associated with 1st grade engagement through teacher-child relationships. It also considers how early cognitive, self-regulatory, and behavioral skills and competencies elicit these relational responses. This investigation drew upon multimethod data from triangulated sources (parents, teachers, and direct observation) available within a large longitudinal study, the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that neither 54-month or 1st grade parent-child relationships were directly associated with children's engagement in early elementary school. However, 1st grade teacher conflict was problematic for children's developing engagement. In turn, teacher conflict partially mediated linkages between maternal sensitivity and conflict prior to school entry and engagement in 1st grade. Parental closeness and sensitivity also buffered children against negative associations between teacher conflict and engagement. Finally, children's early skills and competencies at 36 months elicited relational processes that were indirectly associated with engagement. Conceptual, theoretical, and methodological challenges are also discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Twelve-year follow-up study of the impact of nutritional status at the onset of elementary school on later educational situation of Chilean school-age children.

PubMed

Ivanovic, D; Del P Rodríguez, M; Pérez, H; Alvear, J; Díaz, N; Leyton, B; Almagià, A; Toro, T; Urrutia, M S; Ivanovic, R

2008-01-01

To determine the impact of nutritional status in a multicausal approach of socio-economic, socio-cultural, family, intellectual, educational and demographic variables at the onset of elementary school in 1987 on the educational situation of these children in 1998, when they should have graduated from high school. Chile's Metropolitan Region. Prospective, observational and 12-year follow-up study. A representative sample of 813 elementary first grade school-age children was randomly chosen in 1987. The sample was assessed in two cross-sectional studies. The first cross-sectional study was carried out in at the onset of elementary school in 1987 and the second was carried out in 1998, 12-years later, when they should be graduating from high school. In 1998, 632 adolescent students were located and their educational situation was registered (dropout, delayed, graduated and not located). At the onset of elementary school were determined the nutritional status, socio-economic status (SES), family characteristics, intellectual ability (IA), scholastic achievement (SA) and demographic variables. Statistical analysis included variance tests and Scheffe's test was used for comparison of means. Pearson correlation coefficients and logistic regression were used to establish the most important independent variables at the onset of elementary school in 1987 that affect the educational situation 1998. Data were analysed using the statistical analysis system (SAS). Logistic regression revealed that SES, IA, SA and head circumference-for-age Z score at the onset of elementary school in 1987 were the independent variables with the greatest explanatory power in the educational situation of school-age children in 1998. These parameters at an early school age are good predictors of the educational situation later and these results can be useful for nutrition and educational planning in early childhood.

Using Group Counseling to Improve the Attendance of Elementary School Students with High Rates of Absenteeism: An Action Research Study

ERIC Educational Resources Information Center

Webb-Landman, Eleanor

2012-01-01

The foundations of academic and social learning are laid in the early years of school, and attendance is critical to school success. However, research suggests that chronic absenteeism is a significant problem at the elementary school level (Chang & Romero, 2008; Romero & Lee, 2007). This paper presents the results of an action research…

To amend the Elementary and Secondary Education Act of 1965 to award grants to eligible entities to establish, expand, or support an existing school-based mentoring program to assist at-risk middle school students with the transition from middle school to high school.

THOMAS, 111th Congress

Rep. Carson, Andre [D-IN-7

2010-07-15

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

The Multifaceted Impact of Peer Relations on Aggressive-Disruptive Behavior in Early Elementary School

PubMed Central

Powers, Christopher J.; Bierman, Karen L.

2013-01-01

Following a large, diverse sample of 4096 children in 27 schools, this study evaluated the impact of three aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school – peer-dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior. Teachers rated child aggressive-disruptive behavior in first and third grade, and peer relations were assessed during second grade. Results indicated that heightened classroom aggressive-disruptive behavior levels were related to proximal peer relations, including an increased likelihood of having aggressive friends and lower levels of peer-dislike of aggressive-disruptive children. Controlling for first grade aggressive-disruptive behavior, the three second grade peer experiences each made unique contributions to third grade child aggressive-disruptive behavior. These findings replicate and extend a growing body of research documenting the multifaceted nature of peer influence on aggressive-disruptive behavior in early elementary school. They highlight the importance of the classroom ecology and proximal peer relations in the socialization of aggressive-disruptive behavior. PMID:22545840

Elementary School Literacy: Critical Issues.

ERIC Educational Resources Information Center

Dreher, Mariam Jean, Ed.; Slater, Wayne H., Ed.

Providing a thorough grounding on important topics in elementary school literacy for experienced teachers and graduate students early in their programs, this book addresses a number of critical issues such as grouping and reading instruction, emergent literacy, learning to read and write with at-risk children, developing vocabulary, learning in…

Assessing the Impact of Teacher Professional Development on Science Instruction in the Early Elementary Grades in Rural US Schools

ERIC Educational Resources Information Center

Sandholtz, Judith Haymore; Ringstaff, Cathy

2013-01-01

This study examined the extent to which significant changes after one year of a longitudinal, state-funded teacher professional development program were sustained during the second year. Participants taught in elementary schools located in small, rural school districts in the state of California in the United States. The research examined changes…

34 CFR 303.14 - Elementary school.

Code of Federal Regulations, 2014 CFR

2014-07-01

... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH... provides elementary education, as determined under State law. (Authority: 20 U.S.C. 1401(6)) ...

34 CFR 303.14 - Elementary school.

Code of Federal Regulations, 2012 CFR

2012-07-01

... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH... provides elementary education, as determined under State law. (Authority: 20 U.S.C. 1401(6)) ...

34 CFR 303.14 - Elementary school.

Code of Federal Regulations, 2013 CFR

2013-07-01

... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH... provides elementary education, as determined under State law. (Authority: 20 U.S.C. 1401(6)) ...

Wanted: A Revolution in Elementary Science Teaching.

ERIC Educational Resources Information Center

Triangle Coalition for Science and Technology Education, College Park, MD.

Children come to school with a foundation for formal learning from their early experiences with interactions of the natural and technological world. Failure of elementary schools to build on this experience can discourage children, especially those who do not identify readily with the science establishment (girls, blacks, Hispanics, and the…

Antecedents and Correlates of the Popular-Aggressive Phenomenon in Elementary School

ERIC Educational Resources Information Center

Rodkin, Philip C.; Roisman, Glenn I.

2010-01-01

This study identified correlates and developmental antecedents that distinguish popular-aggressive elementary school children from other youth. Drawing on the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1022), popular-aggressive children were identified through teacher ratings over…

Candles in Our Windows

ERIC Educational Resources Information Center

McGrath, Kathryn

2005-01-01

"Candles in Our Windows"--also titled "Nightlights"--is a play developed for elementary and middle school students about how residents in Billings, Montana, took a stand against hate. Last March, the 6th-grade students of Woodland Elementary School in New Jersey performed an early version of the play based on a children's book,…

The Parent Component of the Kindergarten and Elementary Intervention Project (KEIP).

ERIC Educational Resources Information Center

Taylor, Linda

This paper describes an experimental early intervention program called the Kindergarten and Elementary Intervention Program, which provides support for at-risk students, their parents, and teachers. It aims at the improvement of early school adjustment through approaches designed to accommodate a wide range of individual differences; improve and…

Personality and learning predictors of adolescent alcohol consumption trajectories.

PubMed

Peterson, Sarah J; Davis, Heather A; Smith, Gregory T

2018-05-31

In a sample of 1,897 youth studied across the last year of elementary school to the second year of high school, we identified five trajectories of drinking frequency. Three of those (nondrinkers, middle onset, and late onset drinkers) were not drinking in elementary school; two others (moderate drinkers and early high drinkers) were. Among originally nondrinking groups, multiple impulsigenic traits and the acquired preparedness risk model predicted membership in groups that subsequently began drinking. Membership in trajectory groups characterized by drinking during this age period was associated with (a) the experience of alcohol-related problems and (b) further increases in both impulsigenic traits and alcohol expectancies. Youth vary considerably in the development of drinking behavior across the transitions from elementary to high school. Harms associated with early drinking involve both problems from drinking and increases in high-risk personality traits. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Voices from the Field: The Perceptions of Teachers and Principals on the Class Size Reduction Program in a Large Urban School District.

ERIC Educational Resources Information Center

Munoz, Marco A.; Portes, Pedro R.

A class size reduction (CSR) program was implemented in a large low-performing urban elementary school district. The CSR program helps schools improve student learning by hiring additional teachers so that children in the early elementary grades can attend smaller classes. This study used a participant-oriented evaluation model to examine the…

Chronic Elementary Absenteeism: A Problem Hidden in Plain Sight. A Research Brief from Attendance Works and Child & Family Policy Center

ERIC Educational Resources Information Center

Bruner, Charles; Discher, Anne; Chang, Hedy

2011-01-01

Chronic absenteeism--or missing 10 percent or more of school days for any reason--is a proven early warning sign of academic risk and school dropout. Too often, though, this problem is overlooked, especially among elementary students, because of the way attendance data are tracked. This study confirms the premise that districts and schools may…

The Concerns and Attitudes of Early Adolescent Middle School Students in Transition.

ERIC Educational Resources Information Center

Sierer, Timothy M.; Winfield, Linda F.

Junior high schools have been blamed for failing to meet the needs of early adolescents. Proponents of the new middle school structure favored moving grade nine to the high school and moving grade five and or six from the elementary school to the new structural organization. The uniqueness of the middle school is in how the philosophy behind this…

Tier 2 Response to Intervention in Secondary Mathematics Education

ERIC Educational Resources Information Center

Bouck, Emily C.; Cosby, Missy D.

2017-01-01

Response to intervention (RtI) is increasingly being used in elementary and secondary schools both to provide early intervention and support to struggling students and to identify students who may benefit from special education. Although research exists to guide and support the implementation of RtI in elementary schools, much less information…

Threats and Strategies to Counter Threats: Voices of Elementary School Foreign Language Learniers

ERIC Educational Resources Information Center

Rosenbusch, Marcia Harmon; Sorensen, Laurie

2004-01-01

The experience described by Kay Hoag, Advocacy Chair of the National Network for Early Language Learning (NNELL), exemplifies the threat of program elimination and/or cutbacks that elementary school foreign language programs across the nation experienced with increased frequency during the 2002-2003 academic year. Reports of these threats…

The Implications of Cognitive-Developmental Theory for Law Related Curriculum in the Elementary School.

ERIC Educational Resources Information Center

Cole, Peggy

Law-related education programs for elementary school should be based on children's perceptions of reality. Psychologist Jean Piaget's studies of cognitive development indicate that children constantly reconstruct reality as they undergo new experiences. Children at early developmental stages may not be capable of understanding the origin and…

Conservation Education Improvement. Final Report.

ERIC Educational Resources Information Center

Diem, Kenneth L.; Hennebry, Howard M.

In an attempt to improve the teaching of conservation in elementary and junior high schools, a set of integrated sequential core units was formulated and tested in five Wyoming school districts during the fall and early winter of 1968. Based on a total sample of 840 elementary students (38% usable response) and 960 junior high students (49% usable…

Making the Grade in Mathematics: Elementary School Mathematics in the United States, Taiwan, and Japan.

ERIC Educational Resources Information Center

Stevenson, Harold W.; And Others

Over the last decade, it has been reported that American students lag behind their Asian counterparts as early as the first grade. This study investigated variables influencing elementary school students' mathematics achievement in Japan, Taiwan, and America. Children's mathematics achievement and cognitive abilities were tested. Children,…

Preschool Enrollment, Classroom Instruction, Elementary School Context, and the Reading Achievement of Children from Low-Income Families

PubMed Central

Crosnoe, Robert; Benner, Aprile D.; Davis-Kean, Pamela

2017-01-01

Purpose The goal of this study was test expectations derived from sociological and developmental perspectives that the association between phonics instruction in kindergarten classrooms and reading achievement during the first year of school in the low-income population would depend on whether children had previously attended preschool as well as the socioeconomic composition of their elementary schools. Methodological approach Autoregressive modeling was applied to nationally representative data from 7,710 children from low-income families in the Early Childhood Longitudinal Study-Kindergarten Cohort, with a series of sensitivity tests to improve causal inference and explore the robustness of results. Findings The association between phonics instruction and achievement was strongest among children from low-income families who had not attended preschool and then enrolled in socioeconomically disadvantaged elementary schools and among children from low-income families who had attended preschool and then enrolled in socioeconomically advantaged elementary schools. Research and practical implications Insight into educational inequality can be gained by situating developing children within their proximate ecologies and institutional settings, especially looking to the match between children and their contexts. These findings are relevant to policy discussions of early education, instructional practices, and desegregation. PMID:28824338

Transcoding abilities in typical and atypical mathematics achievers: the role of working memory and procedural and lexical competencies.

PubMed

Moura, Ricardo; Wood, Guilherme; Pinheiro-Chagas, Pedro; Lonnemann, Jan; Krinzinger, Helga; Willmes, Klaus; Haase, Vitor Geraldi

2013-11-01

Transcoding between numerical systems is one of the most basic abilities acquired by children during their early school years. One important topic that requires further exploration is how mathematics proficiency can affect number transcoding. The aim of the current study was to investigate transcoding abilities (i.e., reading Arabic numerals and writing dictation) in Brazilian children with and without mathematics difficulties, focusing on different school grades. We observed that children with learning difficulties in mathematics demonstrated lower achievement in number transcoding in both early and middle elementary school. In early elementary school, difficulties were observed in both the basic numerical lexicon and the management of numerical syntax. In middle elementary school, difficulties appeared mainly in the transcoding of more complex numbers. An error analysis revealed that the children with mathematics difficulties struggled mainly with the acquisition of transcoding rules. Although we confirmed the previous evidence on the impact of working memory capacity on number transcoding, we found that it did not fully account for the observed group differences. The results are discussed in the context of a maturational lag in number transcoding ability in children with mathematics difficulties. Copyright © 2013 Elsevier Inc. All rights reserved.

Economically Disadvantaged Children's Transitions into Elementary School: Linking Family Processes, School Contexts, and Educational Policy

ERIC Educational Resources Information Center

Crosnoe, Robert; Cooper, Carey E.

2010-01-01

Working from a core perspective on the developmental implications of economic disadvantage, this study attempted to identify "family-based" mechanisms of economic effects on early learning and their potential "school-based" remedies. Multilevel analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that…

School Rampage Shootings and Other Youth Disturbances: Early Preventative Interventions. Psychosocial Stress Series

ERIC Educational Resources Information Center

Nader, Kathleen, Ed.

2012-01-01

Together, "School Rampage Shootings and Other Youth Disturbances" and its accompanying CD provide a complete toolkit for using early preventative interventions with elementary-school age children. In ten thoughtful, clearly written chapters, both new and experienced practitioners will find a wealth of research- and evidence-based…

ABCs of Early Mathematics Experiences

ERIC Educational Resources Information Center

Hensen, Laurie E.

2005-01-01

Children begin to develop mathematical thinking before they enter school. Art, baking, playing with blocks, counting numbers, games, puzzles, singing, playing with pretend money, water play all these early mathematical experiences help the children to learn in the elementary school years.

Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition into Academically Selective Schools

ERIC Educational Resources Information Center

Becker, Michael; Neumann, Marko; Tetzner, Julia; Böse, Susanne; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer

2014-01-01

The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade…

Does Aggregate School-Wide Achievement Mediate Fifth Grade Outcomes for Former Early Childhood Education Participants?

ERIC Educational Resources Information Center

Curenton, Stephanie M.; Dong, Nianbo; Shen, Xiangjin

2015-01-01

This study used a multilevel mediation model to test the theory that former early childhood education (ECE) attendees' 5th grade achievement is mediated by the aggregate school-wide achievement of their elementary school. Aggregate school-wide achievement was defined as the percentage of 5th graders in a school who were at/above academic…

Meet Mr. and Mrs. Gen X: A New Parent Generation

ERIC Educational Resources Information Center

Howe, Neil

2010-01-01

Slowly but surely, Generation Xers have been taking over from Baby Boomers as the majority of parents in elementary and secondary education. In the early 1990s, Gen Xers began joining parent-teacher associations in the nation's elementary schools. Around 2005, they became the majority of middle school parents. By the fall of 2008, they took over…

Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership

ERIC Educational Resources Information Center

Mason, Charlene A.

2016-01-01

Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of…

The Relations among Family Functioning, Class Environment, and Gratitude in Chinese Elementary School Students

ERIC Educational Resources Information Center

Bai, Yu; Jin, Leili

2016-01-01

Gratitude is a key construct in positive psychology. Previous studies seldom examined the salient contextual correlates of gratitude in early adolescence in non-Western society. This study examined the relations among family functioning, class environment, and gratitude in a sample of 202 Chinese elementary school students. The results showed that…

Holocaust Studies in Austrian Elementary and Secondary Schools

ERIC Educational Resources Information Center

Mittnik, Philipp

2016-01-01

This article presents arguments in support of teaching about the Holocaust and Nazism in Austria at an early age. To accomplish this, Austrian and German elementary school textbooks were analyzed for the amount of content dealing with the Holocaust and Jews; the results showed that since 1980 the amount of content on the Holocaust increased in…

Multicomponent Programs for Reducing Peer Victimization in Early Elementary School: A Longitudinal Evaluation of the WITS Primary Program

ERIC Educational Resources Information Center

Leadbeater, Bonnie; Sukhawathanakul, Paweena

2011-01-01

Past research demonstrates the promise of multicomponent programs in reducing peer victimization and bullying in older elementary and middle school children, however little research focuses on young children. The current study examines the effectiveness of the WITS Primary program on trajectories of victimization and social responsibility in…

Fostering ICT and Inquiry Enhanced Instruction in Early Years Science Education: Creating a Model of Team Teaching

ERIC Educational Resources Information Center

Havu-Nuutinen, Sari

2017-01-01

This study aims to develop team teaching approach at elementary school science by piloting the created model of teachers' collaboration in three different stages. In the research the model of team teaching is seen as teachers' collaboration in which university teachers, elementary school teachers and teacher students are working towards…

Behavioral Engagement and Reading Achievement in Elementary-School-Age Children: A Longitudinal Cross-Lagged Analysis

ERIC Educational Resources Information Center

Guo, Ying; Sun, Shuyan; Breit-Smith, Allison; Morrison, Frederick J.; Connor, Carol McDonald

2015-01-01

Using data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, this study examined the cross-lagged relations between behavioral engagement and reading achievement in elementary school and whether these cross-lagged relations differed between low-socioeconomic status (SES) and mid-…

Boys' Perceptions of Singing: A Review of the Literature

ERIC Educational Resources Information Center

Warzecha, Megan

2013-01-01

Boys seem to progress through phases in which they like to sing in early elementary school, they think that singing is for girls and, thus, unacceptable in late elementary school, and then, gradually, singing again becomes acceptable later in life. Studies speak to the difficulty that choir directors have in recruiting boys. Research shows that…

Expressing the sense of the House of Representatives that all public elementary schools and public secondary schools should display a copy of the Declaration of Independence, the Constitution, and the Bill of Rights.

THOMAS, 111th Congress

Rep. Murphy, Christopher [D-CT-5

2009-03-23

House - 05/14/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Testing enhances subsequent learning in older but not in younger elementary school children.

PubMed

Aslan, Alp; Bäuml, Karl-Heinz T

2016-11-01

In adults, testing can enhance subsequent learning by reducing interference from the tested information. Here, we examined this forward effect of testing in children. Younger and older elementary school children and adult controls studied four lists of items in anticipation of a final cumulative recall test. Following presentation of each of the first three lists, participants were immediately tested on the respective list, or the list was re-presented for additional study. Results revealed that, compared to additional study, immediate testing of Lists 1-3 enhanced memory for the subsequently studied List 4 in adults and older elementary school children, but not in younger elementary school children. The findings indicate that the forward effect of testing is a relatively late-maturing phenomenon that develops over middle childhood and is still inefficient in the early elementary school years. Together with the results of other recent studies, these findings point to a more general problem in young children in combating interference. © 2015 John Wiley & Sons Ltd.

Abbott Opinions #1-5.

ERIC Educational Resources Information Center

Education Law Center, Inc., Newark, NJ.

This document contains the following "Abbott Opinions": (1) "Early Childhood Education"; (2) "Adequate School Facilities"; (3) "Supplemental Programs and Whole School Reform in Elementary Schools"; (4) "Supplemental Programs in Middle and High Schools"; and (5) "Planning Programs and Budgets…

Does Attendance in Early Education Predict Attendance in Elementary School? An Analysis of DCPS's Early Education Program. Research Report

ERIC Educational Resources Information Center

Dubay, Lisa; Holla, Nikhil

2016-01-01

Enrollment in early childhood education programs can be an important stepping stone to higher educational achievement, particularly for low-income children. However, children cannot succeed in these programs unless they are present. The Early Childhood Education Division (ECED) in the District of Columbia Public Schools (DCPS) has identified…

From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School

ERIC Educational Resources Information Center

Jaekel, Nils; Schurig, Michael; Florian, Merle; Ritter, Markus

2017-01-01

Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long-term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early…

Education Regulations: Burying Schools in Paperwork. Hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education of the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Twelfth Congress, First Session (March 15, 2011). Serial Number 112-12

ERIC Educational Resources Information Center

US House of Representatives, 2011

2011-01-01

This paper presents the Committee on Education and the Workforce's hearing examining the adverse impact extensive federal regulations and reporting requirements have on teachers, administrators and students in elementary and secondary schools. Too many schools and school districts are overwhelmed by unnecessary paperwork requirements. Currently,…

Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

PubMed

Murray, Desiree W; Rabiner, David L; Kuhn, Laura; Pan, Yi; Sabet, Raha Forooz

2018-04-01

The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Elementary Methods for Computation of Quartiles

ERIC Educational Resources Information Center

Žerovnik, Janez; Rupnik Poklukar, Darja

2017-01-01

Quartiles are usually introduced early, often in primary school together with box-and-whisker plots. Various methods are used, and in lack of explanation in many textbooks at elementary level, this leads to unnecessary confusion. We discuss some elementary methods that are consistent with the most common definition and are also easy to understand.

Enhancing Literacy Instruction for Grade Level Readers in the Early Elementary Grades

ERIC Educational Resources Information Center

Warren, Marie

2010-01-01

Local school districts are under pressure to have elementary reading teachers understand how phonics, during teacher-led small group literacy instruction, can help students who read below grade level. Elementary teachers need research-based strategies regarding which reading instructions of letter-sound components are necessary to help students…

Contemporary Practice in the Elementary Classroom: A Study of Change

ERIC Educational Resources Information Center

Thulson, Anne

2013-01-01

Elementary school is not too early to introduce contemporary art; young students are especially adept at learning by mimicry and embracing contemporary art practices, including site-specific works. Elementary students are poised and capable to comprehend and respond to contemporary art. Tangible products can be made within a conceptual,…

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.…

Micro-Level Planning for a Papua New Guinean Elementary School Classroom: "Copycat" Planning and Language Ideologies

ERIC Educational Resources Information Center

Schneider, Cindy

2015-01-01

In the early 1990s, the government of Papua New Guinea (PNG) enacted educational reform. It officially abandoned its English-only policy at elementary school level, in favour of community languages. In response, the Kairak community of East New Britain Province developed a vernacular literacy programme. This paper, based on original fieldwork…

The Positive Peer Effects of Classroom Diversity: Exploring the Relationship between English Language Learner Classmates and Socioemotional Skills in Early Elementary School

ERIC Educational Resources Information Center

Gottfried, Michael A.

2014-01-01

Recent federal, state, and district policies that have mainstreamed English language learner (ELL) students into general, English-only elementary school classrooms have raised questions among educational stakeholders about the widespread effects of these policies. Most research has focused on the outcomes of ELL students; almost nothing is known…

Madres Para Niños: Engaging Latina Mothers as Consultees to Promote Their Children's Early Elementary School Achievement

ERIC Educational Resources Information Center

Knotek, Steven E.; Sánchez, Marta

2017-01-01

The Madres para Niños (MpN) program uses consultee-centered consultation as a vehicle to help immigrant Latino parents focus and reframe their preexisting child advocacy skills toward their children's successful transition into elementary school in a new geographic and cultural context. This article describes the Latina mother's experience as…

Colloquium on Foreign Languages in the Elementary School Curriculum. Proceedings (New York, New York, September 1991).

