Linguistic and Cognitive Abilities in Children with Specific Language Impairment as Compared to Children with High-Functioning Autism

ERIC Educational Resources Information Center

Schaeffer, Jeannette

2018-01-01

This study investigates the question as to whether and how the linguistic and other cognitive abilities of children with Specific Language Impairment (SLI) differ from those of children with High-Functioning Autism (HFA). To this end, 27 Dutch-speaking elementary-school-age children with SLI, 27 age-matched children with HFA, and a control group…

L2 (IM)Politeness in the Synchronous Chat of Elementary School Learners

ERIC Educational Resources Information Center

Howard, Craig D.; Do, Jaewoo

2017-01-01

Participation in interactive games, especially those in immersive environments, is often employed in learning contexts to stochastically develop L2 learners' language ability. However, typical measures of language ability often do not reflect pragmatic competencies. This study juxtaposes two elementary school ESL learners' language ability, and…

A Study on Improving Information Processing Abilities Based on PBL

ERIC Educational Resources Information Center

Kim, Du Gyu; Lee, JaeMu

2014-01-01

This study examined an instruction method for the improvement of information processing abilities in elementary school students. Current elementary students are required to develop information processing abilities to create new knowledge for this digital age. There is, however, a shortage of instruction strategies for these information processing…

Hierarchical Levels of Abilities That Constitute Fraction Understanding at Elementary School

ERIC Educational Resources Information Center

Nicolaou, Aristoklis A.; Pitta-Pantazi, Demetra

2016-01-01

This article examines whether the 7 abilities found in a previous study carried out by the authors to constitute fraction understanding of sixth grade elementary school students determine hierarchical levels of fraction understanding. The 7 abilities were as follows: (a) fraction recognition, (b) definitions and mathematical explanations for…

Relationship between cognitive functions and prevalence of fatigue in elementary and junior high school students.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-06-01

Fatigue is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance, we attempted to determine whether cognitive functions were associated with the prevalence of fatigue. Participants were 148 elementary school students from 4th- to 6th-grades and 152 junior high school students from 7th- to 9th-grades. Participants completed a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) and paper-and-pencil and computerized cognitive tests which could evaluate the abilities of motor processing, immediate, delayed and working memory, selective, divided and alternative attention, retrieve learned material, and spatial construction. We found that in multivariate logistic regression analyses adjusted for grade and gender, slow motor processing was positively correlated with the prevalence of fatigue in the elementary school students and decreases in working memory and divided and alternative attention processing were positively correlated with the prevalence of fatigue in the junior high school students. The grade-dependent development of cognitive function influences the severity of fatigue in elementary and junior high school students. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

The Effect of Using an Explicit General Problem Solving Teaching Approach on Elementary Pre-Service Teachers' Ability to Solve Heat Transfer Problems

ERIC Educational Resources Information Center

Mataka, Lloyd M.; Cobern, William W.; Grunert, Megan L.; Mutambuki, Jacinta; Akom, George

2014-01-01

This study investigate the effectiveness of adding an "explicit general problem solving teaching strategy" (EGPS) to guided inquiry (GI) on pre-service elementary school teachers' ability to solve heat transfer problems. The pre-service elementary teachers in this study were enrolled in two sections of a chemistry course for pre-service…

Making the Most of Ability Grouping. Research in Brief.

ERIC Educational Resources Information Center

Maxwell, Laurie

This summary presents the major findings of recent research carried out at the Center for Research on Elementary and Middle Schools at Johns Hopkins University and published in "Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis." The center examined more than 100 studies of five ability-grouping…

Female Leadership at High-Poverty, High-Performing Schools: Four Case Studies

ERIC Educational Resources Information Center

Reynolds, Shirley Ann

2009-01-01

This mixed methods study examined the leadership abilities of four African American female principals in an urban setting. The purpose of the mixed methods study was to observe, describe and analyze how the principals have been effective leaders in their respective high-poverty, high-performing elementary schools (K-5). The qualitative methodology…

Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association with Math Achievement and Math Difficulties in Elementary School Children

ERIC Educational Resources Information Center

Lambert, Katharina; Spinath, Birgit

2018-01-01

The aim of the present study was to investigate the associations between elementary school children's mathematical achievement and their conservation abilities, visuospatial skills, and numerosity processing speed. We also assessed differences in these abilities between children with different types of learning problems. In Study 1 (N = 229), we…