ERIC Educational Resources Information Center

Rosenbusch, Marcia, Ed.; Kremer, Douglas, Ed.

A colloquium convened at the Deutsches Haus in New York is summarized that brought together experts to discuss (1) the significance foreign languages have for other elementary school subjects, and (2) what function the other subjects serve for early foreign language learning. The following six topics, guided by session leaders, provided the…

Racial and Socioeconomic Gaps in Executive Function Skills in Early Elementary School: Nationally Representative Evidence From the ECLS-K:2011

ERIC Educational Resources Information Center

Little, Michael

2017-01-01

This brief leverages the first ever nationally representative data set with a direct assessment of elementary school-aged children's executive function skills to examine racial and socioeconomic gaps in performance. The analysis reveals large gaps in measures of working memory and cognitive flexibility, the two components of executive function…

EVALUATION OF THE IMPACT OF THE ELEMENTARY AND SECONDARY EDUCATION ACT, TITLE I IN THE CINCINNATI PUBLIC SCHOOLS AFTER ONE YEAR AND A HALF.

ERIC Educational Resources Information Center

FELIX, JOSEPH L.; JACOBS, JAMES N.

THIS REPORT ASSESSES THE GENERAL EFFECTIVENESS OF SIX SEPARATE COMPENSATORY EDUCATION PROJECTS WHICH PROVIDED EITHER (1) EARLY CHILDHOOD EDUCATION, (2) PHYSICAL HEALTH SERVICES, (3) EMOTIONAL, LEARNING, AND COMMUNICATION PROBLEMS, (4) STAFF DEVELOPMENT, LEADERSHIP AND INSERVICE TRAINING, (5) ELEMENTARY SCHOOL REMEDIATION AND ENRICHMENT, OR (6)…

Playing with Moon Sand: A Narrative Inquiry into a Teacher's Experiences Teaching Alongside a Student with a Chronic Illness

ERIC Educational Resources Information Center

Davis, Beth; Murphy, M. Shaun

2016-01-01

This paper inquires into the experiences of an early childhood educator named Claire who taught a young girl with a chronic illness at East Willows Elementary School, a western Canadian elementary school. Using narrative inquiry as the methodology, Claire's experiences in her curriculum making alongside Madeline a young girl with Turner syndrome…

Exploring U.S. Westward Expansion in the Elementary and Middle School Curriculum through Tall Tales

ERIC Educational Resources Information Center

Almerico, Gina M.; Martin, Nicole; Masuck, William; Strickland, Cynthia; Thomas, Jessica

2012-01-01

Teaching social studies in the elementary and middle school curriculum is enhanced by incorporating quality children's and adolescent literature and strategies that bring the human element into play. American tall tales are a genre unique to the history of our nation and provide a glimpse into the way early settlers of the west envisioned heroism…

Slow off the Mark: Elementary School Teachers and the Crisis in Science, Technology, Engineering, and Math Education

ERIC Educational Resources Information Center

Epstein, Diana; Miller, Raegen T.

2011-01-01

One can't throw a stone without hitting a STEM initiative these days, but most science, technology, engineering, and math initiatives--thus the STEM acronym--overlook a fundamental problem. In general, the workforce pipeline of elementary school teachers fails to ensure that the teachers who inform children's early academic trajectories have the…

Suicide in Elementary School-Aged Children and Early Adolescents.

PubMed

Sheftall, Arielle H; Asti, Lindsey; Horowitz, Lisa M; Felts, Adrienne; Fontanella, Cynthia A; Campo, John V; Bridge, Jeffrey A

2016-10-01

Suicide in elementary school-aged children is not well studied, despite a recent increase in the suicide rate among US black children. The objectives of this study were to describe characteristics and precipitating circumstances of suicide in elementary school-aged children relative to early adolescent decedents and identify potential within-group racial differences. We analyzed National Violent Death Reporting System (NVDRS) surveillance data capturing suicide deaths from 2003 to 2012 for 17 US states. Participants included all suicide decedents aged 5 to 14 years (N = 693). Age group comparisons (5-11 years and 12-14 years) were conducted by using the χ 2 test or Fisher's exact test, as appropriate. Compared with early adolescents who died by suicide, children who died by suicide were more commonly male, black, died by hanging/strangulation/suffocation, and died at home. Children who died by suicide more often experienced relationship problems with family members/friends (60.3% vs 46.0%; P = .02) and less often experienced boyfriend/girlfriend problems (0% vs 16.0%; P < .001) or left a suicide note (7.7% vs 30.2%; P < .001). Among suicide decedents with known mental health problems (n = 210), childhood decedents more often experienced attention-deficit disorder with or without hyperactivity (59.3% vs 29.0%; P = .002) and less often experienced depression/dysthymia (33.3% vs 65.6%; P = .001) compared with early adolescent decedents. These findings raise questions about impulsive responding to psychosocial adversity in younger suicide decedents, and they suggest a need for both common and developmentally-specific suicide prevention strategies during the elementary school-aged and early adolescent years. Further research should investigate factors associated with the recent increase in suicide rates among black children. Copyright © 2016 by the American Academy of Pediatrics.

Designing using Lego and Uno-Stacko: A Playful Architecture for an Integrated Kindergarten and Elementary School

NASA Astrophysics Data System (ADS)

Muthmainnah, K.; Aryanti, T.; Ardiansyah, A.

2017-03-01

The integrated kindergarten and elementary school is a public educational facility used for early age and elementary education. Designated for children at 4-12 years of age, the design should meet the standards and requirements, while considering children’s needs in their development phase. This paper discusses the design of an integrated kindergarten and elementary school using the playful theme. Design was explored using LEGO and UNO-STACKO to create spaces that accommodate material exploration for children. The design takes the play concept as a medium of child’s learning in order to improve their ability and awareness of the surrounding environment. The design translates the playful theme into imaginary dimension, constructive-deconstructive shapes, and glide circulations concept. The spatial pattern is applied by considering children’s behavior in the designated ages to trigger their creativity improvement. The design is expected to serve as a model of an integrated kindergarten and elementary school architecture.

Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States

ERIC Educational Resources Information Center

Owens, Jayanti

2016-01-01

Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and prosocial behaviors. Scholars have found that boys' early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: Do…

An Exploration of the Effects of a Literature-Based Socialemotional Learning Curriculum on the Kindergarten Classes in a Large K-5 Elementary School

ERIC Educational Resources Information Center

Werkheiser, Susan N. Gravle

2014-01-01

The purpose of this case study was to explore the effects of a literature-based social-emotional learning curriculum on kindergarten students' social-emotional behaviors, awareness, and early reading skills in a large elementary school. The study examined beliefs/perceptions of kindergarten teachers in regards to what reading skills students…

Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School

ERIC Educational Resources Information Center

Enstice, Emily McCormick

2012-01-01

There is limited research that investigates parent perceptions with respect to their early elementary school children's home language use. To fill the gap in research, this study explores the relationship between first generation Latino parent perspectives of bilingualism, home language maintenance and loss, and the intersection of culture…

Initial Spanish Proficiency and English Language Development among Spanish-Speaking English Learner Students in New Mexico. REL 2018-286

ERIC Educational Resources Information Center

Arellano, Brenda; Liu, Feng; Stoker, Ginger; Slama, Rachel

2018-01-01

To what extent do Spanish-speaking English learner students develop English proficiency and grade-level readiness in English language arts and math from early elementary school to upper elementary school? Is there a relationship between proficiency in a student's primary home language, Spanish, and the amount of time needed to attain fluency in…

Astronomy in the early years of elementary education: a partnership between university and school

NASA Astrophysics Data System (ADS)

Barai, A.; Carvalho Neto, J. T.; Garrido, D.; Ityanagui, G.; Navi, M.

2016-12-01

This paper describes the interaction and partnership experience between a school and one of the Federal University of São Carlos (UFSCar)campi, both located in Araras, SP, aiming to teach and promote astronomy and astronautics knowledge among students of the first five years of Elementary Education. This initiative made use of Brazilian Olympiad of Astronomy and Astronautics as a motivating event for the theme exploration. The actions were divided into two fronts: an improvement course for the school teachers conducted by university professors and lectures for students by UFSCar students under the guidance of university teachers and the school coordinators. By the observed results, we noticed the importance of narrowing the distance school-university, promoting learning for both institutions and helping to raise the level of education from elementary school to college.

Supporting academically-based social studies curriculum standards for the Nation's elementary and secondary education public school textbooks.

THOMAS, 111th Congress

Rep. Johnson, Eddie Bernice [D-TX-30

2010-07-30

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

To amend the Elementary and Secondary Education Act of 1965 to modify certain provisions concerning charter schools.

THOMAS, 111th Congress

Rep. Shea-Porter, Carol [D-NH-1

2010-07-30

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Grins and Groans of Publishing in Professional School Counseling

ERIC Educational Resources Information Center

Brott, Pamelia E.

2005-01-01

Professional School Counseling is the professional journal published by the American School Counselor Association (ASCA). The first volume of the journal was published in 1997 after the predecessor journals, The School Counselor and Elementary School Guidance Journal, merged. The School Counselor was in publication from the early 1950s and…

Early Elementary Class-Size Reduction: A Neo-Institutional Analysis of the Social, Political, and Economic Influences on State-Level Policymaking.

ERIC Educational Resources Information Center

Mitchell, Ross E.

This paper examines the social, political, and economic factors that influenced the adoption and diffusion of early-elementary school class-size-reduction policies at the state level. It applies a neo-institutional framework to explain the rapid spread of class-size reduction policies throughout many state legislatures and boards of education. It…

Kindergarten Black-White Test Score Gaps: Re-Examining the Roles of Socioeconomic Status and School Quality with New Data

ERIC Educational Resources Information Center

Quinn, David M.

2015-01-01

Black-white test score gaps form in early childhood and widen over elementary school. Sociologists have debated the roles that socioeconomic status (SES) and school quality play in explaining these patterns. In this study, I replicate and extend past research using new nationally representative data from the Early Childhood Longitudinal…

Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children.

PubMed

Guay, Frédéric; Chanal, Julien; Ratelle, Catherine F; Marsh, Herbert W; Larose, Simon; Boivin, Michel

2010-12-01

There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects. Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.

Societal and Educational Projections, Appendix A. Vol. II, A Plan for Managing the Development, Implementation and Operation of a Model Elementary Teacher Education Program.

ERIC Educational Resources Information Center

Corley, Clifford L.; Koch, Norman E.

The purpose of this paper is to identify and describe background information and possible indicators for future planning of elementary education, as a prerequisite to planning realistic education programs for early childhood and elementary school teachers. Developments considered include population growth, changing cultural characteristics,…

MIDI Keyboards: Memory Skills and Building Values toward School.

ERIC Educational Resources Information Center

Marcinkiewicz, Henryk R.; And Others

This document summarizes the results of a study which evaluated whether school instruction with Musical Instrument Digital Interface (MIDI) keyboards improves memory skill and whether school instruction with MIDI keyboards improves sentiments toward school and instructional media. Pupils in early elementary grades at five schools were evaluated…

Neighborhood Characteristics, Parental Practices and Children’s Math Achievement in Elementary School

PubMed Central

Greenman, Emily; Bodovski, Katerina; Reed, Katherine

2014-01-01

This paper investigates the relationships among neighborhood characteristics, education-related parental practices, and children’s academic achievement during a critical but under-studied stage of children’s educational trajectories – the elementary school years. Using a large, nationally representative database of American elementary school students – the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS–K) – and contextual data from the 2000 U.S. Census, we examine parental practices and neighborhood characteristics at the beginning of children’s school careers (grades K-1) and their associations with math achievement through the end of the 5th grade. Findings Net of family-level characteristics, higher levels of early education- oriented parental practices were associated with higher mathematics achievement at the end of 5th grade, while neighborhood disadvantage was associated with lower 5th grade math achievement. Families residing in high poverty, high unemployment, low-education neighborhoods employed fewer education- oriented practices with their kindergarten- first grade children, but the positive effect of such parental practices on children’s mathematics achievement was stronger for children who live in disadvantaged neighborhoods. PMID:25125713

The Groove of Growth: How Early Gains in Math Ability Influence Adolescent Achievement

ERIC Educational Resources Information Center

Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.

2014-01-01

A number of studies, both small scale and of nationally-representative student samples, have reported substantial associations between school entry math ability and later elementary school achievement. However, questions remain regarding the persistence of the association between early growth in math ability and later math achievement due to the…

Improving Empathy and Communication Skills of Visually Impaired Early Adolescents through a Psycho-Education Program

ERIC Educational Resources Information Center

Yildiz, Mehmet Ali; Duy, Baki

2013-01-01

The purpose of this study was to investigate the effectiveness of an interpersonal communication skills psycho-education program to improve empathy and communication skills of visually impaired adolescents. Participants of the study were sixteen early adolescents schooling in an elementary school for visually impaired youth in Diyarbakir. The…

76 FR 25311 - Applications for New Awards; Technology and Media Services for Individuals With Disabilities...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-04

... educational media in early learning programs and elementary and secondary schools that are not accessible to... account the media most commonly used in school districts and early learning programs across the nation... DEPARTMENT OF EDUCATION Applications for New Awards; Technology and Media Services for Individuals...

Does Truancy Beget Truancy? Evidence from Elementary School

ERIC Educational Resources Information Center

Gottfried, Michael A.

2017-01-01

Within schooling policy and practice, truancy awareness and prevention programs expend much effort on reducing fall absences under the assumption that stopping this behavior early in the year can reduce negative outcomes later on in the year. Little research has focused on whether early absences in the year correlate with later outcomes. No study…

A Study of High School Students' Perceptions of Mentoring Students with Disabilities

ERIC Educational Resources Information Center

Davis, Ashley N.

2015-01-01

This dissertation was designed as a phenomenological qualitative study grounded in Contact Theory to investigate Early College high school students' perceptions of a multi-year mentoring program. The Early College students were paired with elementary students with varying special needs in a self-contained classroom throughout 3 years in various…

Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

ERIC Educational Resources Information Center

Curran, F. Chris; Kellogg, Ann T.

2016-01-01

Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 that…

Patterns of Aggressive Behavior and Peer Victimization from Childhood to Early Adolescence: A Latent Class Analysis

ERIC Educational Resources Information Center

Williford, Anne Powell; Brisson, Daniel; Bender, Kimberly A.; Jenson, Jeffrey M.; Forrest-Bank, Shandra

2011-01-01

The developmental period characterized by the transition from childhood and elementary school to early adolescence and middle school has been associated with increases in aggressive behavior and peer victimization. Few longitudinal studies, however, have examined the stability of aggression and victimization during this critical transition. This…

Creating Learning Environments in the Early Grades That Support Teacher and Student Success: Profiles of Effective Practices in Three Expanded Learning Time Schools

ERIC Educational Resources Information Center

Farbman, David A.; Novoryta, Ami

2016-01-01

In "Creating Learning Environments in the Early Grades that Support Teacher and Student Success," the National Center on Time & Learning (NCTL) profiles three expanded-time elementary schools that leverage a longer school day to better serve young students. In particular, the report describes how a longer day opens up opportunities…

Classes of Trajectory in Mobile Phone Dependency and the Effects of Negative Parenting on Them during Early Adolescence

ERIC Educational Resources Information Center

Seo, Mijung; Choi, Eunsil

2018-01-01

The aim of this study was to identify the classes of trajectory in mobile phone dependency using growth mixture modeling among Korean early adolescents from elementary school to the middle school transition. The effects of negative parenting on determining the classes were also examined. The participants were 2,378 early adolescents in the Korean…

The Impact of Achieve3000 on Elementary Literacy Outcomes: Randomized Control Trial Evidence, 2013-14 to 2014-15. Eye on Evaluation. DRA Report No. 16.02

ERIC Educational Resources Information Center

Hill, Darryl V.; Lenard, Matthew A.

2016-01-01

In 2013-14, the Wake County Public School System (WCPSS) launched Achieve3000 as a randomized controlled trial in 16 elementary schools. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. Twoyear results show that Achieve3000 did not have a significant impact on…

Manipulative Use and Elementary School Students' Mathematics Learning

ERIC Educational Resources Information Center

Uribe-Flórez, Lida J.; Wilkins, Jesse L. M.

2017-01-01

Using data from the Early Childhood Longitudinal Study (ECLS) 1998/1999, we examine the relationship between elementary students' (K-5) manipulative use and mathematics learning. Using a cross-sectional correlational analysis, we found no relationship between manipulative use and student mathematics "achievement". However, using a…

The Neurosequential Model in Education and School Improvement

ERIC Educational Resources Information Center

Walter, Shawna Lee

2016-01-01

The purpose of this qualitative research assignment was to explore experiences with the early implementation stages of the Neurosequential Model in Education (NME) in an elementary classroom setting. Data gathered from four participant interviews, three elementary teachers and one educational assistant, revealed three categories surrounding the…

The Relationship between School Engagement and Delinquency in Late Childhood and Early Adolescence

ERIC Educational Resources Information Center

Hirschfield, Paul J.; Gasper, Joseph

2011-01-01

Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years…

Early Childhood Lead Exposure and Academic Achievement: Evidence From Detroit Public Schools, 2008–2010

PubMed Central

Baker, Harolyn W.; Tufts, Margaret; Raymond, Randall E.; Salihu, Hamisu; Elliott, Michael R.

2013-01-01

Objectives. We assessed the long-term effect of early childhood lead exposure on academic achievement in mathematics, science, and reading among elementary and junior high school children. Methods. We linked early childhood blood lead testing surveillance data from the Detroit Department of Health and Wellness Promotion to educational testing data from the Detroit, Michigan, public schools. We used the linked data to investigate the effect of early childhood lead exposure on academic achievement among school-aged children, both marginally and adjusted for grade level, gender, race, language, maternal education, and socioeconomic status. Results. High blood lead levels before age 6 years were strongly associated with poor academic achievement in grades 3, 5, and 8. The odds of scoring less than proficient for those whose blood lead levels were greater than 10 micrograms per deciliter were more than twice the odds for those whose blood lead levels were less than 1 micrograms per deciliter after adjustment for potential confounders. Conclusions. Early childhood lead exposure was negatively associated with academic achievement in elementary and junior high school, after adjusting for key potential confounders. The control of lead poisoning should focus on primary prevention of lead exposure in children and development of special education programs for students with lead poisoning. PMID:23327265

Developmental Trajectories of Compensatory Exercise and Fasting Behavior across the Middle School Years

PubMed Central

Davis, Heather A.; Guller, Leila; Smith, Gregory T.

2016-01-01

Compensatory exercise and fasting behavior, in the absence of binge eating and purging, appear to be important eating disorder behaviors that are associated with dysfunction, but little is known about these behaviors in youth. We studied the trajectories of their development in non-binge eating and non-purging girls during early adolescence. Using a longitudinal design, we assessed 564 girls six times over the three years of middle school (grades 6 through 8) and developed trajectories specifying different developmental patterns in relation to the behaviors. Prior to this period, when the girls were in 5th grade (elementary school), we assessed risk factors to predict girls’ subsequent trajectory group membership. Compensatory exercise trajectory groups included a non-engagement group, a group that increased in the behavior, and a group that decreased in the behavior. There were two fasting trajectory groups, one consistently engaging in the behavior and the other consistently not. Elementary school levels of depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership. Risk for compensatory exercise and fasting should be evaluated as early as in 5th grade. Targeted interventions should focus on girls in late elementary school or middle school, as this appears to be a critical developmental and maintenance period for compensatory exercise and fasting behavior. PMID:27544806

The relationship of otitis media in early childhood to attention dimensions during the early elementary school years.

PubMed

Hooper, Stephen R; Ashley, Timothy A; Roberts, Joanne E; Zeisel, Susan A; Poe, Michele D

2006-08-01

This study examined the impact of otitis media with effusion (OME) and associated hearing loss between 6 and 48 months of age on attention dimensions (i.e., selective/focus, sustained) during the elementary school years. A prospective cohort design in which 74 African American infants were recruited between ages 6 and 12 months. Ear examinations were done repeatedly using both otoscopy and tympanometry, and hearing was assessed using standard audiometric procedures between 6 and 48 months. Multiple measures of attention (i.e., direct assessment, behavioral observations, parent/teacher ratings) were administered from kindergarten through second grade to assess two theoretical dimensions of attention: selective/focused and sustained. The home environment was assessed annually. Results indicated that neither early childhood OME nor hearing loss showed significant correlations with any of the longitudinal or cross-sectional measures of selective/focused attention and sustained attention. In contrast, children with mothers who had fewer years of education and who lived in less responsive and supportive home environments scored higher on both parent and teacher ratings of sustained attention (i.e., hyperactivity) through the second grade of elementary school. For NEPSY Auditory Attention in second grade, a significant interaction between the Home Observation for Measurement of the Environment and hearing loss was uncovered. This interaction showed that children with hearing loss from poor home environments experienced greater difficulties on the NEPSY Auditory Attention task than those with hearing loss from good home environments. These findings do not support a direct linkage of a history of OME and associated hearing loss to difficulties in selective/focused attention or sustained attention in early elementary school children. Relationships between sociodemographic variables and attention-related functions appear stronger and should be considered as mediators in any examination of the linkages between early OME and subsequent attention functions.

Reducing School Mobility: A Randomized Trial of a Relationship-Building Intervention

PubMed Central

Fiel, Jeremy E.; Haskins, Anna R.; López Turley, Ruth N.

2013-01-01

Student turnover has many negative consequences for students and schools, and the high mobility rates of disadvantaged students may exacerbate inequality. Scholars have advised schools to reduce mobility by building and improving relationships with and among families, but such efforts are rarely tested rigorously. A cluster-randomized field experiment in 52 predominantly Hispanic elementary schools in San Antonio, TX, and Phoenix, AZ, tested whether student mobility in early elementary school was reduced through Families and Schools Together (FAST), an intervention that builds social capital among families, children, and schools. FAST failed to reduce mobility overall but substantially reduced the mobility of Black students, who were especially likely to change schools. Improved relationships among families help explain this finding. PMID:25346541

Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years.

PubMed

Weidinger, Anne F; Steinmayr, Ricarda; Spinath, Birgit

2018-03-01

Math competence beliefs and achievement are important outcomes of school-based learning. Previous studies yielded inconsistent results on whether skill development, self-enhancement, or reciprocal effects account for the interplay among them. A development-related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Effectiveness of an Afterschool-Based Aggression Management Program for Elementary Students

ERIC Educational Resources Information Center

Staecker, Emma; Puett, Eli; Afrassiab, Shayda; Ketcherside, Miranda; Azim, Sabiya; Rhodes, Darson; Wang, Anna

2016-01-01

A school-community partnership team implemented an aggression management curriculum in an afterschool program as an early-intervention strategy at the upper elementary level. Although statistically significant differences in physical or psychological aggression were not found, the partnership team gained a better understanding of evidence-based…

To include family therapists on the list of professionals recognized to provide public school mental health services under the Elementary and Secondary Education Act of 1965.

THOMAS, 111th Congress

Rep. Souder, Mark E. [R-IN-3

2009-03-25

House - 05/14/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Enhancing Elementary Teacher Practice through Technological/Engineering Design Based Learning

ERIC Educational Resources Information Center

Deck, Anita S.

2016-01-01

As widespread as Science, Technology, Engineering, and Math (STEM) initiatives and reforms are today in education, a rudimentary problem with these endeavors is being overlooked. In general, education programs and school districts are failing to ensure that elementary teachers who provide children's early academic experiences have the appropriate…

Recognizing the importance of teaching elementary and secondary school students about the sacrifices that veterans have made throughout the history of the Nation.

THOMAS, 111th Congress

Rep. Guthrie, Brett [R-KY-2

2009-11-06

House - 01/04/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status Agreed to in HouseHere are the steps for Status of Legislation:

To amend the Elementary and Secondary Education Act of 1965 to ensure that schools have physical education programs that meet minimum requirements for physical education.

THOMAS, 112th Congress

Rep. Baca, Joe [D-CA-43

2011-01-25

House - 02/25/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Examining Elementary School Students' Transfer of Learning through Engineering Design Using Think-Aloud Protocol Analysis

ERIC Educational Resources Information Center

Kelley, Todd; Sung, Euisuk

2017-01-01

The introduction of engineering practices within the "Next Generation Science Standards" provides technology educators with opportunities to help STEM educators infuse engineering design within a core curriculum. The introduction of teaching engineering design in early elementary grades also provides opportunities to conduct research…

"Todos Somos Blancos"/We Are All White: Constructing Racial Identities through Texts

ERIC Educational Resources Information Center

Michael-Luna, Sara

2008-01-01

Research has revealed an underlying link between identity construction and academic success for adolescents (Nasir & Saxe, 2003); however, research has not addressed how students' identities are formed and negotiated in the cultural practices of elementary school. This article examines how early elementary Mexican-origin bilinguals' racial,…

Student Internalizing and Externalizing Behavior Screeners: Evidence for Reliability, Validity, and Usability in Elementary Schools

ERIC Educational Resources Information Center

Hartman, Kelsey; Gresham, Frank M.; Byrd, Shelby

2017-01-01

Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…

Want Success in School? Start with Babies!

ERIC Educational Resources Information Center

Lally, J. Ronald

2012-01-01

Much of what gets in the way of learning in elementary, middle, and high schools has to do with lessons missed, skills undeveloped, and experiences in the world that have shaped the early development of the brain. Neuroscience tells people that early experience, even experience in the womb, is the soil in which the young brain grows and that early…

Effectiveness of Early Entrepreneurship Education at the Primary School Level: Evidence from a Field Research in Morocco

ERIC Educational Resources Information Center

Hassi, Abderrahman

2016-01-01

The present research is designed to identify the appropriate and relevant objectives that need to be pursued through entrepreneurial activities targeting elementary school children. It assesses the effectiveness of early entrepreneurship education. To do so, children aged 11 and 12 attended an entrepreneurial program and completed two versions of…

Getting Ready for School: Palm Beach County's Early Childhood Cluster Initiative

ERIC Educational Resources Information Center

Spielberger, Julie; Baker, Stephen; Winje, Carolyn

2008-01-01

This publication reports findings from the second year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…

Educational Characteristics of Adolescents with Gifted Academic Intrinsic Motivation: A Longitudinal Investigation from School Entry through Early Adulthood

ERIC Educational Resources Information Center

Gottfried, Allen W.; Clayton R. Cook; Gottfried, Adele Eskeles; Morris, Phillip E.

2005-01-01

The construct of gifted motivation was examined in a contemporary, long-term, longitudinal investigation. Adolescents with extremely high academic intrinsic motivation (i.e., gifted motivation) were compared to their cohort peer comparison on a variety of educationally relevant measures from elementary school through the early adulthood years.…

Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change

ERIC Educational Resources Information Center

Kissel, Brian; Mraz, Maryann; Algozzine, Bob; Stover, Katie

2011-01-01

In recent years, literacy coaches have emerged as an integral part of a school's literacy team. Although current research on literacy coaching examines the work of coaches at the elementary and middle/secondary school levels, little research exists on the roles and perspectives of early childhood literacy coaches. This study sought to fill that…

Trajectories of Math and Reading Achievement in Low Achieving Children in Elementary School: Effects of Early and Later Retention in Grade

PubMed Central

Moser, Stephanie E.; West, Stephen G.; Hughes, Jan N.

2012-01-01

This study investigated the effects of retention or promotion in first grade on growth trajectories in mathematics and reading achievement over the elementary school years (grades 1–5). From a large multiethnic sample (n = 784) of children who were below the median in literacy at school entrance, 363 children who were either promoted (n = 251) or retained (n = 112) in first grade could be successfully matched on 72 background variables. Achievement was measured annually using Woodcock-Johnson W scores; scores of retained children were shifted back one year to permit same-grade comparisons. Using longitudinal growth curve analysis, trajectories of math and reading scores for promoted and retained children were compared. Retained children received a one year boost in achievement; this boost fully dissipated by the end of elementary school. The pattern of subsequent retention in grades 2, 3 and 4 and placement in special education of the sample during the elementary school years is also described and their effects are explored. Policy implications for interventions for low achieving children are considered. PMID:23335818

Analyzing Data and Asking Questions at Shell School, Sea County Florida

ERIC Educational Resources Information Center

Vanover, Charles

2015-01-01

This case discusses early work to implement the Common Core State Standards at a fictitious school in Florida. The case is designed to support students' efforts to use school accountability data for inquiry and to conceptualize change in schools where previous leaders' efforts were not successful. Shell Elementary is an exurban school that serves…

An Early Look at the Effects of Success Academy Charter Schools

ERIC Educational Resources Information Center

Unterman, Rebecca

2017-01-01

Success Academy is a rapidly expanding charter school network in New York City, with schools located in the Bronx, Brooklyn, Manhattan, and Queens. In the 2016-2017 school year, Success Academy served roughly 14,000 students across 41 elementary, middle, and high schools, which at the time was about 13 percent of the students attending charter…

Patterns of Individual Adjustment Changes During Middle School Transition.

ERIC Educational Resources Information Center

Chung, HyunHee; Elias, Maurice; Schneider, Kenneth

1998-01-01

Examines the patterns of individual adjustment changes in a sample of 99 early adolescents during an ecological transition from elementary school to middle school. Shows significant changes in adjustment as indicated by increased psychological distress or decreased academic achievement. Examines gender differences. Presents implications for…

Early Risers. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Early Risers" is a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The intervention model includes two child-focused components and two parent/family components. The Child Skills component is designed to teach skills that enhance children's emotional and behavioral…

School-Wide Positive Behavior Support Programs in Elementary Schools

ERIC Educational Resources Information Center

Siegel, Chelsea T.

2008-01-01

Behavior problems continue to be an issue for teachers and parents to address. Studies have shown that challenging behaviors in early childhood are linked to problems in the areas of academics and socialization in adolescence and adulthood. Most schools use a reactive, consequence-based approach to behavior management. With school violence and…

Emotions, Power and the Advent of Mass Schooling

ERIC Educational Resources Information Center

Landahl, Joakim

2015-01-01

The aim of this article is to explore the relationship between emotions, power and schooling. Focusing on elementary schools during the second half of the nineteenth century, when education for the masses in Sweden emerged, the article discusses the emotionology of early mass schooling. It is argued that the abolishment of the monitorial method in…

The utility of elementary school TOCA-R scores in identifying later criminal court violence among adolescent females.

PubMed

Petras, Hanno; Ialongo, Nicholas; Lambert, Sharon F; Barrueco, Sandra; Schaeffer, Cindy M; Chilcoat, Howard; Kellam, Sheppard

2005-08-01

To evaluate the utility of a teacher-rating instrument (Teacher Observation of Classroom Adaptation-Revised [TOCA-R]) of aggressive behavior during elementary school years in identifying girls at risk of later criminal court violence. A community epidemiological sample of 845 urban public school girls was rated at six time points during elementary school regarding their level of aggressive/disruptive behavior (75% of whom were African American). Criminal violence was measured using juvenile court records. Logistic regression was used to study the strength of the association between early indicators of aggressive behavior and adolescent females' violent outcomes. An extension of the traditional receiver operating characteristics analysis was used to study the accuracy of identifying girls at risk of violence under three different screening and intervention scenarios. For girls, teacher ratings of aggression were a strong and consistent predictor of later violence across grades 1-5 and were strongest in fifth grade. Three screening scenarios were compared to determine the optimal identification threshold. The screening scenario with a focus on minimizing false negatives yielded the highest value (kappa = 0.803). This study supports other studies indicating that early levels of aggressive behavior are strong and robust predictors of later violence among girls but are of limited utility in the early identification of girls at risk, especially when the focus is on reducing both false positives and negatives.

Restrictive educational placements increase adolescent risks for students with early-starting conduct problems.

PubMed

Powers, Christopher J; Bierman, Karen L; Coffman, Donna L

2016-08-01

Students with early-starting conduct problems often do poorly in school; they are disproportionately placed in restrictive educational placements outside of mainstream classrooms. Although intended to benefit students, research suggests that restrictive placements may exacerbate the maladjustment of youth with conduct problems. Mixed findings, small samples, and flawed designs limit the utility of existing research. This study examined the impact of restrictive educational placements on three adolescent outcomes (high school noncompletion, conduct disorder, depressive symptoms) in a sample of 861 students with early-starting conduct problems followed longitudinally from kindergarten (age 5-6). Causal modeling with propensity scores was used to adjust for confounding factors associated with restrictive placements. Analyses explored the timing of placement (elementary vs. secondary school) and moderation of impact by initial problem severity. Restrictive educational placement in secondary school (but not in elementary school) was iatrogenic, increasing the risk of high school noncompletion and the severity of adolescent conduct disorder. Negative effects were amplified for students with conduct problem behavior with less cognitive impairment. To avoid harm to students and to society, schools must find alternatives to restrictive placements for students with conduct problems in secondary school, particularly when these students do not have cognitive impairments that might warrant specialized educational supports. © 2015 Association for Child and Adolescent Mental Health.

Predicting Individual Differences in Low-Income Children's Executive Control from Early to Middle Childhood

ERIC Educational Resources Information Center

Raver, C. Cybele; McCoy, Dana Charles; Lowenstein, Amy E.; Pess, Rachel

2013-01-01

The present longitudinal study tested the roles of early childhood executive control (EC) as well as exposure to poverty-related adversity at family and school levels as key predictors of low-income children's EC in elementary school ("n" = 391). Findings suggest that children's EC difficulties in preschool and lower family income from…

Launching Kindergarten Math Clubs: The Implementation of High 5s in New York City

ERIC Educational Resources Information Center

Jacob, Robin; Erickison, Anna; Mattera, Shira K.

2018-01-01

Early math has been shown to predict not only longer-term math achievement, but also future reading achievement, high school completion, and college attendance. Yet effects from early math programs often fade out as children move into more varied instructional contexts in elementary school. This fade-out suggests the need for an alignment of math…

Getting Ready for School: Palm Beach County's Early Childhood Cluster Initiative. Executive Summary

ERIC Educational Resources Information Center

Spielberger, Julie; Baker, Stephen; Winje, Carolyn

2008-01-01

This report summarizes findings from the second year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…

Playing Golf Is Elementary

ERIC Educational Resources Information Center

Goldman, Jill S.; Pfluge, Kevin F.

2010-01-01

Golf is a lifelong activity that people of all ages can enjoy if they experience success and have fun. Early involvement in the sport facilitates the development of the ability to strike an object with an implement. Striking with implements can be challenging for young children and teachers, but golf can be taught in all elementary school settings…

Effects of Teacher Diversity and Student-Teacher Racial/Ethnic Matching in Elementary Schools on Educational Outcomes

ERIC Educational Resources Information Center

Banerjee, Neena

2013-01-01

This dissertation investigates the implications of student-teacher racial/ethnic matching on two educational outcomes. The fourth chapter investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early elementary grades and whether the overall racial/ethnic composition of the teaching workforce…

Perspectives of General and Special Educators on Fostering Self-Determination in Elementary and Middle Schools

ERIC Educational Resources Information Center

Stang, Kristin K.; Carter, Erik W.; Lane, Kathleen Lynne; Pierson, Melinda R.

2009-01-01

Recognizing that many youth with disabilities lack critical self-determination skills and that such deficits may be a contributing factor to disappointing postschool outcomes, educators and researchers have called for increased attention to promoting student self-determination in the early grades. The authors queried 891 elementary and middle…

Predictors of Externalizing Behavior Problems in Early Elementary-Aged Children: The Role of Family and Home Environments

ERIC Educational Resources Information Center

Price, Joseph M.; Chiapa, Amanda; Walsh, Natalia Escobar

2013-01-01

As children enter elementary school they display behavioral orientations that reveal potential developmental trajectories. Developmental transitions offer unique opportunities for examining developmental pathways and the factors that influence emerging pathways. The primary goal of this investigation was to examine characteristics of family and…

Adding It Up: Is Computer Use Associated with Higher Achievement in Public Elementary Mathematics Classrooms?

ERIC Educational Resources Information Center

Kao, Linda Lee

2009-01-01

Despite support for technology in schools, there is little evidence indicating whether using computers in public elementary mathematics classrooms is associated with improved outcomes for students. This exploratory study examined data from the Early Childhood Longitudinal Study, investigating whether students' frequency of computer use was related…

Classwide Efficacy of INSIGHTS: Observed Teacher Practices and Student Behaviors in Kindergarten and First Grade

ERIC Educational Resources Information Center

Cappella, Elise; O'Connor, Erin E.; McCormick, Meghan P.; Turbeville, Ashley R.; Collins, Ashleigh J.; McClowry, Sandee G.

2015-01-01

We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms…

School-Based Child Abuse Prevention Programs

ERIC Educational Resources Information Center

Brassard, Marla R.; Fiorvanti, Christina M.

2015-01-01

Child abuse is a leading cause of emotional, behavioral, and health problems across the lifespan. It is also preventable. School-based abuse prevention programs for early childhood and elementary school children have been found to be effective in increasing student knowledge and protective behaviors. The purpose of this article is to help school…

Knowledge Is Power Program (KIPP). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2018

2018-01-01

The "Knowledge Is Power Program" ("KIPP") is a nonprofit network of more than 200 public charter schools educating early childhood, elementary, middle, and high school students. The What Works Clearinghouse (WWC) identified four studies of "KIPP" that fall within the scope of the Charter Schools topic area and meet…

Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction

ERIC Educational Resources Information Center

Wasserman, Nicholas H.

2016-01-01

This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics--and their progression across elementary, middle, and secondary mathematics--where teaching may be transformed by…

Children's Understanding of Lies in Elementary School Years.

PubMed

Hayashi, Hajimu

2017-01-01

The author examined whether children's understanding of lies exhibits developmental trends in the elementary school years. Four story contexts were presented to 51 first-grade students, 44 fourth-grade students, and 58 adults. These stories represented combinations of a protagonist's intention (truthful or deceptive) and the truth of the protagonist's message (true or false). The results showed that adults judged whether these messages were lies by considering the protagonist's intentions. By contrast, approximately 30% of first-grade students and some fourth-grade students did not consider intentions in making judgments, although they appropriately predicted the outcomes of the messages. These results suggest that children in the early elementary school years have a conception of lies different from that of adults, and their conception of lies becomes more sophisticated after middle childhood.

Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study. Wave 3 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2009-3016

ERIC Educational Resources Information Center

Carlson, Elaine; Daley, Tamara; Bitterman, Amy; Heinzen, Harriotte; Keller, Brad; Markowitz, Joy; Riley, Jarnee

2009-01-01

The Pre-Elementary Education Longitudinal Study (PEELS), funded by the U.S. Department of Education, is examining the characteristics of children receiving preschool special education, the services they receive, their transitions across educational levels, and their performance over time on assessments of academic and adaptive skills. PEELS…

Changes in academic adjustment and relational self-worth across the transition to middle school.

PubMed

Ryan, Allison M; Shim, Sungok Serena; Makara, Kara A

2013-09-01

Moving from elementary to middle school is a time of great transition for many early adolescents. The present study examined students' academic adjustment and relational self-worth at 6-month intervals for four time points spanning the transition from elementary school to middle school (N = 738 at time 1; 53 % girls; 54 % African American, 46 % European American). Grade point average (G.P.A.), intrinsic value for schoolwork, self-worth around teachers, and self-worth around friends were examined at every time point. The overall developmental trajectory indicated that G.P.A. and intrinsic value for schoolwork declined. The overall decline in G.P.A. was due to changes at the transition and across the first year in middle school. Intrinsic value declined across all time points. Self-worth around teachers was stable. The developmental trends were the same regardless of gender or ethnicity except for self-worth around friends, which was stable for European American students and increased for African American students due to an ascent at the transition into middle school. Implications for the education of early adolescents in middle schools are discussed.

Developmental trajectories of compensatory exercise and fasting behavior across the middle school years.

PubMed

Davis, Heather A; Guller, Leila; Smith, Gregory T

2016-12-01

Compensatory exercise and fasting behavior, in the absence of binge eating and purging, appear to be important eating disorder behaviors that are associated with dysfunction, but little is known about these behaviors in youth. We studied the trajectories of their development in non-binge eating and non-purging girls during early adolescence. Using a longitudinal design, we assessed 564 girls six times over the three years of middle school (grades 6 through 8) and developed trajectories specifying different developmental patterns in relation to the behaviors. Prior to this period, when the girls were in 5th grade (elementary school), we assessed risk factors to predict girls' subsequent trajectory group membership. Compensatory exercise trajectory groups included a non-engagement group, a group that increased in the behavior, and a group that decreased in the behavior. There were two fasting trajectory groups, one consistently engaging in the behavior and the other consistently not. Elementary school levels of depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership. Risk for compensatory exercise and fasting should be evaluated as early as in 5th grade. Targeted interventions should focus on girls in late elementary school or middle school, as this appears to be a critical developmental and maintenance period for compensatory exercise and fasting behavior. Copyright © 2016 Elsevier Ltd. All rights reserved.

Female teachers' math anxiety affects girls' math achievement.

PubMed

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

The Historical and Social Context of U.S. Middle School Education a Practical Guidebook for School Educators

ERIC Educational Resources Information Center

Harley, Sue

2010-01-01

The six chapters in this research involve the history and development of middle schools from the early conceptions of junior high school to the ground breaking research by the Carnegie Foundation on changes in how young adolescent students develop, are taught and transitioned from elementary levels to high school. Professional literature reporting…

Formative Evaluation of "Eccomi Pronto" ["Here I Am Ready"]: A School Counselor-Led, Research-Based, Preventative Curriculum for Italian Primary Schools

ERIC Educational Resources Information Center

Bertolani, Jessica; Mortari, Luigina; Carey, John

2014-01-01

"Eccomi Pronto" is a school counselor-led, story-based curriculum that is designed to promote simultaneously the development of early elementary school students' self-direction, active engagement in school, and pre-literacy skill development. This article reports the results of the first evaluation of a large-scale implementation of…

Talk about a Racial Eclipse: Narratives of Institutional Evasion in an Urban School-University Partnership

ERIC Educational Resources Information Center

Phelps Moultrie, Jada; Magee, Paula A.; Paredes Scribner, Samantha M.

2017-01-01

During a student teaching experience, teacher education candidates affiliated with an urban School of Education school-university partnership witnessed a disturbing interaction between an early career White male teacher and a first-grade Black male student at an assigned elementary school. The subsequent interactions among the teacher, principal,…

Do Intervention Impacts on Academic Achievement Vary by School Climate? Evidence from a Randomized Trial in Urban Elementary Schools

ERIC Educational Resources Information Center

McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; McClowry, Sandee G.

2015-01-01

Given established links between social-emotional skills and academic achievement, there is growing support for implementing universal social/behavioral interventions in early schooling (Jones & Bouffard, 2012). Advocates have been particularly interested in implementing such programming in low income urban schools where students are likely to…

Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics

ERIC Educational Resources Information Center

Riordan, Cornelius; Faddis, Bonnie J.; Beam, Margaret; Seager, Andrew; Tanney, Adam; DiBiase, Rebecca; Ruffin, Monya; Valentine, Jeffrey

2008-01-01

Although for most of the nation's history, coeducation has been the norm in public elementary and secondary school, recent years have marked an increasing interest in public single-sex education. The No Child Left Behind Act of 2001 (NCLB) authorized school districts to use local or innovative program funds to offer single-sex schools and…

Blue Valley School District: Kansas District Extends Growth Measurement to the Early Grades, Experiences Measurable Impact

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2016

2016-01-01

Blue Valley, the fourth largest school district in Kansas, covers 91 square miles. More than 20,000 K-12 students attend its 34 schools ( five high schools, nine middle schools, and 20 elementary schools). Of the district's students, 8% qualify for free and reduced lunch and about 3% are English Language Learners. Blue Valley began using Measures…

Police at School: A Brief History and Current Status of School Resource Officers

ERIC Educational Resources Information Center

Weiler, Spencer C.; Cray, Martha

2011-01-01

The school resource officer (SRO) program began in the United States in the early to mid-1950s, however, the program did not gain prominence until the 1990s in response to various school shootings. According to national data, SROs can be found in 35 percent of school across America, regardless of level (elementary, middle, or high school),…

Parents' and Teachers' Views on the Psychosocial Adjustment of Students with and without a History of Early Grade Retention

ERIC Educational Resources Information Center

Anastasiou, Andri I.; Papachristou, Eleni M.; Diakidoy, Irene-Anna N.

2017-01-01

The study compared teachers' and parents' views about elementary school children's psychosocial adjustment with and without a history of early grade retention. The sample included retained and non-retained students currently in Grades Two and Four (age range 7.5 to 11.6 years) in Cypriot public schools. The retained students experienced early…

Math Literacy through French Language Learning: Connecting with the Common Core in the Lower Elementary Grades

ERIC Educational Resources Information Center

Davis-Wiley, Patricia; Miller, Roy V.

2013-01-01

Among the reported proven positive results of early world Language (WL) study are improved cognitive abilities and "higher achievement test scores in reading and math" (Stewart: 11), which are expected student performance outcomes for the Common Core Standards. The future viability of Foreign Language in Elementary Schools (FLES)…

Patterns of Early Childhood, Elementary, and Middle-Level Social Studies Teaching: An Interpretation of Illinois Social Studies Teachers' Practices and Beliefs

ERIC Educational Resources Information Center

Lucey, Thomas A.; Shifflet, Rena A.; Weilbacher, Gary A.

2014-01-01

Using data from a national social studies survey, the authors examined instructional trends among Illinois elementary and middle school social studies teachers. The authors found that teachers preferred whole-group and teacher-centered instructional strategies over more active, student-centered methods. While surveyed teachers predominately…

Look Before You Leap: Fables for the Elementary Level.

ERIC Educational Resources Information Center

Pillar, Arlene M.

To demonstrate the inappropriateness of fables for moral instruction at early elementary levels, a study was conducted with children from grades two, four, and six in two suburban schools on Long Island (New York). The children listened to recordings of three fables, "The Shepherd Boy and the Wolf,""The Fox and the Goat," and "The Lion and the…

A National Sample of Preschoolers with Autism Spectrum Disorders: Special Education Services and Parent Satisfaction

ERIC Educational Resources Information Center

Bitterman, Amy; Daley, Tamara C.; Misra, Sunil; Carlson, Elaine; Markowitz, Joy

2008-01-01

The Pre-Elementary Education Longitudinal Study (PEELS) examines the preschool and early elementary school experiences of a nationally representative sample of 3,104 children ages 3-5 with disabilities from 2004 through 2009. This paper describes the special education and related services received by a subsample of 186 preschoolers with autism…

Reading Bilingual Books: Students Learn English While Acquiring Knowledge about American Cultural Traditions and Places

ERIC Educational Resources Information Center

Ceprano, Maria Anne

2017-01-01

The International Professional Development Site (IPDS) program is an extension of an already well established consortium of 45 elementary schools serving the Department of Elementary Education and Reading (EER) at Buffalo State College. In general, teachers from these PDSs serve the department in mentoring childhood and early childhood majors…

Fear and Loathing in Elementary School: Lessons from a Third Grader about Better Assessments

ERIC Educational Resources Information Center

Militello, Matthew; Militello, Luke

2013-01-01

Recent educational accountability efforts have married student assessments with reform mandates and sanctions. As a result, students--beginning in early elementary grades--are feeling the pressures of this new era of high-stakes accountability. This article chronicles a story of the consequences of high-stakes testing on a father and his son.…

Sparking Innovation in U.S. Communities and School Districts

ERIC Educational Resources Information Center

Berkley, Tony

2010-01-01

In 2001, the W.K. Kellogg Foundation launched the SPARK initiative to improve early learning and transitions into elementary school for vulnerable children. Eight programs were funded, each of which anchored their work in their local communities by forming partnerships with parents, schools and a variety of local organizations. Seven of the eight…

Connecting Research to Teaching: Integrated Curricula and Preparation for College Mathematics

ERIC Educational Resources Information Center

Post, Thomas R.; Monson, Debra S.; Andersen, Edwin; Harwell, Michael R.