Stronger vection in junior high school children than in adults

PubMed Central

Shirai, Nobu; Imura, Tomoko; Tamura, Rio; Seno, Takeharu

2014-01-01

Previous studies have shown that even elementary school-aged children (7 and 11 years old) experience visually induced perception of illusory self-motion (vection) (Lepecq et al., 1995, Perception, 24, 435–449) and that children of a similar age (mean age = 9.2 years) experience more rapid and stronger vection than do adults (Shirai et al., 2012, Perception, 41, 1399–1402). These findings imply that although elementary school-aged children experience vection, this ability is subject to further development. To examine the subsequent development of vection, we compared junior high school students' (N = 11, mean age = 14.4 years) and adults' (N = 10, mean age = 22.2 years) experiences of vection. Junior high school students reported significantly stronger vection than did adults, suggesting that the perceptual experience of junior high school students differs from that of adults with regard to vection and that this ability undergoes gradual changes over a relatively long period of development. PMID:24971067

[Reading ability of junior high school students in relation to self-evaluation and depression].

PubMed

Yamashita, Toshiya; Hayashi, Takashi

2012-01-01

Guidelines for the diagnosis of reading disorders in elementary school students were published recently in Japan. On the basis of these guidelines, we administrated reading test batteries to 43 Japanese junior high-school students from grade two. The reading test consisted of single sounds, single words, and single sentences. We evaluated the reading speed and the number of reading errors made by the test takers; their performance was compared with the normal value for elementary school students in grade six, as stated in the guidelines. The reading ability of the junior high-school students was not higher than that of the elementary school students. Seven students (16.3%) were found to have reading difficulties (RD group) and they met the criterion for diagnosis of reading disorder as per the guidelines. Three students had difficulties in reading single sounds and single words, but they faced no problems when reading single sentences. It was supposed that the strategies used by the students for reading sentences may have differed from those used for reading single sounds or single words. No significant differences were found between the RD and non-RD group students on scores of scholastic self-evaluation, self-esteem, and depressive symptoms. Therefore, reading difficulty did not directly influence the level of self-evaluation or depression.

College Bound Program; Summer 1975.

ERIC Educational Resources Information Center

Woloshin, Gerald W.

The principal objectives of the College Bound Summer Program, funded under the Elementary Secondary Education Act Title I, were to improve student's reading and mathematics, increase their ability to do college work, and make the students' transition from junior high to high school easier. Program participants were selected on the basis of either…

Empathy as an Element of Promoting the Manifestation of Group Creativity and Survey on Empathic Ability of Korean Elementary School Students

ERIC Educational Resources Information Center

Woo, Youngjin; Yoon, Jihyun; Kang, Seong-Joo

2017-01-01

This research examined the importance of empathy, which was regarded as one of the elements that might assist in accelerating the manifestation of group creativity, and studied the actual state of empathic ability of Korean elementary school students. For such, a cognitive and affective empathic ability test was conducted over 228 students that…

The Language Factor in Elementary Mathematics Assessments: Computational Skills and Applied Problem Solving in a Multidimensional IRT Framework

ERIC Educational Resources Information Center

Hickendorff, Marian

2013-01-01

The results of an exploratory study into measurement of elementary mathematics ability are presented. The focus is on the abilities involved in solving standard computation problems on the one hand and problems presented in a realistic context on the other. The objectives were to assess to what extent these abilities are shared or distinct, and…

Using Encoding Instruction to Improve the Reading and Spelling Performances of Elementary Students at Risk for Literacy Difficulties: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

Weiser, Beverly; Mathes, Patricia

2011-01-01

Although connectionist models provide a framework explaining how the decoding and encoding abilities work reciprocally to enhance reading and spelling ability, encoding instruction in today's schools is not a priority. Although a limited amount of high-quality experimental or control studies to date (N = 11) give empirical support to using direct,…

Addendum to ESEA Title I Program Evaluation [Phoenix Union High School System, Arizona].

ERIC Educational Resources Information Center

Estes, Gary D.

An Elementary Secondary Education Act Title I English/Writing project was continued at two Phoenix Union high schools, Carl Hayden and North High Schools, in 1974-75. Although the objectives and instructional method (individualized, diagnostic, prescriptive approach) were the same at the two schools, the entry level skills and abilities of the…

The Economics of Education: Public Benefits of High-Quality Preschool Education for Low-Income Children. Building Communities for Change.