2012-01-01

In the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels. Many teachers were quite happy with the new…

Successful Transition to Elementary School and the Implementation of Facilitative Practices Specified in the Reggio-Emilia Philosophy

ERIC Educational Resources Information Center

Schneider, Barry H.; Manetti, Mara; Frattini, Laura; Rania, Nadia; Santo, Jonathan Bruce; Coplan, Robert J.; Cwinn, Eli

2014-01-01

Systematic, mandated facilitation of school transitions is an important but understudied aspect of the Reggio-Emilia approach to early childhood education admired internationally as best practice. We studied the links between Northern Italian transition practices and academic achievement, school liking, cooperativeness, and problem behaviors. We…

Healthe Kids: An Assessment of Program Performance and Participation

ERIC Educational Resources Information Center

Dean, Bonnie B.; Kindermann, Sylvia L.; Carson, Tabetha; Gavin, Jan; Frerking, Melissa; Bergren, Martha Dewey

2014-01-01

Many states in the United States have mandated school health screenings for early identification and referral to professional services for a set of health conditions. Healthe Kids, a community-based program, began offering school-based health screenings to Missouri elementary schools in March 2007. The purpose of the article is to provide a…

The Little Red Schoolhouse. A Guide for Teachers.

ERIC Educational Resources Information Center

Norton, Mary; Hall, Jean

An elementary school teaching unit uses a visit to a one-room schoolhouse to increase student awareness of what pioneer schools were like. The first section consists of pre-visit activities and teacher preparation suggestions. A description of an early pioneer school is followed by six activities designed to make the visit more authentic.…

Reading Skills of Students with Speech Sound Disorders at Three Stages of Literacy Development

ERIC Educational Resources Information Center

Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

2013-01-01

Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…

Intramurals: New and Innovative Ideas for a School Program.

ERIC Educational Resources Information Center

Pastore, Donna L.

Intramurals have been a part of elementary and secondary schools since the early part of this century. Intramurals are considered to be an important part of the educational process. Often many schools offer traditional intramural activities, such as basketball, softball, tennis, and volleyball. The purpose of this session is to present new and…

Parent Involvement and Science Achievement: A Latent Growth Curve Analysis

ERIC Educational Resources Information Center

Johnson, Ursula Yvette

2011-01-01

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day…

Primary Mental Health in Elementary Schools: Its Impact on Psychosocial Measures.

ERIC Educational Resources Information Center

Munoz, Marco A.

The Primary Mental Health Project (PMHP) is a research-based, selective program implemented by the Jefferson County Public Schools. The goal of the program is to enhance learning and other school-related competencies. Key structural components of the program include a focus on young children, early screening and selection, use of paraprofessionals…

The Racial/Ethnic Composition of Elementary Schools and Young Children’s Academic and Socioemotional Functioning

PubMed Central

Benner, Aprile D.; Crosnoe, Robert

2015-01-01

This study attempted to untangle how two dimensions of school racial/ethnic composition—racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers—were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with children’s academic, as opposed to socioemotional, outcomes. Students had higher achievement test scores in more diverse schools, especially when they also had more same-racial/ethnic peers in these diverse schools. These patterns were particularly strong for White students. Having more school peers of the same race/ethnicity, regardless of the overall level of diversity in the school, was associated with positive socioemotional development. PMID:26336320

The Effect of Early Educational Disruption on the Belief Systems and Educational Practices of Adults: Another Look at the Prince Edward County School Closings.

ERIC Educational Resources Information Center

Hale-Smith, Margaret E.

1993-01-01

Focuses on African-American adults who, as elementary and secondary school students, experienced the closure of public schools in Prince Edward County (Virginia) in 1959 over desegregation. Responses of 165 African-American adults who lost schooling and 45 receiving schooling elsewhere show differences in outcomes of education and adult attitudes.…

The Effects of School-Based Parental Involvement on Academic Achievement at the Child and Elementary School Level: A Longitudinal Study

ERIC Educational Resources Information Center

Park, Sira; Holloway, Susan D.

2017-01-01

Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study-Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to…

34 CFR 303.731 - Payments to Indians.

Code of Federal Regulations, 2013 CFR

2013-07-01

... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH... of assistance in the provision of early intervention services by States to infants and toddlers with disabilities and their families on reservations served by elementary and secondary schools for Indian children...

34 CFR 303.731 - Payments to Indians.

Code of Federal Regulations, 2014 CFR

2014-07-01

... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH... of assistance in the provision of early intervention services by States to infants and toddlers with disabilities and their families on reservations served by elementary and secondary schools for Indian children...

34 CFR 303.731 - Payments to Indians.

Code of Federal Regulations, 2012 CFR

2012-07-01

... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH... of assistance in the provision of early intervention services by States to infants and toddlers with disabilities and their families on reservations served by elementary and secondary schools for Indian children...

Music Festivals for Early-Childhood Music Students.

ERIC Educational Resources Information Center

Leonard, Mary

1994-01-01

Maintains that many music education associations sponsor chorus or band festivals at the middle and high school levels, but meeting the needs of prekindergarten and primary students is a more challenging task. Describes a one-day music festival for early elementary children. (CFR)

Behavior Concerns among Low-Income, Ethnically and Linguistically Diverse Children in Child Care: Importance for School Readiness and Kindergarten Achievement

ERIC Educational Resources Information Center

Hartman, Suzanne; Winsler, Adam; Manfra, Louis

2017-01-01

Research Findings: Recent research and teacher reports have highlighted the importance of early behavior skills for children's school readiness and academic success in elementary school. Significant gaps in school readiness and achievement exist between children in poverty and those more affluent. Low-income children are also more likely to…

Early Education Success Is Good Business.

ERIC Educational Resources Information Center

Odell, Mary

1992-01-01

Examines the Riordan Foundation's successful strategy in establishing computer-assisted reading labs in public and private elementary schools nationwide. The foundation provides challenge grants to applicant schools to purchase equipment for the "Writing to Read" program and assists them in raising additional funds from local businesses.…

A Theater-Based Approach to Primary Prevention of Sexual Behavior for Early Adolescents

ERIC Educational Resources Information Center

Lieberman, Lisa D.; Berlin, Cydelle; Palen, Lori-Ann; Ashley, Olivia Silber

2012-01-01

Early adolescence is a crucial period for preventing teen pregnancy and sexually transmitted infections. This study evaluated STAR LO, a theater-based intervention designed to affect antecedents of sexual activity among urban early adolescents (N = 1,143). Public elementary/middle schools received the intervention or served as a wait-listed…

Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence

ERIC Educational Resources Information Center

Rabiner, David L.; Godwin, Jennifer; Dodge, Kenneth A.

2016-01-01

Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative…

Fadeout in an Early Mathematics Intervention: Constraining Content or Preexisting Differences?

ERIC Educational Resources Information Center

Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie S.

2016-01-01

A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of…

Computer-Assisted Instruction in Early Literacy for African American, Economically Disadvantaged Children

ERIC Educational Resources Information Center

Shamir, Haya; Feehan, Kathryn; Yoder, Erik

2017-01-01

This study explores the efficacy of the Waterford Early Reading program (ERP) for teaching kindergarten and first grade students' early reading concepts. Students attended 3 elementary schools in Alabama. The treatment group used the software program whereas the control group did not use the software. Analyses revealed a significant treatment…

Current Issues in Early Childhood Education.

ERIC Educational Resources Information Center

Katz, Lilian G.

If present trends in family life and education continue into the next decade, most children under five will spend substantial proportions of their early years in various types of early childhood programs, most five- to six-year-olds will attend all-day kindergarten, and during their elementary school years they will spend much of their time before…

Social Involvement of Children with Autism Spectrum Disorders in Elementary School Classrooms

PubMed Central

Rotheram-Fuller, Erin; Kasari, Connie; Chamberlain, Brandt; Locke, Jill

2010-01-01

Background Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement. Methods Seventy-nine children with ASD and 79 randomly-selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd–3rd), and late (4th–5th) elementary classrooms across 30 schools completed social network surveys examining each child’s reciprocal friendships, peer rejection, acceptance, and social involvement. Results Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades. Conclusions In inclusive classrooms, children with ASD are only involved in peers’ social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD’s skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades. PMID:20673234

An Analysis of the Effectiveness of the Early Reading Intervention for Self-Efficacy (E-RISE) on First, Second, and Third Grade Students in an At-Risk School Setting

ERIC Educational Resources Information Center

Nolan, Jeanne

2012-01-01

This research study investigated the effectiveness of an early reading intervention for self-efficacy (E-RISE) on struggling readers' efficacy and reading achievement in an at-risk elementary school setting. A total of 117 first, second, and third graders participated. The intervention group contained 39 students, and the comparison group…

The Early Care and Education Workforce

ERIC Educational Resources Information Center

Phillips, Deborah; Austin, Lea J. E.; Whitebook, Marcy

2016-01-01

In this article, Deborah Phillips, Lea Austin, and Marcy Whitebook examine educational preparation, compensation, and professional development among the early childhood workforce. Their central theme is that these features look very different for preschool teachers than they do for the elementary school teaching workforce. Most teachers of…

A Research Study to Determine the Effects of Early Keyboard Use upon Student Development in Occupational Keyboarding. Final Report of Research.

ERIC Educational Resources Information Center

Warwood, Byrdeen; And Others

Before students can use microcomputers effectively, they need keyboarding skills. A project was conducted in Montana to teach keyboarding to fourth-grade children using computer-assisted instruction. Two fourth-grade classes at Hawthorne Elementary School, Bozeman, Montana, participated in an 8-week, 32-session elementary keyboarding pilot…

Social Involvement of Children with Autism Spectrum Disorders in Elementary School Classrooms

ERIC Educational Resources Information Center

Rotheram-Fuller, Erin; Kasari, Connie; Chamberlain, Brandt; Locke, Jill

2010-01-01

Background: Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement. Methods: Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd-3rd), and late (4th-5th) elementary classrooms…

What's in Your Refrigerator? Easy Ways to Spark a Love for Science at Home

ERIC Educational Resources Information Center

Dailey, Debbie

2014-01-01

The enthusiasm for science displayed by students in early elementary grades is unparalleled. If not nurtured in elementary school, the spark for learning science diminishes. Unfortunately, the amount of time spent on science in Grades 1-4 has steadily declined since the passage of the No Child Left Behind Act of 2001. In 2012, the National…

Early Intervention in a Child Care Setting Using Play and Family Therapy

ERIC Educational Resources Information Center

Matte, Rebecca L.; Messmore, Carol

2013-01-01

At an alarming rate, preschoolers are being expelled from child care centers because of disruptive behavior, and elementary schools are dealing with social-emotional behaviors that affect the entire classroom. The authors share the story of a child who would have been one of those expelled from child care and at risk in the elementary school…

Oral English Language Proficiency and Reading Mastery: The Role of Home Language and School Supports

ERIC Educational Resources Information Center

Palacios, Natalia; Kibler, Amanda

2016-01-01

The analysis of 21,409 participants of the Early Childhood Longitudinal Study-Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of…

Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

ERIC Educational Resources Information Center

Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

2018-01-01

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…

Reading, Writing and Radicalism: Right-Wing Women and Education in the Post-War Years

ERIC Educational Resources Information Center

Benowitz, June Melby

2009-01-01

The headlines "Who's Trying to Ruin Our Schools?" and "Danger's Ahead in the Public Schools" grabbed the attention of the American public during the early 1950s as mainstream publications reacted to efforts by right-wing organizations to influence the curricula of America's elementary and secondary schools. "A bewildering disease that threatens to…

Patterns of and Influences on Elementary School Attendance in Early Victorian Industrial Monmouthshire 1839-1865

ERIC Educational Resources Information Center

James, David C.; Davies, Brian

2017-01-01

Issues associated with school absenteeism have attracted considerable attention and have long been one of the focal points of government strategies for school improvement. Pupil non-attendance is not a new phenomenon and featured prominently in Her Majesty's Inspectors' reports from 1839. This paper outlines the patterns of and influences on…

Embedded Experiences, Critical Conversations: Learning about Teaching in a Professional Development School Cohort Setting

ERIC Educational Resources Information Center

Schuchart, Daphne

2012-01-01

Using qualitative research techniques, the researcher explored preservice teacher learning among traditional college-age students engaged in a semester-long early field experience in an urban elementary school within a Literacy Education Professional Development School (LEPrDS) cohort setting. The purpose of this study was two-fold: (a) to explore…

Science and Technology in the Early Years. An Equal Opportunities Approach. Gender and Education Series.

ERIC Educational Resources Information Center

Browne, Naima, Ed.

During the early 1980s there was a lack of research regarding gender issues for early childhood and elementary education. This document attempts to fill this chasm by addressing gender issues in science and technology for primary education schooling and early-years education. The following chapters are included: (1) "Science and Technology in the…

Mars Atmosphere and Volatile EvolutioN (MAVEN) mission's Red Planet program: Bridging the gap in elementary school science through climate studies of Mars

NASA Astrophysics Data System (ADS)

Wood, E. L.

2012-12-01

Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of 2011 of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. In our interaction with elementary teachers, it is also apparent that many are uncomfortable with science concepts. In order for us to successfully address the Next Generation Science Standards, teachers must be able to reconcile all of the different requirements placed on them in a given school day and in a given school environment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy into an integrated science program, thereby increasing the number of science contact hours. The Red Planet: Read, Write, Explore program, developed for the MAVEN mission, is a science, art, and literacy program designed to easily fit into a typical 3rd-5th grade instructional day. Red Planet tackles climate change through Mars' geologic history and makes Mars-Earth comparisons, while encouraging students to reflect on the environmental requirements needed to keep a biological organisms (including humans) happy, healthy, and alive. The Red Planet program is currently being pilot tested at Acres Green Elementary School in Colorado.

The Pressure for Choice: An Analysis of a Series of "Traditional School" Proposals to School Boards in B.C. with Regard to Establishing Schools of Choice within the Public System. Research Series #2.

ERIC Educational Resources Information Center

Coleman, Peter

During 1994 to 1996, 15 school districts in British Columbia, Canada, received proposals to establish alternative public schools of choice based on the effective school model. These became commonly known as "traditional schools." Most of the proposals were denied, but four elementary schools were in existence by early 1998 and three…

Green Schools Act

THOMAS, 111th Congress

Rep. Kirk, Mark Steven [R-IL-10

2009-01-06

House - 03/16/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Inside School Readiness: The Role of Socioemotional and Behavioral Factors in Relation to School, Teachers, Peers and Academic Outcome in Kindergarten and First Grade

ERIC Educational Resources Information Center

Hamerslag, Robert; Oostdam, Ron; Tavecchio, Louis

2018-01-01

For the first time in the Netherlands, the Adjustment Scales for Early Transition in Schooling (ASETS) have been applied to kindergarten and first-grade elementary school. A study was conducted to examine the relation between the different behavioral (phenotypes) and situational dimensions (situtypes) of the ASETS and learning performance on…

Impact of Peer and Teacher Relations on Deaf Early Adolescents' Well-Being: Comparisons before and after a Major School Transition

ERIC Educational Resources Information Center

Wolters, Nina; Knoors, Harry; Cillessen, Antonius H. N.; Verhoeven, Ludo

2012-01-01

This study focused on the peer and teacher relationships of deaf children and the effects of these relationships on well-being in school during the transition from elementary school to junior high school. Differences due to gender and educational context were also considered. In Study 1, the predictive effects of peer acceptance, popularity, and…

Measuring student engagement among elementary students: pilot of the Student Engagement Instrument--Elementary Version.

PubMed

Carter, Chandra P; Reschly, Amy L; Lovelace, Matthew D; Appleton, James J; Thompson, Dianne

2012-06-01

Early school withdrawal, commonly referred to as dropout, is associated with a plethora of negative outcomes for students, schools, and society. Student engagement, however, presents as a promising theoretical model and cornerstone of school completion interventions. The purpose of the present study was to validate the Student Engagement Instrument-Elementary Version (SEI-E). The psychometric properties of this measure were assessed based on the responses of an ethnically diverse sample of 1,943 students from an urban locale. Exploratory and confirmatory factor analyses indicated that the 4-factor model of student engagement provided the best fit for the current data, which is divergent from previous SEI studies suggesting 5- and 6-factor models. Discussion and implications of these findings are presented in the context of student engagement and dropout prevention. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

PubMed Central

Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A.C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

2017-01-01

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years, 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. PMID:28358540

Local School Foods Act

THOMAS, 112th Congress

Rep. Welch, Peter [D-VT-At Large

2011-10-04

House - 11/18/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Nutrition Flexibility Act

THOMAS, 113th Congress

Rep. Stivers, Steve [R-OH-15

2013-03-20

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Food Modernization Act

THOMAS, 113th Congress

Rep. Latham, Tom [R-IA-3

2013-04-26

House - 07/08/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Sensible School Lunch Act

THOMAS, 113th Congress

Rep. Crawford, Eric A. "Rick" [R-AR-1

2013-03-19

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Building Enhancement Act

THOMAS, 113th Congress

Rep. Holt, Rush [D-NJ-12

2013-01-03

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Building Enhancement Act

THOMAS, 112th Congress

Rep. Holt, Rush [D-NJ-12

2011-12-16

House - 03/29/2012 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Bus Safety Act

THOMAS, 113th Congress

Rep. Braley, Bruce L. [D-IA-1

2014-05-07

House - 06/13/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Food Recovery Act

THOMAS, 112th Congress

Rep. Petri, Thomas E. [R-WI-6

2011-01-06

House - 02/25/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Food Recovery Act

THOMAS, 111th Congress

Rep. Wolf, Frank R. [R-VA-10

2009-03-09

House - 04/29/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Wyoming's Early Settlement and Ethnic Groups, Unit IV.

ERIC Educational Resources Information Center

Robinson, Terry

This unit on Wyoming's early settlement and ethnic groups provides concepts, activities, stories, charts, and graphs for elementary school students. Concepts include the attraction Wyoming held for trappers; the major social, economic, and religious event called "The Rendezvous"; the different ethnic and religious groups that presently…

Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

PubMed Central

2012-01-01

Background Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school neighbourhoods is also related to bullying behaviour. Furthermore, as previous bullying research mainly focused on older children and adolescents, it remains unclear to what extent bullying and victimization affects the lives of younger children. The aim of this study is to examine the prevalence and socioeconomic disparities in bullying behaviour among young elementary school children. Methods The study was part of a population-based survey in the Netherlands. Teacher reports of bullying behaviour and indicators of SES of families and schools were available for 6379 children aged 5–6 years. Results One-third of the children were involved in bullying, most of them as bullies (17%) or bully-victims (13%), and less as pure victims (4%). All indicators of low family SES and poor school neighbourhood SES were associated with an increased risk of being a bully or bully-victim. Parental educational level was the only indicator of SES related with victimization. The influence of school neighbourhood SES on bullying attenuated to statistical non-significance once adjusted for family SES. Conclusions Bullying and victimization are already common problems in early elementary school. Children from socioeconomically disadvantaged families, rather than children visiting schools in disadvantaged neighbourhoods, have a particularly high risk of involvement in bullying. These findings suggest the need of timely bullying preventions and interventions that should have a special focus on children of families with a low socioeconomic background. Future studies are necessary to evaluate the effectiveness of such programs. PMID:22747880

Prevalence of bullying and victimization among children in early elementary school: do family and school neighbourhood socioeconomic status matter?

PubMed

Jansen, Pauline W; Verlinden, Marina; Dommisse-van Berkel, Anke; Mieloo, Cathelijne; van der Ende, Jan; Veenstra, René; Verhulst, Frank C; Jansen, Wilma; Tiemeier, Henning

2012-07-02

Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school neighbourhoods is also related to bullying behaviour. Furthermore, as previous bullying research mainly focused on older children and adolescents, it remains unclear to what extent bullying and victimization affects the lives of younger children. The aim of this study is to examine the prevalence and socioeconomic disparities in bullying behaviour among young elementary school children. The study was part of a population-based survey in the Netherlands. Teacher reports of bullying behaviour and indicators of SES of families and schools were available for 6379 children aged 5-6 years. One-third of the children were involved in bullying, most of them as bullies (17%) or bully-victims (13%), and less as pure victims (4%). All indicators of low family SES and poor school neighbourhood SES were associated with an increased risk of being a bully or bully-victim. Parental educational level was the only indicator of SES related with victimization. The influence of school neighbourhood SES on bullying attenuated to statistical non-significance once adjusted for family SES. Bullying and victimization are already common problems in early elementary school. Children from socioeconomically disadvantaged families, rather than children visiting schools in disadvantaged neighbourhoods, have a particularly high risk of involvement in bullying. These findings suggest the need of timely bullying preventions and interventions that should have a special focus on children of families with a low socioeconomic background. Future studies are necessary to evaluate the effectiveness of such programs.

Students' development of astronomy concepts across time

NASA Astrophysics Data System (ADS)

Plummer, Julia Diane

2006-02-01

The National Science Education Standards (NRC, 1996) recommend that students understand the apparent patterns of motion of the sun, moon and stars visible by the end of early elementary school. However, little information exists on students' knowledge of apparent celestial motion or instruction in this area. The goals of this dissertation were to describe children's knowledge of apparent celestial motion across elementary and middle school, explore early elementary students' ability to learn these topics through planetarium instruction, and begin the development of a learning progression for these concepts, First, third, and eighth grade students (N=60) were interviewed using a planetarium-like setting that allowed the students to demonstrate their ideas both verbally and with their own motions on an artificial sky. Analysis of these interviews suggests that students are not making the types of observations of the sky necessary to learn apparent celestial motion and any instruction they may have received has not helped them reach an accurate understanding of most topics. Most students at each grade level could not accurately describe the patterns of motion. Though the older students were more accurate in most of their descriptions than the younger students, in several areas the eighth grade students showed no improvement over the third grade students. The use of kinesthetic learning techniques in a planetarium program was also explored as a method to improve understanding of celestial motion. Pre- and post-interviews were conducted with participants from seven classes of first and second grade students (N=63). Students showed significant improvement in all areas of apparent celestial motion covered by the planetarium program and surpassed the middle school students' understanding of these concepts in most areas. This suggests that students in early elementary school are capable of learning the accurate description of apparent celestial motion. The results demonstrate the value of both kinesthetic learning techniques and the rich visual environment of the planetarium for improved understanding of celestial motion. Based on the results of these studies, I developed a learning progression describing how children may progress through successively more complex ways of understanding apparent celestial motion across elementary grades.

Mourning Child Grief Support Group Curriculum: Early Childhood Edition, Kindergarten-Grade 2.

ERIC Educational Resources Information Center

Lehmann, Linda; Jimerson, Shane R.; Gaasch, Ann

The Mourning Child Early Childhood grief support curriculum is intended for use with early elementary-aged children, specifically children in kindergarten through grade two, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies, or any…

The Integration of a Computer-Based Early Reading Program to Increase English Language Learners' Literacy Skills

ERIC Educational Resources Information Center

James, Laurie

2014-01-01

The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations…

Phonics Curriculum-Based Measurement: An Initial Study of Reliability and Validity

ERIC Educational Resources Information Center

Swanson, Chad C.

2014-01-01

Early literacy and reading skills are both important predictors of an individual's future success in school and employment settings (Moats, 1999). Moreover, poor reading performance in elementary school has been associated with future conduct problems and juvenile delinquency by age fifteen (Williams, 1994). Research supports the notion that…

Oral Discourse and Reading Comprehension Abilities of African American School-Age Children

ERIC Educational Resources Information Center

Koonce, Nicole M.

2012-01-01

The reading underachievement of African American (AA) school-age children has received considerable attention in educational circles. Unfortunately, there are relatively few studies designed to uncover the source or sources of these reading achievement differences, especially in children beyond early elementary grades. Some studies suggest that…

Starting School: What Matters for Children, Parents, and Educators?

ERIC Educational Resources Information Center

Dockett, Sue; Perry, Bob

1999-01-01

Starting school is a transition marked by excitement, trepidation, happiness, or sadness for all involved. This issue of the Australian Early Childhood Association Research in Practice Series discusses some of the issues described as important by children, parents, and preschool and elementary educators in an interview study of children's…

Utilizing Readiness Tools to Support Student Success. Fact Sheet

ERIC Educational Resources Information Center

Children Now, 2015

2015-01-01

Every teacher, principal, and school administrator wants their young students to thrive as they move through the transitional kindergarten and kindergarten years and into the early elementary grades. With the implementation of the Common Core State Standards and the Local Control Funding Formula, school districts have new opportunities to…

Self-Regulation and Academic Achievement in Elementary School Children

ERIC Educational Resources Information Center

McClelland, Megan M.; Cameron, Claire E.

2011-01-01

Self-regulation is a key construct in children's healthy and adaptive development. In this chapter, the authors situate self-regulation in a theoretical context that describes its underlying components that are most important for early school success: flexible attention, working memory, and inhibitory control. The authors review evidence that…

Schools of the Future Act

THOMAS, 112th Congress

Rep. Loebsack, David [D-IA-2

2012-05-10

House - 09/26/2012 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Secondary School Innovation Fund Act

THOMAS, 111th Congress

Rep. Loebsack, David [D-IA-2

2009-05-04

House - 06/04/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Public School Emergency Relief Act

THOMAS, 113th Congress

Rep. Israel, Steve [D-NY-3

2014-09-18

House - 11/17/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Military Children's School Investment Act

THOMAS, 111th Congress

Rep. Edwards, Chet [D-TX-17

2009-05-21

House - 10/22/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Early vulnerabilities for psychiatric disorders in elementary schoolchildren from four Brazilian regions.

PubMed

Paula, Cristiane S; Mari, Jair J; Bordin, Isabel Altenfelder Santos; Miguel, Euripedes C; Fortes, Isabela; Barroso, Natalia; Rohde, Luis Augusto; Coutinho, Evandro Silva Freire

2018-05-01

The purpose of the study is to identify early vulnerabilities for psychiatric disorders among Brazilian elementary school children, controlling for familial and community adversities. This is a cross-sectional study examining the association between child psychiatric disorders and potential early vulnerabilities (disability, low intellectual quotient, and negative dimensions of the temperament trait self-directedness (low resourcefulness, low purposefulness, low enlightened second nature), controlling for the potential confounders: familial and community adversities. Four probabilistic samples of second-to-sixth grade students from public schools in four towns from different Brazilian regions (N = 1620). The following instruments were applied: the K-SADS-PL (to assess child/adolescent psychiatric disorders); the Ten-Question Screen (to measure child disability); three structured questions used as proxy of self-directedness; and the reduced version of the WISC-III to measure IQ. To evaluate familial/community adversities: Self-Report Questionnaire-SRQ-20 (to assess maternal/primary caretaker anxiety/depression); questions derived from structured questionnaires (to measure child abuse, marital physical violence, neighborhood violence); Brazilian Association of Research Companies questionnaire (to evaluate poverty/socioeconomic status). Trained psychologists interviewed mothers/primary caretakers and evaluated children/adolescents individually. A final logistic regression model showed that children/adolescents with low resourcefulness, low purposefulness, low enlightened second nature, lower IQ and disability were more likely to present any child psychiatric disorders. Early vulnerabilities such as low IQ, presence of disability, and dimensions of temperament were associated with psychiatric disorders among Brazilian elementary school children, after controlling for familial and ecological confounders. These early vulnerabilities should be considered in mental health prevention/intervention programs in low-middle-income countries like Brazil.

Framework for Nutrition Education: A Guide for Elementary Teachers, Grades K-6. Bulletin 1976, No. 5.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery. Div. of Administration and Finance.

The purpose of this guide is to provide a framework on which elementary school teachers (K through 6) can build a nutrition program that can be implemented into the existing curriculum. Founded on the importance of early and sound education for instilling good nutrition habits, the guide is divided into three grade levels: K through 2 (Discovering…

Learning English: Accountability, Common Core and the College-for-All Movement Are Transforming Instruction

ERIC Educational Resources Information Center

Jacobs, Joanne

2016-01-01

Ninety-five percent of students at Redwood City's Hoover School, in San Mateo County, California, come from low-income and working-class Latino families, and nearly all start school as English language learners (ELLs). The elementary and middle school piloted the Sobrato Early Academic Language (SEAL) program in 2009 in hopes of raising reading…

Career Immersion. School-to-Work Outreach Project 1997 Exemplary Model/Practice/Strategy.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. Inst. on Community Integration.

The Career Immersion program, which has been conducted since 1989-90 at Silver Spring Elementary School in Milwaukee, Wisconsin, introduces the world of work to students at an early age. The program's primary activities involve hands-on, school-based learning in which all students participate. Students between the ages of 3 and 13 participate in 2…

The Rationale for the Middle Level School. Practitioner's Monograph No. 9.

ERIC Educational Resources Information Center

Lake, Sara

Almost from the beginning, the junior high school was based on the same vision driving today's middle level schooling: the creation of a unique middle tier of education that bridges the gap between elementary and secondary education and focuses on meeting early adolescent students' academic and personal needs. In the 1950s and 1960s, middle school…

Exploring Human Capital with Primary Children: What We Learn in School "Does" Matter

ERIC Educational Resources Information Center

Meszaros, Bonnie T.; Suiter, Mary C.

2014-01-01

At an early age, young children often wonder why they must go to school. They may see the connection between practice and their ability to kick a soccer ball or to play a musical instrument, but seldom know the answer to the question, "Why is school important?" Elementary teachers can give young children the opportunity to learn that…

Nurture thru Nature: Creating Natural Science Identities in Populations of Disadvantaged Children through Community Education Partnership

ERIC Educational Resources Information Center

Camasso, Michael J.; Jagannathan, Radha

2018-01-01

In this article we describe the development, implementation, and some of the early impacts of Nurture thru Nature (NtN), an American after-school and summer program designed to introduce elementary school students in disadvantaged, urban public schools to natural science and environmental education. The program, which began operations in 2010 as a…

Equity Starts Early: How Chiefs Will Build High-Quality Early Education. A Policy Statement of the Council of Chief State School Officers

ERIC Educational Resources Information Center

Stark, Deborah Roderick

2016-01-01

With the achievement gap beginning to manifest in children as young as nine months, and 90 percent of brain development occurring during the first five years of life, chiefs are committed to expanding and upgrading early childhood programs and strengthening early elementary teaching and learning to provide equal educational opportunities for every…

Children and Ethical Conflict.

ERIC Educational Resources Information Center

Coles, Robert

1993-01-01

Relates a narrative of a boy's life from his elementary school years through his early adult years. Reports on how his early empathy for the economic and social status of migrant workers changed as a result of parental pressure. Concludes that parents often send children conflicting messages about ethics and values. (CFR)

Cognitive Profiles and Early Reading Remediation of At-Risk Elementary School Students.

ERIC Educational Resources Information Center

Parrila, R. K.; Das, J. P.

Sixty-one grade 1 students experiencing early reading difficulties received either a cognitive remediation program (PREP; PASS Remediation Program) designed to facilitate successive and simultaneous processing skills, or a meaning-based language enrichment program designed to provide children with meaningful experiences in reading. Repeated…

Innovation Inspiration School Grant Program Act

THOMAS, 113th Congress

Rep. Ryan, Tim [D-OH-13

2013-03-18

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Innovation Inspiration School Grant Program Act

THOMAS, 112th Congress

Rep. Ryan, Tim [D-OH-17

2011-06-21

House - 09/08/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Hopi School Replacement Act of 2009

THOMAS, 111th Congress

Rep. Franks, Trent [R-AZ-2

2009-02-23

House - 03/30/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Safe Schools Improvement Act of 2011

THOMAS, 112th Congress

Rep. Sanchez, Linda T. [D-CA-39

2011-04-15

House - 05/20/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Safe Schools Improvement Act of 2013

THOMAS, 113th Congress

Rep. Sanchez, Linda T. [D-CA-38

2013-03-14

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Local School Foods Act of 2013

THOMAS, 113th Congress

Rep. Welch, Peter [D-VT-At Large

2013-04-24

House - 07/08/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Charter School Transparency and Accountability Act

THOMAS, 111th Congress

Rep. Baca, Joe [D-CA-43

2010-06-09

House - 09/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Investment in Quality School Leadership Act

THOMAS, 111th Congress

Rep. Lowey, Nita M. [D-NY-18

2010-07-27

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Accountability Improvement Act of 2010

THOMAS, 111th Congress

Rep. Young, Don [R-AK-At Large

2010-03-12

House - 03/22/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Safe Schools Improvement Act of 2009

THOMAS, 111th Congress

Rep. Sanchez, Linda T. [D-CA-39

2009-05-05

House - 06/04/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Asthma Management Plans in School Act

THOMAS, 111th Congress

Rep. Shea-Porter, Carol [D-NH-1

2010-03-12

House - 03/22/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Asthma Management Plans in School Act

THOMAS, 112th Congress

Rep. Hirono, Mazie K. [D-HI-2

2011-05-03

House - 05/20/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Asthma Management Plans in School Act

THOMAS, 113th Congress

Rep. Grimm, Michael G. [R-NY-11

2013-03-06

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Supporting Community Schools Act of 2013

THOMAS, 113th Congress

Rep. Honda, Michael M. [D-CA-17

2014-01-14

House - 06/13/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Impact of nutritional status at the onset of elementary school on academic aptitude test achievement at the end of high school in a multicausal approach.

PubMed

Ivanovic, Daniza M; Rodríguez, María Del Pilar N; Pérez, Hernán T; Alvear, Jorge A; Almagià, Atilio F; Toro, Triana D; Urrutia, María Soledad C; Cruz, Arturo L; Ivanovic, Rodolfo M

2009-07-01

Like in many other countries, few investigations have been carried out in Chile to measure the long-term effects of nutritional status at an early age on scholastic achievement in a multicausal approach. The objectives of the present study were to describe the impact of nutritional, intellectual, family, educational and socio-economic variables at the onset of elementary school in 1987 that may affect achievement on the academic aptitude test (AAT) taken in 1998 at the end of high school, and to quantify the impact of these independent variables on the AAT. The present study comprises two cross-sectional stages: in 1987, a representative sample of 813 elementary school first-grader Chilean children from the Metropolitan Region was randomly chosen; in 1998, 12 years later, 632 school-age children were located and only 351 of them graduated from high school and, from these, 260 students took the AAT. In 1987 nutritional status was assessed through anthropometric parameters, intellectual ability by the Raven's Progressive Matrices Test, scholastic achievement through Spanish language and mathematics tests, and socio-economic status using Graffar's modified scale; family variables were also recorded. Maternal schooling, scholastic achievement, intellectual ability and head circumference-for-age z-score (anthropometric indicator of both nutritional background and brain development) all in 1987 were the independent variables with the greatest explanatory power for AAT variance in 1998 (r2 0.402). These results provide a foundation to identify the risk factors at an early age that affect AAT scores and should be useful to improve nutritional and educational policies.

Prevalence of Functional Constipation and Relationship with Dietary Habits in 3- to 8-Year-Old Children in Japan.

PubMed

Fujitani, Asami; Sogo, Tsuyoshi; Inui, Ayano; Kawakubo, Kiyoshi

2018-01-01

To determine the prevalence and effect of dietary habits on functional constipation in preschool and early elementary school children in Japan. A total of 3595 children aged 3 to 8 years from 28 nursery schools and 22 elementary schools in Yokohama City, Kanagawa Prefecture, Japan, were evaluated. The subjects were divided into a functional constipation group and a nonfunctional constipation group according to the Rome III criteria. Dietary intake data were collected using a brief-type, self-administered, diet-history questionnaire validated for Japanese preschool-aged children. Of the 3595 subjects evaluated, 718 (20.0%) had functional constipation. The association between functional constipation and gender was not statistically significant ( p = 0.617). A decrease in bowel frequency was observed in 15.9% of those with functional constipation. There was no significant difference in the proportion of participants in the constipation group by age ( p = 0.112). Binomial logistic regression analysis indicated that only fat per 100 kcal positively correlated with functional constipation [odds ratio = 1.216, 95% confidence interval: 1.0476-1.412]. Functional constipation is common among children in preschool and early elementary school in urban areas of Japan. Parents should pay attention to constipation-related symptoms other than defecation frequency. A high-fat diet should be avoided to prevent functional constipation.

Preschool and Children's Outcomes in Elementary School: Have Patterns Changed Nationwide Between 1998 and 2010?

PubMed

Bassok, Daphna; Gibbs, Chloe R; Latham, Scott

2018-04-17

This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes-both at school entry (M age  = 5.6 years in both cohorts) and through third grade-have changed over time. Findings are strikingly similar across these two, nationally representative, U.S. cohorts: preschool is positively associated with academic outcomes and negatively associated with behavioral outcomes both at school entry and as children progress through school. Heterogeneity is documented with respect to child and preschool characteristics. However, there is no evidence that associations between preschool and medium-term child outcomes differ by elementary school characteristics. © 2018 Society for Research in Child Development.

Full-Service Community Schools Act of 2014

THOMAS, 113th Congress

Rep. Hoyer, Steny H. [D-MD-5

2014-07-23

House - 11/17/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Full-Service Community Schools Act of 2011

THOMAS, 112th Congress

Rep. Hoyer, Steny H. [D-MD-5

2011-03-15

House - 04/04/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Reducing Federal Mandates on School Lunch Act

THOMAS, 113th Congress

Rep. Noem, Kristi L. [R-SD-At Large

2013-12-05

House - 01/22/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Healthy Children Through School Nutrition Education Act

THOMAS, 112th Congress

Rep. Baca, Joe [D-CA-43

2011-02-09

House - 03/04/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Athletic Facilities Restoration Act of 2011

THOMAS, 112th Congress

Rep. Fudge, Marcia L. [D-OH-11

2011-09-08

House - 11/18/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Helping Military Children Succeed in Schools Act

THOMAS, 113th Congress

Rep. Davis, Susan A. [D-CA-53

2013-08-01

House - 09/13/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

S.O.S. (Save Our Schools) Act

THOMAS, 111th Congress

Rep. Baca, Joe [D-CA-43

2009-07-29

House - 10/22/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Social Workers Improving Student Success Act

THOMAS, 113th Congress

Rep. Moore, Gwen [D-WI-4

2013-02-06

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Social Workers Improving Student Success Act

THOMAS, 112th Congress

Rep. Moore, Gwen [D-WI-4

2011-03-16

House - 04/04/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

High School Athletics Accountability Act of 2011

THOMAS, 112th Congress

Rep. Slaughter, Louise McIntosh [D-NY-28

2011-01-26

House - 02/25/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

High School Data Transparency Act of 2013

THOMAS, 113th Congress

Rep. Slaughter, Louise McIntosh [D-NY-25

2013-02-04

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Local School Board Governance and Flexibility Act

THOMAS, 113th Congress

Rep. Schock, Aaron [R-IL-18

2013-03-21

House - 07/08/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Let's Go Fly a Kite!

ERIC Educational Resources Information Center

Leonard, Jacqueline

2002-01-01

Introduces a weekend science program for early childhood and elementary school students. Uses kites to teach about lightening as a source of electricity and aerodynamics. Includes directions on how to make a kite. (YDS)

Fairness for Texas Schools Act of 2011

THOMAS, 112th Congress

Rep. Burgess, Michael C. [R-TX-26

2011-02-08

House - 03/04/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Fair Funding for Schools Act of 2009

THOMAS, 111th Congress

Rep. Hirono, Mazie K. [D-HI-2

2009-05-06

House - 06/04/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Recognizing Achievement in Classified School Employees Act

THOMAS, 113th Congress

Rep. Titus, Dina [D-NV-1

2013-04-25

House - 07/08/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Restorative Justice in Schools Act of 2013

THOMAS, 113th Congress

Rep. Cohen, Steve [D-TN-9

2013-10-30

House - 01/22/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Restorative Justice in Schools Act of 2011

THOMAS, 112th Congress

Rep. Cohen, Steve [D-TN-9

2011-01-25

House - 02/25/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Social involvement of children with autism spectrum disorders in elementary school classrooms.

PubMed

Rotheram-Fuller, Erin; Kasari, Connie; Chamberlain, Brandt; Locke, Jill

2010-11-01

Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement. Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd-3rd), and late (4th-5th) elementary classrooms across 30 schools completed social network surveys examining each child's reciprocal friendships, peer rejection, acceptance, and social involvement. Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades. In inclusive classrooms, children with ASD are only involved in peers' social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD's skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades. © 2010 The Authors. Journal of Child Psychology and Psychiatry © 2010 Association for Child and Adolescent Mental Health.

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

ERIC Educational Resources Information Center

Tichnor-Wagner, Ariel; Garwood, Justin D.; Bratsch-Hines, Mary; Vernon-Feagans, Lynne

2016-01-01

Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary…

Bullying and the Unique Socioemotional Needs of Gifted and Talented Early Adolescents: Veteran Teacher Perspectives and Practices

ERIC Educational Resources Information Center

Allen, William T., Jr.

2017-01-01

Much is written at the elementary school level concerning bullying and the socioemotional needs of gifted and talented (GT) students; however, in the last 10 years, little qualitative research exists concerning the early adolescent GT age group. In the social environment of classroom life, early and current research indicates that many of these…

Educator Evaluation and the Use of the Early Warning Indicator System (EWIS). Updated September 9, 2013

ERIC Educational Resources Information Center

Massachusetts Department of Elementary and Secondary Education, 2013

2013-01-01

The Massachusetts Department of Elementary and Secondary Education first released the Early Warning Indicator System (EWIS) data for grades 1-12 in the 2012-13 school year. The Department created the EWIS in direct response to educators' requests for early indicator data across multiple grade levels. The EWIS is a "tool to systematically…

Enriching the Early Childhood Expertise of Elementary School Principals: Can a One-Shot College Course Make a Difference?

ERIC Educational Resources Information Center

Henry, Julie J.; Barnett, Marion

2004-01-01

A summer course was specifically designed for principals and aspiring principals to help them become more expert in principles of early childhood education. During the pilot, 10 volunteer participants completed a survey of beliefs on early childhood education before and after the course and submitted a piece of reflective writing each day. Gains…

The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

NASA Astrophysics Data System (ADS)

Renfrow, S.; Wood, E. L.

2011-12-01

Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

Negotiating Ethics as Relational Knowing--A Pedagogical Space between "Right" and "Wrong."

ERIC Educational Resources Information Center

Husu, Jukka

This study investigated the process and the products of negotiation in the ethical conflicts of teaching, focusing on the ethical conflicts experienced by early education teachers. Participants included urban kindergarten and elementary school teachers from several Finnish public day care centers and schools. The study examined various categories…

Do Preschool Programs Affect Social Disadvantage? What Social Workers Should Know

ERIC Educational Resources Information Center

Herman-Smith, Robert

2013-01-01

The majority of children from lower income families enter elementary school well behind their peers in reading, math, and general knowledge. Poor academic achievement in the early grades is associated with a range of social problems such as failure to complete high school, increased risk of unintended pregnancy, increased criminal activity, and…

If We Build It, Will They Come? Fielding Dreams of College Access

ERIC Educational Resources Information Center

Bruna, Katherine Richardson; Farley, Jennifer; McNelly, Carla A.; Sellers, Debra M.; Johnson, Roberta

2017-01-01

This article describes the ISU 4U Promise, an innovative college access and affordability initiative. Through this early-commitment partnership program between Iowa State University and Des Moines Public Schools, youth from two urban elementary schools are eligible for tuition awards when they enroll as undergraduates at Iowa State University.…

Early Childhood Education: Understanding Pre-Kindergarten and Kindergarten Readiness through Systems Theory

ERIC Educational Resources Information Center

White, James G.

2013-01-01

Scope and Method of Study: This naturalistic inquiry case study explored a selected pre-kindergarten program and the extent of its provision for school readiness through the lens of General Systems Theory. Assessment results from kindergarten students at three separate elementary schools were analyzed, interviews were completed with select early…

Collaborating with Parents for Early School Success: The Achieving-Behaving-Caring Program

ERIC Educational Resources Information Center

McConaughy, Stephanie H.; Kay, Pam; Welkowitz, Julie A.; Hewitt, Kim; Fitzgerald, Martha D.

2007-01-01

The Achieving-Behaving-Caring (ABC) Program is an evidence-based approach to addressing the needs of elementary students at risk for emotional and behavioral difficulties and promoting successful home-school collaboration. This practical guide demonstrates how classroom teachers and parents can work together to boost individual children's…

Decision-Making in the Classroom and Early Adolescents' Valuing of Mathematics.

ERIC Educational Resources Information Center

Mac Iver, Douglas; Reuman, David A.

In many upper-elementary school classrooms, students are given few decision-making prerogatives. In junior high school, it becomes increasingly rare for them to receive the decision-making opportunities they believe they should have. Both person-environment fit theory and pawn theory would predict that a failure to provide students with such…

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060

ERIC Educational Resources Information Center

Gersten, Russell; Beckmann, Sybilla; Clarke, Benjamin; Foegen, Anne; Marsh, Laurel; Star, Jon R.; Witzel, Bradley

2009-01-01

Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need…

The Influence of Toy Design Activities on Middle School Students' Understanding of the Engineering Design Processes

ERIC Educational Resources Information Center

Zhou, Ninger; Pereira, Nielsen L.; Tarun, Thomas George; Alperovich, Jeffrey; Booth, Joran; Chandrasegaran, Senthil; Tew, Jeffrey David; Kulkarni, Devadatta M.; Ramani, Karthik

2017-01-01

The societal demand for inspiring and engaging science, technology, engineering, and mathematics (STEM) students and preparing our workforce for the emerging creative economy has necessitated developing students' self-efficacy and understanding of engineering design processes from as early as elementary school levels. Hands-on engineering design…

Psychological and Educational Sequelae of Prematurity. Interim Report No. 11.

ERIC Educational Resources Information Center

Rubin, Rosalyn; And Others

The longitudinal study assessed the psychological and educational sequelae of premature birth through the early elementary school years, to determine whether children born prematurely constitute a high risk population in terms of regular school progress. Subjects included 78 children with birth weights of 2500 grams or less, 78 children of normal…

Addressing Reciprocity between Families and Schools: Why These Bridges Are Instrumental for Students' Academic Success

ERIC Educational Resources Information Center

Tran, Yune

2014-01-01

One instrumental step in promoting overall children's academic success across the trajectory of early childhood, elementary, middle, and secondary grades is purposefully establishing positive linkages for families and schools through a shared partnership. By facilitating an ongoing collaborative approach to sustain family engagement practices…

Echoes of Spring Valley.

ERIC Educational Resources Information Center

Boyken, J. Clarine J.

Designed to preserve the rich heritage of the rural school system which passed from the education scene in the 1930's and 1940's, this narrative, part history and part nostalgia, describes the author's own elementary education and the secure community life centered in the one room Spring Valley School in Hamilton County, Iowa, in the early decades…

Recognizing the achievements of the Nation's high school graduating class of 2010, promoting the importance of encouraging intellectual growth, and rewarding academic excellence of all United States high school students.

THOMAS, 111th Congress

Rep. Meeks, Gregory W. [D-NY-6

2010-06-15

House - 09/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Education and Labor Force Skills in Postwar Japan. Final Report.

ERIC Educational Resources Information Center

Taira, Koji; Levine, Solomon B.

As early as elementary school, a Japanese child faces a sequence of narrowing choices for an occupational future. Through decisions on further schooling, curriculum, and job entry, earlier choices severely restrict later ones. Usually, men go to four-year universities to study engineering or social sciences. Women generally attend two-year…

Literacy Coaches' Perceptions of a Formative Fluency Assessment in Urban Elementary Schools

ERIC Educational Resources Information Center

Ellison, Marclette

2013-01-01

In "Reading First" schools throughout the United States, literacy coaches administer the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as the sole measure of fluency and then offer instructional recommendations for students with reading difficulties based on those results. However, critics of DIBELS question its accuracy for…

Case Study on the Use of Microcomputers in Primary Schools in Bar-le-Duc (France).

ERIC Educational Resources Information Center

Dieschbourg, Robert

1988-01-01

Examines a project which involves the introduction of computer science into elementary schools to create an awareness of data processing as an intellectual, technological, and socio-cultural phenomenon. Concludes that the early computer experience and group work involved in the project enhances student social and psychological development. (GEA)

Emotional Intelligence: Keeping Your Job. Trends and Issues Alert No. 9.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Because emotional well-being is increasingly being recognized as a predictor of success in school, family, and work life, many are advocating that emotional intelligence be promoted as early as elementary school. Emotional intelligence involves two competencies important to career success: (1) the ability to recognize personal and others' feelings…

The Importance of Equal Sign Understanding in the Middle Grades

ERIC Educational Resources Information Center

Knuth, Eric J.; Alibali, Martha W.; Hattikudur, Shanta; McNeil, Nicole M.; Stephens, Ana C.

2008-01-01

The equal sign is perhaps the most prevalent symbol in school mathematics, and developing an understanding of it has typically been considered mathematically straightforward. In fact, after its initial introduction during students' early elementary school education, little, if any instructional time is explicitly spent on the concept in the later…

Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement

ERIC Educational Resources Information Center

Akos, Patrick; Rose, Roderick A.; Orthner, Dennis

2015-01-01

The academic impact of the transition from elementary to middle school has significant consequences for many early adolescents. This study examines academic growth across the transition, as well as sociodemographic moderators. Rather than defining the transition effect as a decline in student achievement between fifth and sixth grade, these data…

The role of indigenous traditional counting systems in children's development of numerical cognition: results from a study in Papua New Guinea

NASA Astrophysics Data System (ADS)

Matang, Rex A. S.; Owens, Kay

2014-09-01

The Government of Papua New Guinea undertook a significant step in developing curriculum reform policy that promoted the use of Indigenous knowledge systems in teaching formal school subjects in any of the country's 800-plus Indigenous languages. The implementation of the Elementary Cultural Mathematics Syllabus is in line with the above curriculum emphasis. Given the aims of the reform, the research reported here investigated the influence of children's own mother tongue (Tok Ples) and traditional counting systems on their development of early number knowledge formally taught in schools. The study involved 272 school children from 22 elementary schools in four provinces. Each child participated in a task-based assessment interview focusing on eight task groups relating to early number knowledge. The results obtained indicate that, on average, children learning their traditional counting systems in their own language spent shorter time and made fewer mistakes in solving each task compared to those taught without Tok Ples (using English and/or the lingua franca, Tok Pisin). Possible reasons accounting for these differences are also discussed.

Temporary Recession Aid for Schools and Taxpayers Act

THOMAS, 111th Congress

Rep. Hall, John J. [D-NY-19

2009-04-21

House - 05/21/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Helping Schools Protect Our Children Act of 2014

THOMAS, 113th Congress

Rep. Takano, Mark [D-CA-41

2014-07-16

House - 11/17/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Positive Behavior for Safe and Effective Schools Act

THOMAS, 112th Congress

Rep. Davis, Danny K. [D-IL-7

2011-10-12

House - 11/18/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Positive Behavior for Safe and Effective Schools Act

THOMAS, 111th Congress

Rep. Hare, Phil [D-IL-17

2009-05-21

House - 10/22/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

S.O.S. (Save Our Schools) Act of 2012

THOMAS, 112th Congress

Rep. Baca, Joe [D-CA-43

2012-05-09

House - 09/26/2012 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Great Teaching for Great Schools Act of 2011

THOMAS, 112th Congress

Rep. Polis, Jared [D-CO-2

2011-06-16

House - 09/08/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Great Teachers for Great Schools Act of 2010

THOMAS, 111th Congress

Rep. Polis, Jared [D-CO-2

2010-05-05

House - 05/27/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Ending Corporal Punishment in Schools Act of 2014

THOMAS, 113th Congress

Rep. McCarthy, Carolyn [D-NY-4

2014-06-26

House - 11/17/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Ending Corporal Punishment in Schools Act of 2011

THOMAS, 112th Congress

Rep. McCarthy, Carolyn [D-NY-4

2011-09-22

House - 11/18/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Honoring the contributions of Catholic schools.

THOMAS, 111th Congress

Rep. Lipinski, Daniel [D-IL-3

2010-01-13

House - 02/23/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status Agreed to in HouseHere are the steps for Status of Legislation:

School Principal Recruitment and Training Act of 2013

THOMAS, 113th Congress

Rep. Davis, Susan A. [D-CA-53

2013-04-25

House - 07/08/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School and Local Educational Agency Resources Efficiency Act

THOMAS, 112th Congress

Rep. Young, Don [R-AK-At Large

2011-10-12

House - 11/18/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

After School for America's Children Act of 2012

THOMAS, 112th Congress

Rep. Kildee, Dale E. [D-MI-5

2012-01-24

House - 03/29/2012 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Student-to-School Nurse Ratio Improvement Act of 2013

THOMAS, 113th Congress

Rep. McCarthy, Carolyn [D-NY-4

2013-05-07

House - 07/08/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Student-to-School Nurse Ratio Improvement Act of 2011

THOMAS, 112th Congress

Rep. McCarthy, Carolyn [D-NY-4

2011-06-16

House - 09/08/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Honoring the contributions of Catholic schools.

THOMAS, 111th Congress

Rep. Lipinski, Daniel [D-IL-3

2009-01-09

House - 03/06/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status Agreed to in HouseHere are the steps for Status of Legislation:

Put School Counselors Where They're Needed Act

THOMAS, 111th Congress

Rep. Sanchez, Linda T. [D-CA-39

2010-07-01

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Put School Counselors Where They're Needed Act

THOMAS, 112th Congress

Rep. Sanchez, Linda T. [D-CA-39

2011-02-11

House - 03/04/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Meals Reimbursement Rates Comparison Act of 2013

THOMAS, 113th Congress

Rep. Sablan, Gregorio Kilili Camacho [D-MP-At Large

2013-01-25

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

School Principal Recruitment and Training Act of 2009

THOMAS, 111th Congress

Rep. Davis, Susan A. [D-CA-53

2009-12-16

House - 02/23/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Math-gender stereotypes in elementary school children.

PubMed

Cvencek, Dario; Meltzoff, Andrew N; Greenwald, Anthony G

2011-01-01

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math-gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math-gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?

PubMed

McCormick, Meghan P; O'Connor, Erin E; Parham Horn, E

2017-10-01

Using data from the NICHD SECCYD (N=1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with teachers exhibited lower reading achievement, on average, across elementary school. At the same time, children with less educated mothers who experienced increases in teacher-child closeness and decreases in teacher-child conflict exhibited improvements in reading achievement across elementary school. Finally, low teacher-child closeness elevated the risk for poor math achievement posed by low family income. Implications for intervention design and development are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Association between district and state policies and US public elementary school competitive food and beverage environments.

PubMed

Chriqui, Jamie F; Turner, Lindsey; Taber, Daniel R; Chaloupka, Frank J

2013-08-01

Given the importance of developing healthy eating patterns during early childhood, policies to improve the elementary school food and beverage environments are critical. To examine the association between district and state policy and/or law requirements regarding competitive food and beverages and public elementary school availability of foods and beverages high in fats, sugars, and/or sodium. Multivariate, pooled, cross-sectional analysis of data gathered annually during elementary school years 2008-2009 through 2010-2011 in the United States. Survey respondents at 1814 elementary schools (1485 unique) in 957 districts in 45 states (food analysis) and 1830 elementary schools (1497 unique) in 962 districts and 45 states (beverage analysis). EXPOSURES Competitive food and beverage policy restrictions at the state and/or district levels. Competitive food and beverage availability. RESULTS Sweets were 11.2 percentage points less likely to be available (32.3% vs 43.5%) when both the district and state limited sugar content, respectively. Regular-fat baked goods were less available when the state law, alone and in combination with district policy, limited fat content. Regular-fat ice cream was less available when any policy (district, state law, or both) limited competitive food fat content. Sugar-sweetened beverages were 9.5 percentage points less likely to be available when prohibited by district policy (3.6% vs 13.1%). Higher-fat milks (2% or whole milk) were less available when prohibited by district policy or state law, with either jurisdiction's policy or law associated with an approximately 15 percentage point reduction in availability. Both district and state policies and/or laws have the potential to reduce in-school availability of high-sugar, high-fat foods and beverages. Given the need to reduce empty calories in children's diets, governmental policies at all levels may be an effective tool.

The Effect of Child-Centered Play Therapy on the Externalizing Behaviors of Low Income Male Preschoolers during Group Instructional Time and Center Time: A Single-Case Design Study

ERIC Educational Resources Information Center

Phipps, Christa Brown

2017-01-01

Low income male preschoolers with externalizing behaviors have continued behavior issues throughout elementary school, middle school, high school, and into adulthood and create stress for their teachers. Because of this, it is important to detect externalizing behaviors early and implement an appropriate intervention. A single subject reversal…

Communication and Language Exposure Key to Son's Success: A Mother Reflects

ERIC Educational Resources Information Center

Perrodin, Brenda

2017-01-01

Brenda Perrodin is a teacher in the Parent-Infant Program at the Laurent Clerc National Deaf Education Center's Kendall Demonstration Elementary School (KDES), on the campus of Gallaudet University in Washington, D.C. With a bachelor's degree in early childhood education and a master's degree in family-centered early education from Gallaudet…

Balancing the Readiness Equation in Early Childhood Education Reform

ERIC Educational Resources Information Center

Brown, Christopher P.

2010-01-01

As policy-makers continue to implement early childhood education reforms that frame the field as a mechanism that is to ready children for elementary school success, questions arise as to how the multiple variables in the readiness equation, such as the child, family, and program, are affected by these policies. The instrumental case study…

The Truth about Bad Attitudes

ERIC Educational Resources Information Center

Schweikert, Gigi

2011-01-01

Many people enter the early childhood field because they enjoy working with children. But unlike an elementary school teacher who usually teaches by herself in a self-contained classroom, early childhood professionals interact as much with the other adults in the classroom and the program as they do with the children. To be successful in early…

Language Development in the Early School Years: The Importance of Close Relationships with Teachers

ERIC Educational Resources Information Center

Spilt, Jantine L.; Koomen, Helma M. Y.; Harrison, Linda J.

2015-01-01

This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their…

Helplessness in Early Childhood: The Role of Contingent Worth.

ERIC Educational Resources Information Center

Burhans, Karen Klein; Dweck, Carol S.

1995-01-01

Reviews a series of studies documenting that key aspects of helpless reactions to failure are present in preschool and early elementary school children. Proposes a preliminary model in which a general conception of self and the notion of this self as an object of contingent worth are sufficient conditions for helplessness. (HTH)

Eliciting Systematic Rule Use in Covariation Judgment [the Early Years].

ERIC Educational Resources Information Center

Shaklee, Harriet; Paszek, Donald

Related research suggests that children may show some simple understanding of event covariations by the early elementary school years. The present experiments use a rule analysis methodology to investigate covariation judgments of children in this age range. In Experiment 1, children in second, third and fourth grade judged covariations on 12…

Homophobia, Sexism, and Early Childhood Education: A Review of the Literature

ERIC Educational Resources Information Center

Duke, Thomas Scott; McCarthy, Kathrin W.

2009-01-01

We reviewed 31 articles that explored issues related to gender and sexuality in early childhood education (ECE) settings. This body of literature suggests that ECE programs and elementary schools often reinforce the homophobia, heterosexism, and sexism that characterize contemporary U.S. society. A number of the articles described strategies that…

Patterns of Early Reading and Social Skills Associated with Academic Success in Elementary School

ERIC Educational Resources Information Center

Cooper, Brittany Rhoades; Moore, Julia E.; Powers, C. J.; Cleveland, Michael; Greenberg, Mark T.

2014-01-01

Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's early…

Just Say Yes to Early Algebra!

ERIC Educational Resources Information Center

Stephens, Ana; Blanton, Maria; Knuth, Eric; Isler, Isil; Gardiner, Angela Murphy

2015-01-01

Mathematics educators have argued for some time that elementary school students are capable of engaging in algebraic thinking and should be provided with rich opportunities to do so. Recent initiatives like the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) have taken up this call by reiterating the place of early algebra in…

Men in Your Teacher Preparation Program: Five Strategies to Recruit and Retain Them

ERIC Educational Resources Information Center

Nelson, Bryan G.; Shikwambi, Shamani-Jeffrey

2010-01-01

In this article, the authors explore ways to welcome and support men who attend teacher education programs or who teach in early childhood programs or elementary schools. Some university education departments and early childhood education facilities unintentionally perpetuate cultural conditions that dissuade men from entering or remaining in…

Qualities of Early Childhood Teachers: Reflections from Teachers and Administrators.

ERIC Educational Resources Information Center

Weitman, Catheryn J.; Humphries, Janie H.

Data were collected from elementary school principals and kindergarten teachers in Texas and Louisiana in an effort to identify qualities that are thought to be important for kindergarten teachers. A questionnaire listing 462 qualities of early childhood teachers was compiled from literature reviews. Subjects were asked to check a maximum of 50…

No Teachers Left Behind: An Exploration of Preschool Teacher Preparation Programs in Massachusetts

ERIC Educational Resources Information Center

O'Brien, Ellen J.

2012-01-01

Recognizing the importance of early childhood education for young children, states are planning and implementing initiatives to assure greater access to high-quality, elementary-school based preschool. In the field of early childhood education the leading professional organizations, such as the National Association for the Education of Young…

Dinetah: An Early History of the Navajo People.

ERIC Educational Resources Information Center

Sundberg, Lawrence D.

Originally written for Navajo elementary school students, this book chronicles the history of the Navajo people from prehistory to 1868. The book presents a sympathetic history of a people who depended on their tenacity and creative adaptability to survive troubled times. Chapters examine how Navajo culture changed from that of an early hunting…

An Evaluation of Two Emergent Literacy Screening Tools for Preschool Children

ERIC Educational Resources Information Center

Wilson, Shauna B.; Lonigan, Christopher J.

2009-01-01

Children's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools…

Parent involvement and science achievement: A latent growth curve analysis

NASA Astrophysics Data System (ADS)

Johnson, Ursula Yvette

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study - Kindergarten Class of 1998--1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day kindergarten class in 1998--1999. The present study's sample (N = 8,070) was based on students that had a sampling weight available from the public-use data file. Students were assessed in science achievement at third, fifth, and eighth grades and parents of the students were surveyed at the same time points. Analyses using latent growth curve modeling with time invariant and varying covariates in an SEM framework revealed a positive relationship between science achievement and parent involvement at eighth grade. Furthermore, there were gender and racial/ethnic differences in parents' school involvement as a predictor of science achievement. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. The achievement gap between low and high achievers in earth, space and life sciences lessened from elementary to middle school. Parents' involvement with school usually tapers off after elementary school, but due to parent school involvement being a significant predictor of eighth grade science achievement, later school involvement may need to be supported and better implemented in secondary schooling.

Great Teaching and Leading for Great Schools Act of 2014

THOMAS, 113th Congress

Rep. Polis, Jared [D-CO-2

2014-03-14

House - 06/13/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Bringing Awareness and Knowledge to Exempt Schools Against Legislative Encroachment Act

THOMAS, 113th Congress

Rep. Poe, Ted [R-TX-2

2014-09-09

House - 11/17/2014 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Annual National Classified School Employee of the Year Award Act

THOMAS, 112th Congress

Rep. Woolsey, Lynn C. [D-CA-6

2011-05-03

House - 05/20/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

34 CFR 300.13 - Elementary school.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Elementary school. 300.13 Section 300.13 Education... DISABILITIES General Definitions Used in This Part § 300.13 Elementary school. Elementary school means a nonprofit institutional day or residential school, including a public elementary charter school, that...

Self-Efficacy and Job Satisfaction of Early Career Elementary School Teachers: A Mixed Methods Study

ERIC Educational Resources Information Center

Kirby, Deanne M.

2011-01-01

The purpose of this embedded mixed methods study was to determine the types of support and amounts of support most conducive to the development of early career teacher self-efficacy and job satisfaction. The study further examined the effect of job satisfaction and self-efficacy on early career teacher intent to remain in the teaching profession.…

The Early Childhood Cluster Initiative of Palm Beach County, Florida. Early Implementation Study and Evaluability Assessment. Executive Summary

ERIC Educational Resources Information Center

Spielberger, Julie; Goyette, Paul

2006-01-01

This report summarizes findings from the first year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…

Experienced iPad-Using Early Childhood Teachers: Practices in the One-to-One iPad Classroom

ERIC Educational Resources Information Center

Lu, Ya-Huei; Ottenbreit-Leftwich, Anne T.; Ding, Ai-Chu; Glazewski, Krista

2017-01-01

Although many elementary schools have adopted one-to-one programs, we still lack information on how teachers integrate iPads or other tablets into their daily instruction, especially in early childhood settings. The purpose of this case study was to present how four experienced iPad-using early childhood teachers integrated one-to-one iPads into…

Read Today, Lead Tomorrow: How Corporate Grants, Volunteers, and Community Leadership Can Bring About Student Success. The Story of the GE Early Years Initiative.

ERIC Educational Resources Information Center

Burr, Tim; Tatarian, Lois

The General Electric (GE) Early Years Initiative, a grant-funded GE Fund, GE's corporate Foundation and GE Elfun, GE's international program created by volunteer organization, has helped elementary school students improve their reading skills through the use of volunteers since 1994. This publication describes Early Years projects, provides…

Massachusetts Early Warning Indicator System (EWIS). "Technical Descriptions of Risk Model Development": Middle and High School Age Groupings (Grades 7-12)

ERIC Educational Resources Information Center

Massachusetts Department of Elementary and Secondary Education, 2013

2013-01-01

The Massachusetts Department of Elementary and Secondary Education (Department) created the grades 1-12 Early Warning Indicator System (EWIS) in response to district interest in the Early Warning Indicator Index (EWII) that the Department previously created for rising grade 9 students. Districts shared that the EWII data were helpful, but also…

Somatic symptoms, peer and school stress, and family and community violence exposure among urban elementary school children

PubMed Central

Hart, Shayla L.; Hodgkinson, Stacy C.; Hyman, Corine; Cooley-Strickland, Michele

2013-01-01

Somatic symptoms are a common physical response to stress and illness in childhood. This study assessed 409, primarily African American (85.6 %), urban elementary school children to examine the association between: (1) somatic symptoms and potential external stressors (school and peer stress, family conflict, and community violence) and (2) parent and child agreement on children’s self-report of somatic symptoms. The odds of self-report of somatic complaints were significantly associated with family conflict, school and peer stress, and community violence exposure (OR = 1.26, 95 % CI: 1.05–1.50; OR = 1.18, 95 % CI 1.08–1.28; and OR = 1.02, 95 % CI: 1.00–1.05, respectively). Identifying the associations between social, family, and community based stress and somatic symptoms may improve the quality of life for children living in urban environments through early identification and treatment. PMID:22772584

Somatic symptoms, peer and school stress, and family and community violence exposure among urban elementary school children.

PubMed

Hart, Shayla L; Hodgkinson, Stacy C; Belcher, Harolyn M E; Hyman, Corine; Cooley-Strickland, Michele

2013-10-01

Somatic symptoms are a common physical response to stress and illness in childhood. This study assessed 409, primarily African American (85.6 %), urban elementary school children to examine the association between: (1) somatic symptoms and potential external stressors (school and peer stress, family conflict, and community violence) and (2) parent and child agreement on children's self-report of somatic symptoms. The odds of self-report of somatic complaints were significantly associated with family conflict, school and peer stress, and community violence exposure (OR = 1.26, 95 % CI: 1.05-1.50; OR = 1.18, 95 % CI 1.08-1.28; and OR = 1.02, 95 % CI: 1.00-1.05, respectively). Identifying the associations between social, family, and community based stress and somatic symptoms may improve the quality of life for children living in urban environments through early identification and treatment.

Regional differences in post-traumatic stress symptoms among children after the 2011 tsunami in Higashi-Matsushima, Japan.

PubMed

Kuwabara, Hitoshi; Araki, Tsuyoshi; Yamasaki, Syudo; Ando, Shuntaro; Kano, Yukiko; Kasai, Kiyoto

2015-01-01

On 11 March 2011, a massive undersea earthquake, measuring 9.0 on the Richter scale, caused a tsunami that devastated the shoreline of east Japan. It is estimated that over 20,000 people lost their lives as a result. It is recommended that clinical effort after a tsunami disaster concentrate on a high-impact area rather than cover a large area. However, regional differences in post-traumatic stress symptoms among children after a tsunami disaster are not well clarified. This study evaluated post-traumatic stress symptoms and reported the findings of early-phase screening of 2259 students from Higashi-Matsushima City, Japan, 6 weeks after a tsunami hit the city. The sample was divided into two age groups: elementary school students (n=1102) and junior high school students (n=1157). Of these groups, 289 (26.2%) elementary school students and 123 (10.6%) junior high school students attended the four schools that were located in the area struck by the tsunami; the mortality rate of the area exceeded 4%. We referred to these students as the "high-impact group." The "lower-impact group" consisted of 813 (73.8%) elementary school students and 1034 (89.4%) junior high school students who attended the remaining ten schools. The severity of post-traumatic stress symptoms did not significantly differ between areas with relatively high and low impact. However, among the junior high school students, those attending the school in the highly impacted area showed higher post-traumatic symptoms scores than did the students of the less-impacted area. When planning a mass intervention after a disaster, especially in the early phase when the resources for intervention are not sufficient, it might be useful to consider the degree of age-dependent impact effect. Copyright © 2014 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Evaluation Reports of ESEA, Title III Projects: Final Report, FY 1972.

ERIC Educational Resources Information Center

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

Through Title III of the Elementary Secondary Education Act of 1965, six programs were funded in Washington, D.C. public schools to meet the educational needs of handicapped disadvantaged children. One of the programs, the Columbia Road Pre-School Pilot Project was designed to serve as an experimental model for early childhood education for…

Mourning Child Grief Support Group Curriculum: Middle Childhood Edition, Grades 3-6.

ERIC Educational Resources Information Center

Lehmann, Linda; Jimerson, Shane R.; Gaasch, Ann

The Mourning Child Early Childhood grief support curriculum is intended for use with late elementary and middle school-aged children, specifically children in grades three through six, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies,…

Early Interventions for At-Risk Students.

ERIC Educational Resources Information Center

Huxman, Frankie; Klassen, Eydie; Koontz, Barbara; Nottingham, Cheryl; Vierthaler, Charlene

This is a report on a school-wide ethnographic study of intervention strategies for at-risk students in kindergarten through second grade. A group of 5 teachers from an elementary school of approximately 250 students in a Midwest community of about 18,000 people (2 first-grade teachers, 2 second-grade teachers, and 1 music teacher) comprised the…

Teaching Children Science: Hands-On Nature Study in North America, 1890-1930

ERIC Educational Resources Information Center

Kohlstedt, Sally Gregory

2010-01-01

In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when…

Strength-Based Assessment of Behavior Competencies to Distinguish Students Referred for Disciplinary Intervention from Nonreferred Peers

ERIC Educational Resources Information Center

Albrecht, Susan Fread; Braaten, Sheldon

2008-01-01

Early identification of the lack of behavioral competencies followed by subsequent intervention is critical to reducing the number of students at risk for increasing disciplinary responses and school failure. This study examined scores on the Behavior Objective Sequence (BOS) of elementary school students referred for out-of-classroom disciplinary…

Aggressive Behaviour in Early Elementary School Children: Relations to Authoritarian Parenting, Children's Negative Emotionality and Coping Strategies

ERIC Educational Resources Information Center

Chan, Siu Mui

2010-01-01

This study examined whether authoritarian parenting, children's negative emotionality and negative coping strategies independently or jointly predict children's aggressive behaviour at school. Participants included the teachers and mothers of 185 Hong Kong resident Chinese children (90 girls and 95 boys), aged 6-8. Teachers rated the children's…

Impressions of Leadership

ERIC Educational Resources Information Center

Smith, Agnes

2005-01-01

I was early arriving for an appointment with the superintendent at the school where I would begin my first year as an elementary school principal. While I waited, I reflected on my first teaching job, where I had formed my first and most lasting impressions of leadership from the principal. Now it was my turn to be a principal, and I aspired to…

Effectiveness of the Energize Elementary School Program to Improve Diet and Exercise

ERIC Educational Resources Information Center

Herbert, Patrick C.; Lohrmann, David K.; Seo, Dong-Chul; Stright, Anne D.; Kolbe, Lloyd J.

2013-01-01

Background: The rate of childhood obesity has more than tripled during the past 30?years. Research shows that prevention at an early age is more effective than treatment later in life. Energize is a multicomponent intervention incorporated into the school day that combines nutrition education and physical activity aimed at maintaining healthy…

Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series.

PubMed

Coker, David L; Kim, Young-Suk Grace

In this introduction to the special series "Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression," we consider some of the contextual factors that have changed since a similar special issue was published in the Journal of Learning Disabilities in 2002. We also explore how the five articles included in this special series address the following important themes: early writing development, identification of students with writing difficulties, and effective interventions for struggling writers. In conclusion, we envision future directions to advance the field.

The Effects of Age Factor on Learning English: A Case Study of Learning English in Saudi Schools, Saudi Arabia

ERIC Educational Resources Information Center

Gawi, Elsadig Mohamed Khalifa

2012-01-01

The purpose of this study is to investigate the effect of age on learning English in Saudi Arabia. It aims at encouraging the learning of English as a foreign language at an early age in KSA. The populations of the study are English language teachers and Saudi students in elementary schools compared with intermediate school students in Dawadmi…

Bole Elementary School: A Study of the Arrangement of Information. Part 4: School Building in Early Development. International School Building News 16, No. 1.

ERIC Educational Resources Information Center

Ghebtsawi, Tesheme

This report illustrates the method, called the "SfB System," recommended in an earlier publication by this organization, for systematization of building projects. The aim of the report is to show how to arrange information on building elements and building construction for clear definition of the parts to be built and for easy…

"A Few of the Brightest, Cleanest Mexican Children": School Segregation as a Form of Mundane Racism in Oxnard, California, 1900-1940

ERIC Educational Resources Information Center

Garcia, David G.; Yosso, Tara J.; Barajas, Frank P.

2012-01-01

In this article, David G. Garcia, Tara J. Yosso, and Frank P. Barajas examine the early twentieth-century origins of a dual schooling system that facilitated the reproduction of a cheap labor force and the marginalization of Mexicans in Oxnard, California. In their analysis of the 1930s Oxnard Elementary School District board minutes, alongside…

The Effects of Green Schooling Knowledge Level and Intensity of Parental Guidance on the Environmental Awareness of the Early Age Student

ERIC Educational Resources Information Center

Wihardjo, Sihadi Darmo; Hartati, Sofia; Nurani, Yuliani; Sujarwanta, Agus

2017-01-01

This study was conducted to determine the effect of green schooling knowledge and parents guidance on the environmental awareness of the students. This study used a quantitative approach with the expost facto method. This study was conducted in Muhammadiyah 41 elementary school in East Jakarta at July to December on the 2nd semester of the…

Autism Understanding and Training in School Methodologies for Educators Act of 2012

THOMAS, 112th Congress

Rep. Moran, James P. [D-VA-8

2012-04-27

House - 09/26/2012 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Autism Understanding and Training in School Methodologies for Educators Act of 2013

THOMAS, 113th Congress

Rep. Moran, James P. [D-VA-8

2013-04-11

House - 07/08/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Helping Communities Rebuild After Deadly School Shootings and Other Traumatic Events Act

THOMAS, 113th Congress

Rep. Esty, Elizabeth H. [D-CT-5

2013-05-22

House - 07/08/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Josh Miller Helping Everyone Access Responsive Treatment in Schools Act of 2011

THOMAS, 112th Congress

Rep. Sutton, Betty [D-OH-13

2011-04-05

House - 04/15/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Emerging inequality in effort: A longitudinal investigation of parental involvement and early elementary school-aged children's learning time in Japan.

PubMed

Matsuoka, Ryoji; Nakamuro, Makiko; Inui, Tomohiko

2015-11-01

While studies on effort (e.g., Carbonaro, 2005; Kariya, 2000, 2013) have revealed relationships among students' effort (e.g., self-reported learning time), socioeconomic status, and school-related factors (e.g., tracking) through secondary education data, whether and how the effort gap emerges and widens in the early years of compulsory education have not been researched. This study investigates the beginning of inequality in effort by using four waves (from first- to fourth-grade students) of the Longitudinal Survey of Babies in the 21st Century, collected in Japan. The results indicate that college-educated parents tend to employ parenting practices that directly and indirectly shape children's learning time; inequality in effort exists, and it becomes exacerbated partly because of parenting differences in a society with a relatively equal elementary education system. Copyright © 2015 Elsevier Inc. All rights reserved.

Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention

ERIC Educational Resources Information Center

Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve

2013-01-01

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…

Model Early Childhood Learning Program, Baltimore, Maryland. Model Programs, Title III--Elementary and Secondary Education Act.

ERIC Educational Resources Information Center

National Center for Educational Communication (DHEW/NIE), Washington, DC.

The purpose of the Model Early Childhood Learning Program of Baltimore, Md., City Schools is to provide experiences for disadvantaged children which will constitute the prerequisite developmental history needed to undertake first grade concepts and skills. The project's stated objectives are: (1) to improve the measured aptitude or readiness for…

Teachers' Experiences of Georgia's Early Math Intervention Program: A Phenomenological Study

ERIC Educational Resources Information Center

Scott, Rachel Amanda Garner

2016-01-01

The purpose of this phenomenological study was to investigate the perceptions that K-5 teachers have toward Georgia's mandated Early Intervention Math Program (EIP) on at risk learners in an elementary school in a rural, North Georgia community. The following questions guided the study: 1. How do K-5 teachers describe their experience with…

Selective Mutism: Practice and Intervention Strategies for Children

ERIC Educational Resources Information Center

Hung, Shu-Lan; Spencer, Michael S.; Dronamraju, Rani

2012-01-01

The onset of selective mutism (SM) is usually between the ages of three and five years, when the children first go to preschool. However, these children are most commonly referred for treatment between the ages of six and 11, when they are entering the elementary school system. Early detection and early intervention is suggested for effective SM…

The Illinois Articulation Initiative Major Fields Panels' Recommendations for Business, Clinical Laboratory Science, Education--Early Childhood, Education--Elementary, Education--Secondary, Music, Nursing, Psychology.

ERIC Educational Resources Information Center

Illinois Community Coll. Board, Springfield.

Developed by the Illinois Articulation Initiative (IAI), this report provides recommendations for improving articulation through state high schools, community colleges, and institutions of higher education. The recommendations are presented by field of study for business, clinical laboratory science, early childhood education, elementary…

The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament

ERIC Educational Resources Information Center

Curby, Timothy W.; Rudasill, Kathleen Moritz; Edwards, Taylor; Perez-Edgar, Koraly

2011-01-01

The present study examines the moderating role first grade classroom quality may have on the relations between children's difficult temperament (assessed in infancy) and their academic and social outcomes in early elementary school (first grade). Using data from the National Institute of Child Health and Human Development's Study of Early Child…

FOSPA Program Description. Parent-Child Programs: District 742 Community Education's Early Childhood Family Education Project [Revised].

ERIC Educational Resources Information Center

Hoodecheck, Jeanne; Kearns, Ellen

The Family Oriented Structured Preschool Activity (FOSPA) program, an Early Childhood/Family Education program for parents and their 4-year-old children, is described. FOSPA is a nationally validated Title III, Elementary and Secondary Education Act demonstration project in the St. Cloud Community Schools district of Minnesota. Based on research…

Longitudinal Genetic Analysis of Early Reading: The Western Reserve Reading Project

ERIC Educational Resources Information Center

Petrill, Stephen A.; Deater-Deckard, Kirby; Thompson, Lee Anne; Schatschneider, Chris; DeThorne, Laura S.; Vandenbergh, David J.

2007-01-01

We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2…

Using Educational Technology to Develop Early Literacy Skills in Sub-Saharan Africa

ERIC Educational Resources Information Center

Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony

2016-01-01

The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a…

The Early Childhood Cluster Initiative of Palm Beach County, Florida. Early Implementation Study And Evaluability Assessment. Final Report. Chapin Hall Working Paper

ERIC Educational Resources Information Center

Spielberger, Julie; Goyette, Paul

2006-01-01

This publication reports findings from the first year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…

Television viewing through ages 2-5 years and bullying involvement in early elementary school.

PubMed

Verlinden, Marina; Tiemeier, Henning; Veenstra, René; Mieloo, Cathelijne L; Jansen, Wilma; Jaddoe, Vincent W V; Raat, Hein; Hofman, Albert; Verhulst, Frank C; Jansen, Pauline W

2014-02-12

High television exposure time at young age has been described as a potential risk factor for developing behavioral problems. However, less is known about the effects of preschool television on subsequent bullying involvement. We examined the association between television viewing time through ages 2-5 and bullying involvement in the first grades of elementary school. We hypothesized that high television exposure increases the risk of bullying involvement. TV viewing time was assessed repeatedly in early childhood using parental report. To combine these repeated assessments we used latent class analysis. Four exposure classes were identified and labeled "low", "mid-low", "mid-high" and "high". Bullying involvement was assessed by teacher questionnaire (n=3423, mean age 6.8 years). Additionally, peer/self-report of bullying involvement was obtained using a peer nomination procedure (n=1176, mean age 7.6 years). We examined child risk of being a bully, victim or a bully-victim (compared to being uninvolved in bullying). High television exposure class was associated with elevated risks of bullying and victimization. Also, in both teacher- and child-reported data, children in the high television exposure class were more likely to be a bully-victim (OR=2.11, 95% CI: 1.42-3.13 and OR=3.68, 95% CI: 1.75-7.74 respectively). However, all univariate effect estimates attenuated and were no longer statistically significant once adjusted for maternal and child covariates. The association between television viewing time through ages 2-5 and bullying involvement in early elementary school is confounded by maternal and child socio-demographic characteristics.

National Science Resources Center Project for Improving Science Teaching in Elementary Schools. Appendix A. School Systems With Exemplary Elementary Science Programs. Appendix B. Elementary Science Network

DTIC Science & Technology

1988-12-01

Department Campbell, Judy S., Principal Seedling Mile Elementary School Campbell, Kelly, Vice President International Services, Inc. Campbell, Larry...Agency #5 Coverdale, Miles , Principal Baxter Coveyou, Tony, Cowan, Ann, Education Specialist Hanford Science Center Cowan, Margaret, Cowan, Peggy...Science State Department of Education Ezell, James, No. 92 Elementary School Ezzell , Effie, No. 45 Elementary School 09/03/88 NSRC Elementary Science

Life satisfaction in early adolescence: personal, neighborhood, school, family, and peer influences.

PubMed

Oberle, Eva; Schonert-Reichl, Kimberly A; Zumbo, Bruno D

2011-07-01

Drawing from an ecological assets framework as well as research and theory on positive youth development, this study examined the relationship of early adolescents' satisfaction with life to trait optimism and assets representing the social contexts in which early adolescents spend most of their time. Self-reports of satisfaction with life, optimism, and ecological assets in the school (school connectedness), neighborhood (perceived neighborhood support), family (perceived parental support), and peer group (positive peer relationships) were assessed in a sample of 1,402 4th to 7th graders (47% female) from 25 public elementary schools. Multilevel modeling (MLM) was conducted to analyze the variability in life satisfaction both at the individual and the school level. As hypothesized, adding optimism and the dimensions representing the ecology of early adolescence to the model significantly reduced the variability in life satisfaction at both levels of analysis. Both personal (optimism) and all of the ecological assets significantly and positively predicted early adolescents' life satisfaction. The results suggest the theoretical and practical utility of an assets approach for understanding life satisfaction in early adolescence.

Investing in New and Supportive Pathways to Improve and Reward Educators in our Schools Act

THOMAS, 111th Congress

Rep. Davis, Susan A. [D-CA-53

2010-09-29

House - 11/18/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

"I" Is for Indian?: Dealing with Stereotypes in the Classroom

ERIC Educational Resources Information Center

Finchum, Mark

2006-01-01

It is of vital importance that children develop positive attitudes about ethnicity and race at an early age. Young children are not born with a racial bias, but by the time they reach high school they have often adopted the prejudices to which they have been exposed. In this article, the author discusses ways to help elementary school teachers…

Executive Functioning, Metacognition, and Self-Perceived Competence in Elementary School Children: An Explorative Study on Their Interrelations and Their Role for School Achievement

ERIC Educational Resources Information Center

Roebers, Claudia M.; Cimeli, Patrizia; Rothlisberger, Marianne; Neuenschwander, Regula

2012-01-01

In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children's executive…

Belief Systems of Families of Children with Autism Spectrum Disorders or Down Syndrome

ERIC Educational Resources Information Center

King, Gillian; Baxter, Donna; Rosenbaum, Peter; Zwaigenbaum, Lonnie; Bates, Anita

2009-01-01

Parents in 16 families of children with autism spectrum disorders or Down syndrome participated in a qualitative study examining family (i.e., all caregivers in the home) belief systems. All families had children who had recently entered elementary school or who were in the early years of high school. As a result of their experiences, families…

A Case Study: The High/Scope Preschool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District

ERIC Educational Resources Information Center

Thomas, Loren D.

2010-01-01

The New Jersey Department of Education has been stressing the value of early childhood education for the past 12 years. Research has clearly demonstrated the value of high-quality preschool programs for preparing children for school and even later life. Particularly in light of the Core Curriculum Content Standards and elementary curriculum, which…

WWC Quick Review of the Report "The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

This study examined the effect of the "Language Essentials for Teachers of Reading and Spelling" ("LETRS)" professional development curriculum on the reading achievement of second graders. The authors examined data on more than 5,000 second graders from ninety elementary schools in four states during the 2005-06 school year.…

The Development of Conduct Problems and Depressive Symptoms in Early Elementary School Children: The Role of Peer Rejection

ERIC Educational Resources Information Center

Gooren, Evelien M. J. C.; van Lier, Pol A. C.; Stegge, Hedy; Terwogt, Mark Meerum; Koot, Hans M.

2011-01-01

Conduct problems in childhood often co-occur with symptoms of depression. This study explored whether the development of conduct problems becomes indirectly linked to depressive symptoms in a sample of 323 kindergarten children, followed over a period of 2 school years. Results showed that the development of conduct problems was indirectly linked…

Prevalence of DSM-IV Disorder in a Representative, Healthy Birth Cohort at School Entry: Sociodemographic Risks and Social Adaptation

ERIC Educational Resources Information Center

Carter, Alice S.; Wagmiller, Robert J.; Gray, Sarah A. O.; McCarthy, Kimberly J.; Horwitz, Sarah M.; Briggs-Gowan, Margaret J.

2010-01-01

Objective: The aims of this paper are as follows: to present past-year prevalence data for DSM-IV disorders in the early elementary school years; to examine the impact of impairment criteria on prevalence estimates; to examine the relation of sociodemographic and psychosocial risk factors to disorders; and to explore associations between…

If You Had My Brain, Where Would I Be? Children's Understanding of the Brain and Identity.

ERIC Educational Resources Information Center

Johnson, Carl Nils

1990-01-01

Reveals that during the elementary school years, children acquire a firm understanding of the brain as the primary locus of psychological attributes and identity. The early school years, when children are five to seven years old, appear to be a transitional phase, when performance is variable and subject to task conditions. (RH)

How Do Parent Expectations Promote Child Academic Achievement in Early Elementary School? A Test of Three Mediators

ERIC Educational Resources Information Center

Loughlin-Presnal, John; Bierman, Karen L.

2017-01-01

Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and…

Changes in Children's Reasoning about the Social Inclusion of Aggressive Children over the Early Years of Elementary School

ERIC Educational Resources Information Center

Scholes, Laura; Lunn Brownlee, Joanne; Walker, Susan; Johansson, Eva

2017-01-01

While there is growing understanding about children's moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children's decisions about such inclusion and how they justified those decisions, this study reports data from…

Measuring up: A Simple Lesson That Engages Students in Scientific Practices and Mathematics

ERIC Educational Resources Information Center

Capps, Daniel

2012-01-01

A well-known lesson taught by many upper-elementary and early-middle-school teachers at the beginning of the school year asks students to compare how arm span relates to height. Students measure their height and arm span and compare their measurements to those of their classmates. This lesson gets students measuring, graphing, and practicing…

The Impact of Achieve3000 on Elementary Literacy Outcomes: Evidence from a Two-Year Randomized Control Trial

ERIC Educational Resources Information Center

Hill, Darryl V.; Lenard, Matthew A.; Page, Lindsay Coleman

2016-01-01

School districts are increasingly adopting technology-based resources in an attempt to improve student achievement. This paper reports the two-year results from randomized control trial of Achieve3000 in the Wake County Public School System (WCPSS) in Raleigh, North Carolina. Achieve3000 is an early literacy program that differentiates non-fiction…

Designing Personalized Spaces that Impact Student Achievement

ERIC Educational Resources Information Center

Fielding, Randy

2009-01-01

"Yes we can!" Those famous three words of the Obama campaign could serve as the theme for the culture of hope and excellence at the Cristo Rey Jesuit High School in Minneapolis, Minnesota. Many of the students arrive in the 9th grade with reading and math skills at an early elementary school level. Others lack the basic life skills to…

The Influence of Early Parent Involvement and Depression on Academic Achievement, Psychosocial Behaviors, and Motivation in Children with Learning Disabilities across Elementary School

ERIC Educational Resources Information Center

Mahdavi, Seema

2017-01-01

Children with learning disabilities represent the largest category of students served within special education systems in schools, and are at increased risk for academic and psychosocial problems in comparison to peers without learning disabilities. While much of clinical practice and research focus has been on academic interventions,…

'The Pumpkins Are Coming…"Vienen las Calabazas":…That Sounds Funny': Translanguaging Practices of Young Emergent Bilinguals

ERIC Educational Resources Information Center

Axelrod, Ysaaca; Cole, Mikel W.

2018-01-01

In this paper, we utilize the theory of "translanguaging" to make sense of the biliterate activities of young emergent bilinguals in a before-school program for Latinx students at an elementary school. Our findings show that even early writers are able to draw from their full linguistic repertoire, utilizing orthographic and syntactic…

The Young Citizens League: Its Origins and Development in South Dakota to 1930. Country School Legacy: Humanities on the Frontier.

ERIC Educational Resources Information Center

Brown, Philip L.

With the goal of improving citizenship and character education in the elementary school child through learning by doing in the form of a school-based club, the Young Citizens League (YCL) appeared in rural South Dakota early in the twentieth century, introduced by Michael M. Guhin and developed by E.C. Giffen. By 1930, at its peak, it had an…

Sleep Habits of Elementary and Middle School Children in South Texas

PubMed Central

Surani, Salim; Hesselbacher, Sean; Surani, Saherish; Sadasiva, Sreevidya; Surani, Zoya; Surani, Sara S.; Khimani, Amina; Subramanian, Shyam

2015-01-01

Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children's Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school. PMID:26770835

Sleep Habits of Elementary and Middle School Children in South Texas.

PubMed

Surani, Salim; Hesselbacher, Sean; Surani, Saherish; Sadasiva, Sreevidya; Surani, Zoya; Surani, Sara S; Khimani, Amina; Subramanian, Shyam

2015-01-01

Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children's Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

Representations of Technology in the "Technical Stories" for Children of Otto Witt, Early 20th Century Swedish Technology Educator

ERIC Educational Resources Information Center

Axell, Cecilia; Hallström, Jonas

2013-01-01

Children's fiction in school libraries have played and still play a role in mediating representations of technology and attitudes towards technology to schoolchildren. In early 20th century Sweden, elementary education, including textbooks and literature that were used in teaching, accounted for the main mediation of technological knowledge to…

Analysis of an Early Intervention Reading Program for Fifth Grade Students in a Metropolitan Elementary School in Georgia

ERIC Educational Resources Information Center

Oldham, Dale Smith

2012-01-01

Educators and policymakers have been concerned about the problem of early literacy performance for many decades. Despite educational reform to increase standards, many children consistently fail to read at levels that enable them to compete globally. The purpose of this study was to provide a data driven program evaluation of a reading…

Assessment and Implications of Coping Styles in Response to a Social Stressor among Early Adolescents in China

ERIC Educational Resources Information Center

Kingsbury, Mila; Liu, Junsheng; Coplan, Robert J.; Chen, Xinyin; Li, Dan

2016-01-01

The aims of the present study were to (a) examine the factor structure of the "Self-Report Coping Scale" in a sample of Chinese early adolescents and (b) explore associations between coping and socioemotional functioning in this sample. Participants were N = 569 elementary school students (307 boys) in Grades 4 to 6. Participants…

Stability of Early Identified Aggressive Victim Status in Elementary School and Associations with Later Mental Health Problems and Functional Impairments

ERIC Educational Resources Information Center

Burk, Linnea R.; Armstrong, Jeffrey M.; Park, Jong-Hyo; Zahn-Waxler, Carolyn; Klein, Marjorie H.; Essex, Marilyn J.

2011-01-01

Aggressive victims--children who are both perpetrators and victims of peer aggression--experience greater concurrent mental health problems and impairments than children who are only aggressive or only victimized. The stability of early identified aggressive victim status has not been evaluated due to the fact that most studies of aggressor/victim…

The Influence of Developmentally Appropriate Practice on Children's Cognitive Development: A Qualitative Metasynthesis

ERIC Educational Resources Information Center

Brown, Christopher P.; Lan, Yi-Chin

2013-01-01

Background: As policymakers and advocates across the United States look to early childhood educators to improve children's cognitive development so they enter elementary school ready to learn, debates have emerged over what types of practices these educators should be engaged in to achieve this goal. Historically, the field of early childhood…

To establish within the Department of Education the Innovation Inspiration school grant program, and for other purposes.

THOMAS, 112th Congress

Rep. Bass, Charles F. [R-NH-2

2011-06-21

House - 09/08/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Supporting the goals and ideals of "Lights On Afterschool!", a national celebration of after-school programs.

THOMAS, 111th Congress

Rep. Lowey, Nita M. [D-NY-18

2010-09-16

House - 11/18/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Congratulating the boys' basketball team at Eisenhower High School in Rialto, California, for winning the State championship.

THOMAS, 111th Congress

Rep. Baca, Joe [D-CA-43

2009-04-02

House - 05/14/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Supporting the goals and ideals of "Lights On Afterschool!", a national celebration of after-school programs.

THOMAS, 111th Congress

Rep. Lowey, Nita M. [D-NY-18

2009-10-06

House - 11/16/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Boys have not caught up, family influences still continue: Influences on executive functioning and behavioral self-regulation in elementary students in Germany.

PubMed

Gunzenhauser, Catherine; Saalbach, Henrik; von Suchodoletz, Antje

2017-09-01

The development of self-regulation is influenced by various child-level and family-level characteristics. Previous research focusing on the preschool period reported a female advantage in self-regulation and negative effects of various adverse features of the family environment on self-regulation. The present study aimed to investigate growth in self-regulation (i.e., executive functioning and behavioral self-regulation) over 1 school year during early elementary school and to explore the influences of child sex, the level of home chaos, and family educational resources on self-regulation. Participants were 263 German children (51% girls; mean age 8.59 years, SD = 0.56 years). Data were collected during the fall and spring of the school year. A computer-based standardized test battery was used to assess executive functioning. Caregiver ratings assessed children's behavioral self-regulation and information on the family's home environment (chaotic home environment and educational resources). Results suggest growth in elementary school children's executive functioning over the course of the school year. However, there were no significant changes in children's behavioral self-regulation between the beginning and the end of Grade 3. Sex differences in inhibitory control/cognitive flexibility and behavioral self-regulation were found, suggesting an advantage for girls. Educational resources in the family but not chaotic family environment were significantly related to self-regulation at both time-points. Children from families with more educational resources scored higher on self-regulation measures compared to their counterparts from less advantaged families. We did not find evidence for child-level or family-level characteristics predicting self-regulation growth over time. Findings add to the evidence of a gender gap in self-regulation skills, but suggest that it might not further widen towards the end of elementary school age. Adequate self-regulation skills should be fostered in both girls and boys. Results also add to the importance of supporting self-regulation development in children from disadvantaged family backgrounds early in life. © 2017 The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten

PubMed Central

Blair, Clancy; Raver, C. Cybele

2014-01-01

Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children’s engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds support for self-regulation, particularly executive functions, into literacy, mathematics, and science learning activities. Results from a cluster randomized controlled trial involving 29 schools, 79 classrooms, and 759 children indicated positive effects on executive functions, reasoning ability, the control of attention, and levels of salivary cortisol and alpha amylase. Results also demonstrated improvements in reading, vocabulary, and mathematics at the end of kindergarten that increased into the first grade. A number of effects were specific to high-poverty schools, suggesting that a focus on executive functions and associated aspects of self-regulation in early elementary education holds promise for closing the achievement gap. PMID:25389751

Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten.

PubMed

Blair, Clancy; Raver, C Cybele

2014-01-01

Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children's engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds support for self-regulation, particularly executive functions, into literacy, mathematics, and science learning activities. Results from a cluster randomized controlled trial involving 29 schools, 79 classrooms, and 759 children indicated positive effects on executive functions, reasoning ability, the control of attention, and levels of salivary cortisol and alpha amylase. Results also demonstrated improvements in reading, vocabulary, and mathematics at the end of kindergarten that increased into the first grade. A number of effects were specific to high-poverty schools, suggesting that a focus on executive functions and associated aspects of self-regulation in early elementary education holds promise for closing the achievement gap.

Key Elements of the Reggio Emilia Approach and How They Are Interconnected to Create the Highly Regarded System of Early Childhood Education

ERIC Educational Resources Information Center

McNally, Shelley A.; Slutsky, Ruslan

2017-01-01

Reggio Emilia is a small city in Italy that has emerged as an exemplary model of early childhood education. The first schools were started and run by parents who wanted their children to experience an education that was different from their own. From that humble desire rose a system of infant/toddler preschools and now early elementary classes…

Obesity Prevention Practices of Elementary School Nurses in Minnesota: Findings from Interviews with Licensed School Nurses

ERIC Educational Resources Information Center

Morrison-Sandberg, Leslie F.; Kubik, Martha Y.; Johnson, Karen E.

2011-01-01

Elementary schools are an optimal setting to provide obesity prevention interventions, yet little is known about the obesity prevention practices of elementary school nurses. The purpose of this study was to gain insight into current obesity-related school nursing practice in elementary schools in Minnesota, opinions regarding school nurse-led…

Changes in healthy childhood lifestyle behaviors in Japanese rural areas.

PubMed

Nakano, Takahiro; Kasuga, Kosho; Murase, Tomohiko; Suzuki, Kazuhiro

2013-04-01

Unhealthy lifestyles during childhood constitute a public health problem in Japan. However, current health education in Japan is ineffective in counteracting them. Previous studies contend that healthy lifestyles in children vary by academic grade and sex. This study examined changes throughout childhood suggests some intervention points for lifestyle education. The participants were 2833 elementary and junior high school students living in Japanese rural areas. Data on 26 variables assigned to 5 subfactors were collected. We estimated the composite score of each subfactor on the basis of item response theory. A 2-way ANOVA and a graph review were performed to explore the differences and changes by sex and grade. Most of the main effects for sex and grade were statistically significant. Lifestyle behaviors acquired early in elementary school were lost as students progressed to higher grades. The research indicated the following emphases: (1) Physical activity and leisure habits should be focused on girls and hygiene habits on boys; (2) Continuous education for a healthy lifestyle is essential to maintain good health among children; (3) Education for healthy lifestyle can be classified into 2 important stages such as for dietary and sleeping habits, education from the upper grades of elementary school is important, whereas for other routine activities, reeducation in junior high school is effective. © 2013, American School Health Association.

The Elementary School Guidance Counselor: A Developmental Model.

ERIC Educational Resources Information Center

Gum, Moy F.

The position taken is that elementary schools need a guidance program and an elementary school guidance counselor who is a regular member of a given school staff. However, it is advocated that elementary guidance should not be merely an extension of the secondary guidance program. The viewpoint taken here is that elementary guidance should be…

David Gordon Campbell Robertson: A Biographical Sketch

NASA Astrophysics Data System (ADS)

See, J. B.

Emeritus Professor David Robertson of the Missouri University of Science and Technology was born in Dublin Ireland on 29 December 1941. His father was a merchant navy Captain who served during WWII and during David's early years his family lived in Dublin and Donegal where David went to the local elementary school. In 1954 he moved to London with his parents and attended Highgate School before commencing metallurgy at the Royal School of Mines, Imperial College, London in 1960.

Instruction, Teacher–Student Relations, and Math Achievement Trajectories in Elementary School

PubMed Central

Crosnoe, Robert; Morrison, Fred; Burchinal, Margaret; Pianta, Robert; Keating, Daniel; Friedman, Sarah L.; Clarke-Stewart, K. Alison

2010-01-01

Children enter elementary school with widely different skill levels in core subjects. Whether because of differences in aptitude or in preparedness, these initial skill differences often translate into systematic disparities in achievement over time. How can teachers reduce these disparities? Three possibilities are to offer basic skills training, to expose students to higher order instruction, or to provide socioemotional support. Repeated measures analyses of longitudinal data from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development revealed that children with low, average, or high math skills prior to elementary school followed different but parallel trajectories of math achievement up through fifth grade. When enrolled in classes with inference-based instruction, however, the initially least skilled children narrowed the achievement gap as long as they did not have conflictual relations with their teachers. They did not make this kind of progress if they were in classes focused exclusively on basic skills instruction or if they were in inference-focused classes but had conflictual relations with teachers. PMID:20657743

First Step to Success--A School/Home Intervention Program for Preventing Problem Behaviors in Young Children: Examining the Effectiveness and Social Validity in Turkey

ERIC Educational Resources Information Center

Diken, Ibrahim H.; Cavkaytar, Atilla; Batu, E. Sema; Bozkurt, Funda; Kurtyilmaz, Yildiz

2010-01-01

This study examined the effectiveness of the First Step to Success (FSS) early intervention program for preventing antisocial behavior in Turkey. Participants included 24 students, their teachers and parents from four K-8 elementary schools. The experimental group included 12 targeted students (four kindergarten, four first-grade and four…

Can Student Engagement Serve as a Motivational Resource for Academic Coping, Persistence, and Learning during Late Elementary and Early Middle School?

ERIC Educational Resources Information Center

Skinner, Ellen A.; Pitzer, Jennifer R.; Steele, Joel S.

2016-01-01

How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in…

Guiding School Change: The Role and Work of Change Agents. The Series on School Reform.

ERIC Educational Resources Information Center

Rust, Frances O'Connell, Ed.; Freidus, Helen, Ed.

This book examines facilitators of change, as viewed by the change agents themselves. It highlights their role and how they can be prepared and supported. In chapter 1, Frances O'Connell Rust, Margot Ely, Maris H. Krasnow, and LaMar P. Miller report on the successful professional development of early elementary teachers in New York City. In…

Socialization to School: A Study of Low-Income and Minority Children in an Early Childhood Setting. Occasional Paper.

ERIC Educational Resources Information Center

Schwartz, Audrey James

This study is a description of the initial socialization of low-income children, aged 3 to 6 years, who were recruited by a middle- and upper-income elementary college-laboratory school. Data for this study were obtained through observations of 11 recruited children and their classmates during a 4-year period. These observations were supplemented…

Never Too Early.

ERIC Educational Resources Information Center

Diaz, Alicia; And Others

The approach to English-as-a-Second-Language (ESL) instruction for preschool children at Instituto Crandon, a private elementary-secondary school in Uruguay is described. First, characteristics of Uruguay and its educational system are outlined, stressing the advantages of temperate physical environment and high literacy rate. Then background…

To amend the Safe and Drug-Free Schools and Communities Act to include bullying and harassment prevention programs.

THOMAS, 111th Congress

Rep. Davis, Danny K. [D-IL-7

2010-04-29

House - 05/27/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

A bill to provide professional development for elementary school principals in early childhood education and development.

THOMAS, 113th Congress

Sen. Udall, Mark [D-CO

2013-06-07

Senate - 06/07/2013 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

A bill to provide professional development for elementary school principals in early childhood education and development.

THOMAS, 111th Congress

Sen. Udall, Mark [D-CO

2010-07-27

Senate - 07/27/2010 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Dynamics of Teacher-Student Relationships: Stability and Change across Elementary School and the Influence on Children’s Academic Success

PubMed Central

Spilt, Jantine L.; Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-Man

2012-01-01

This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students. Teacher reports of Warmth and Conflict were collected in grades 1 to 5. Achievement was tested in grade 1 and 6. For Conflict, low-stable (normative), low-increasing, high-declining, and high-stable trajectories were found. For Warmth, high-declining (normative) and low-increasing patterns were found. Children with early behavioral, academic, or social risks were under-represented in the normative trajectory groups. Chronic conflict was most strongly associated with under achievement. Rising Conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity. PMID:22497209

Perceptions of Elementary Teachers on the Instructional Leadership Role of School Principals

ERIC Educational Resources Information Center

Yavuz, Mustafa; Bas, Gokhan

2010-01-01

In this research, elementary school principals' instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A "semi-structured…

High Hopes--Few Opportunities: The Status of Elementary Science Education in California. Summary Report & Recommendations. Strengthening Science Education in California

ERIC Educational Resources Information Center

Center for the Future of Teaching and Learning at WestEd, 2011

2011-01-01

This report summarizes research findings on science education in California's elementary schools from multiple sources of data collected during 2010-11, specifically, surveys of district administrators, elementary school principals, and elementary school teachers; case studies of elementary schools; analysis of statewide secondary data sets; and…

Television viewing through ages 2-5 years and bullying involvement in early elementary school

PubMed Central

2014-01-01

Background High television exposure time at young age has been described as a potential risk factor for developing behavioral problems. However, less is known about the effects of preschool television on subsequent bullying involvement. We examined the association between television viewing time through ages 2-5 and bullying involvement in the first grades of elementary school. We hypothesized that high television exposure increases the risk of bullying involvement. Method TV viewing time was assessed repeatedly in early childhood using parental report. To combine these repeated assessments we used latent class analysis. Four exposure classes were identified and labeled “low”, “mid-low”, “mid-high” and “high”. Bullying involvement was assessed by teacher questionnaire (n = 3423, mean age 6.8 years). Additionally, peer/self-report of bullying involvement was obtained using a peer nomination procedure (n = 1176, mean age 7.6 years). We examined child risk of being a bully, victim or a bully-victim (compared to being uninvolved in bullying). Results High television exposure class was associated with elevated risks of bullying and victimization. Also, in both teacher- and child-reported data, children in the high television exposure class were more likely to be a bully-victim (OR = 2.11, 95% CI: 1.42-3.13 and OR = 3.68, 95% CI: 1.75-7.74 respectively). However, all univariate effect estimates attenuated and were no longer statistically significant once adjusted for maternal and child covariates. Conclusions The association between television viewing time through ages 2-5 and bullying involvement in early elementary school is confounded by maternal and child socio-demographic characteristics. PMID:24520886

Scotts Bluff County Nebraska Juniors Educated in Class I Elementary Schools v. Juniors Educated in Class II or Class III Elementary Schools.

ERIC Educational Resources Information Center

Van Boskirk, La Rita

In Nebraska, where nearly 70% of elementary school districts are rural, there is much debate about whether students from small rural schools have educational opportunities equal to those of students from town or city schools. This paper compares the performance, participation, and behavior of high school juniors who attended elementary schools in…

Long-Term Effect of Early Relationships for African American Children's Academic and Social Development: An Examination from Kindergarten to Fifth Grade

ERIC Educational Resources Information Center

Iruka, Iheoma U.; Burchinal, Margaret; Cai, Karen

2010-01-01

This study investigates the extent to which the quality of the relationships between African American children and their mothers and teachers in kindergarten predict academic and social development during elementary school years using the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. The…

PERCEPTIONS OF THE ELEMENTARY SCHOOL COUNSELOR.

ERIC Educational Resources Information Center

BRADEN, BILLY; AND OTHERS

FACTORS ASSOCIATED WITH THE ROLE AND FUNCTION OF THE ELEMENTARY SCHOOL COUNSELOR AS THEY WERE PERCEIVED BY SELECTED ELEMENTARY SCHOOL COUNSELORS, ELEMENTARY SCHOOL PRINCIPALS, COUNSELOR EDUCATORS, AND STATE SUPERVISORS IN THE SOUTHERN ASSOCIATION FOR COUNSELOR EDUCATION AND SUPERVISION (SACES) REGION WERE IDENTIFIED. THREE INSTRUMENTS WERE…

Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities

ERIC Educational Resources Information Center

Ciullo, Stephen; Mason, Linda

2017-01-01

Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…

The Effectiveness of a Phonics-Based Early Intervention for Deaf and Hard of Hearing Preschool Children and Its Possible Impact on Reading Skills in Elementary School: A Case Study

ERIC Educational Resources Information Center

Wang, Ye; Spychala, Heather; Harris, Regina S.; Oetting, Tara L.

2013-01-01

The study explored the effects of a phonics-based early intervention package on the early reading skills of three preschool students who were d/Deaf or hard of hearing who differed in regard to degree of hearing loss, use of amplification, and communication mode. The 40-week intervention (50-week in one case) was delivered through individual and…

Behaviour of Turkish Elementary School Principals in the Change Process: An Analysis of the Perceptions of Both Teachers and School Principals

ERIC Educational Resources Information Center

Gokce, Feyyat

2009-01-01

Technological and economic changes affect societies, and consequently bring about change in education. Elementary school principals in Turkey spend considerable time and effort managing change in their schools. This study contributes to the better management of Turkish elementary schools by determining the behavior of elementary school principals…

To permit certain school districts in Illinois to be reconstituted for purposes of determining assistance under the Impact Aid program.

THOMAS, 111th Congress

Rep. Kirk, Mark Steven [R-IL-10

2009-01-06

House - 03/06/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Commending the National Student Leadership Conference for organizing college campus experiences for high school students for more than 20 years.

THOMAS, 111th Congress

Rep. Watson, Diane E. [D-CA-33

2010-09-15

House - 11/18/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Excellent Beginnings: Evaluation of Phase I (1991-1994).

ERIC Educational Resources Information Center

Brickman, Alan

In 1991 the Plan for Social Excellence, Inc., funded three elementary schools to design and implement a comprehensive early childhood education program. This funding initiative, entitled "Excellent Beginnings," supports programs that include innovative curriculum and classroom-management strategies, extensive parent participation, the use of high…

Can Kindergartners Do Fractions?

ERIC Educational Resources Information Center

Cwikla, Julie

2014-01-01

Mathematics professor Julie Cwikla decided that she needed to investigate young children's understandings and see what precurricular partitioning notions young minds bring to the fraction table. Cwikla realized that only a handful of studies have examined how preschool-age and early elementary school-age students solve fraction problems (Empson…

Distance Learning for Teacher Professional Development in Statistics Education

ERIC Educational Resources Information Center

Meletiou-Mavrotheris, Maria; Mavrotheris, Efstathios; Paparistodemou, Efi

2011-01-01

We provide an overview of "EarlyStatistics," an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of…

Early Understanding of Equality

ERIC Educational Resources Information Center

Leavy, Aisling; Hourigan, Mairéad; McMahon, Áine

2013-01-01

Quite a bit of the arithmetic in elementary school contains elements of algebraic reasoning. After researching and testing a number of instructional strategies with Irish third graders, these authors found effective methods for cultivating a relational concept of equality in third-grade students. Understanding equality is fundamental to algebraic…

Aligning Montessori Schools with "True" Montessori Essentials.

ERIC Educational Resources Information Center

Kahn, David

2003-01-01

Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori…

Early Childhood Years: The Social and Cognitive Realms.

ERIC Educational Resources Information Center

DeFord, LouAnn; And Others

1994-01-01

Six brief articles by elementary school teachers in Foxfire's East Tennessee Teachers' Network focus on applying Foxfire core practices in a developmentally appropriate manner in grades K-3, and describe kindergarten journals, student decision making, and projects involving local history and garbage recycling. (SV)

Parental involvement, child effort, and the development of immigrant boys’ and girls’ reading and mathematics skills: A latent difference score growth model

PubMed Central

Moon, Ui Jeong; Hofferth, Sandra L.

2016-01-01

Gender differences in elementary school performance among immigrant children have not yet been well documented. This study examined how differences in parental involvement, child effort, and family characteristics and resources contribute to immigrant boys’-and girls’ academic achievement from kindergarten through 5th-grade. The sample was drawn from the Early Childhood Longitudinal Study-Kindergarten cohort. Using a latent score growth model, this study found that parents’ involvement at home benefited boys’ reading and mathematics skills throughout all early elementary school years, but did not have the same benefit for girls. For both boys and girls, child effort in reading appears to be strongly linked to better reading and mathematics skills at kindergarten and to subsequent improvement between grades. The positive associations of parental involvement and child’s effort with test scores were greater during earlier years than during later years for boys, whereas there was no difference in the association over time for girls. PMID:26900304

Early elementary school intervention to reduce conduct problems: a randomized trial with Hispanic and non-Hispanic children.

PubMed

Barrera, Manuel; Biglan, Anthony; Taylor, Ted K; Gunn, Barbara K; Smolkowski, Keith; Black, Carol; Ary, Dennis V; Fowler, Rollen C

2002-06-01

Children's aggressive behavior and reading difficulties during early elementary school years are risk factors for adolescent problem behaviors such as delinquency, academic failure, and substance use. This study determined if a comprehensive intervention that was designed to address both of these risk factors could affect teacher, parent, and observer measures of internalizing and externalizing problems. European American (n = 116) and Hispanic (n = 168) children from 3 communities who were selected for aggressiveness or reading difficulties were randomly assigned to an intervention or no-intervention control condition. Intervention families received parent training, and their children received social behavior interventions and supplementary reading instruction over a 2-year period. At the end of intervention, playground observations showed that treated children displayed less negative social behavior than controls. At the end of a 1-year follow-up, treated children showed less teacher-rated internalizing and less parent-rated coercive and antisocial behavior than controls. The study's limitations and implications for prevention are discussed.

Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher

NASA Astrophysics Data System (ADS)

Rivera Maulucci, Maria S.

2011-06-01

One of the central challenges globalization and immigration present to education is how to construct school language policies, procedures, and curricula to support academic success of immigrant youth. This case-study compares and contrasts language experience narratives along Elena's developmental trajectory of becoming an urban science teacher. Elena reflects upon her early language experiences and her more recent experiences as a preservice science teacher in elementary dual language classrooms. The findings from Elena's early schooling experiences provide an analysis of the linkages between Elena's developing English proficiency, her Spanish proficiency, and her autobiographical reasoning. Elena's experiences as a preservice teacher in two elementary dual language classrooms indicates ways in which those experiences helped to reframe her views about the intersections between language learning and science learning. I propose the language experience narrative, as a subset of the life story, as a way to understand how preservice teachers reconstruct past language experiences, connect to the present, and anticipate future language practices.

Impact of Low Social Preference on the Development of Depressive and Aggressive Symptoms: Buffering by Children's Prosocial Behavior.

PubMed

He, Jin; Koot, Hans M; Buil, J Marieke; van Lier, Pol A C

2017-12-19

Holding a low social position among peers has been widely demonstrated to be associated with the development of depressive and aggressive symptoms in children. However, little is known about potential protective factors in this association. The present study examined whether increases in children's prosocial behavior can buffer the association between their low social preference among peers and the development of depressive and aggressive symptoms in the first few school years. We followed 324 children over 1.5 years with three assessments across kindergarten and first grade elementary school. Children rated the (dis)likability of each of their classroom peers and teachers rated each child's prosocial behavior, depressive and aggressive symptoms. Results showed that low social preference at the start of kindergarten predicted persistent low social preference at the start of first grade in elementary school, which in turn predicted increases in both depressive and aggressive symptoms at the end of first grade. However, the indirect pathways were moderated by change in prosocial behavior. Specifically, for children whose prosocial behavior increased during kindergarten, low social preference in first grade elementary school no longer predicted increases in depressive and aggressive symptoms. In contrast, for children whose prosocial behavior did not increase, their low social preference in first grade elementary school continued to predict increases in both depressive and aggressive symptoms. These results suggest that improving prosocial behavior in children with low social preference as early as kindergarten may reduce subsequent risk of developing depressive and aggressive symptom.

The Receipt of Special Education Services Following Elementary School Grade Retention

PubMed Central

Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

2009-01-01

Objective To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Design/setting Descriptive analysis of a nationally representative, longitudinal cohort. Participants Children retained in K/1 and 3rd grade for presumed academic reasons, followed through fifth grade. Outcome measure Presence or absence of an IEP. Results 300 children retained for presumed academic reasons in K/1, and 80 in 3rd grade were included in the study. Of the K/1 retainees, 68% never received an IEP over the subsequent four to five years; of the 3rd grade retainees, 73% never received an IEP. K/1 retainees in the highest SES quintile and suburban K/1 retainees were less likely to receive an IEP than retained children in all other SES quintiles (aOR 0.17; 95% CI 0.05-0.62) and in rural communities (aOR 0.16; 95% CI 0.06-0.44), respectively. Among K/1 retainees with persistent low academic achievement in reading and math (as assessed by standardized testing), 37% and 28%, respectively, never received an IEP. Conclusions The majority of children retained in K/1 or 3rd grade for academic reasons, including a many of those who demonstrate sustained academic difficulties, never receive an IEP during elementary school. Further studies are important to elucidate whether retained elementary school children are being denied their rights to special education services. In the meantime, early grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties. PMID:19487611

A model for evaluating the environmental benefits of elementary school facilities.

PubMed

Ji, Changyoon; Hong, Taehoon; Jeong, Kwangbok; Leigh, Seung-Bok

2014-01-01

In this study, a model that is capable of evaluating the environmental benefits of a new elementary school facility was developed. The model is composed of three steps: (i) retrieval of elementary school facilities having similar characteristics as the new elementary school facility using case-based reasoning; (ii) creation of energy consumption and material data for the benchmark elementary school facility using the retrieved similar elementary school facilities; and (iii) evaluation of the environmental benefits of the new elementary school facility by assessing and comparing the environmental impact of the new and created benchmark elementary school facility using life cycle assessment. The developed model can present the environmental benefits of a new elementary school facility in terms of monetary values using Environmental Priority Strategy 2000, a damage-oriented life cycle impact assessment method. The developed model can be used for the following: (i) as criteria for a green-building rating system; (ii) as criteria for setting the support plan and size, such as the government's incentives for promoting green-building projects; and (iii) as criteria for determining the feasibility of green building projects in key business sectors. Copyright © 2013 Elsevier Ltd. All rights reserved.