ERIC Educational Resources Information Center

Oppenheim, Jerrold; MacGregor, Theo

Noting that high-quality preschool increases the ability of low-income children to profit from elementary and secondary education, thereby increasing their high school graduation rate and generating economic and other returns for taxpayers, this report articulates and analyzes the economic benefits of providing a high-quality preschool education…

A Video-Based Measure of Preservice Teachers' Abilities to Predict Elementary Students' Scientific Reasoning

ERIC Educational Resources Information Center

Akerson, Valarie L.; Carter, Ingrid S.; Park Rogers, Meredith A.; Pongsanon, Khemmawadee

2018-01-01

In this mixed methods study, the researchers developed a video-based measure called a "Prediction Assessment" to determine preservice elementary teachers' abilities to predict students' scientific reasoning. The instrument is based on teachers' need to develop pedagogical content knowledge for teaching science. Developing a knowledge…

Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities

ERIC Educational Resources Information Center

An, Song; Capraro, Mary Margaret; Tillman, Daniel A.

2013-01-01

This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third…

SPATIAL VISUALIZATION ABILITIES OF CENTRAL WASHINGTON STATE COLLEGE PROSPECTIVE ELEMENTARY AND SECONDARY TEACHERS OF MATHEMATICS.

ERIC Educational Resources Information Center

MARTIN, BERNARD LOYAL

INVESTIGATED WAS THE EXTENT TO WHICH STUDENTS COMPLETING PLANNED MATHEMATICS EDUCATION PROGRAMS (1) WERE PROFICIENT IN SPATIAL VISUALIZATION ABILITIES, AND (2) HAD DEVELOPED MATHEMATICAL UNDERSTANDINGS. THE EFFECTS OF THE MATHEMATICS CURRICULA UPON SUCH DEVELOPMENT WERE INVESTIGATED BY COMPARING GROUP MEAN TEST SCORES OF PROSPECTIVE ELEMENTARY AND…

Developing Prospective Elementary Teachers' Abilities to Identify Evidence of Student Mathematical Achievement

ERIC Educational Resources Information Center

Spitzer, Sandy M.; Phelps, Christine M.; Beyers, James E. R.; Johnson, Delayne Y.; Sieminski, Elizabeth M.

2011-01-01

This study investigated the effects of a classroom intervention on prospective elementary teachers' ability to evaluate evidence of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education which aims to provide prospective teachers (PTs) with the skills needed to systematically learn…

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…

Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A Follow-Up Analysis Based upon a Large-Scale Survey of California Elementary Schools Serving High Proportions of Low-Income and EL Students. Report of Findings

ERIC Educational Resources Information Center

Williams, Trish; Perry, Mary; Oregon, Isabel; Brazil, Noli; Hakuta, Kenji; Haertel, Edward; Kirst, Michael; Levin, Jesse

2007-01-01

In Spring 2006 California released its first ever school-level Academic Performance Index (API) scores for English Learners (ELs). These EL-API scores were based on California Standards Tests in English language arts and math taken in the spring of 2005. The new EL-API data make it clear that elementary schools vary widely in their ability to get…

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…

Democracy Education in Elementary Schools

ERIC Educational Resources Information Center

Samanci, Osman

2010-01-01

Elementary schools have a significant role in creating democratic attitudes and attainments in children. During elementary education, children are prepared for life, becoming familiar with rules in social life in addition to gaining academic knowledge and abilities. In this article, the importance of educating children about democracy in…

Science Inquiry and Student Diversity: Enhanced Abilities and Continuing Difficulties after an Instructional Intervention

ERIC Educational Resources Information Center

Lee, Okhee; Buxton, Cory; Lewis, Scott; LeRoy, Kathryn

2006-01-01

This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the…

Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades

ERIC Educational Resources Information Center

Rothenbusch, Sandra; Voss, Thamar; Golle, Jessika; Zettler, Ingo

2018-01-01

This study investigated teacher and parent ratings of teacher-nominated gifted elementary school students' verbal abilities, mathematical abilities, deductive reasoning, creative thinking, and engagement, and connected these ratings to school grades. Teacher and parent ratings were compared with regard to accuracy levels and halo effects.…

Creative Thinking Abilities of Rural and Urban Elementary School Students.

ERIC Educational Resources Information Center

Irons, Jerry Lee

The 1967 study was designed to determine if there were significant differences in the creative thinking abilities of students attending certain urban and rural elementary schools in North Texas. The target population was selected from 7 rural and 2 urban school districts. The subjects, 100 urban and 100 rural, were matched in terms of 6 selection…

Relationships between the Physical Education Course Sportsmanship Behaviors with Tendency to Violence and Empathetic Ability

ERIC Educational Resources Information Center

Koc, Yakup

2017-01-01

The aim of this study is to examine relationship between the physical education course sportsmanship behaviors, tendency to violence, and empathetic ability for elementary school students. The sample of study consists of randomly selected 919 elementary school students attending state schools in the province of Erzincan in 2013-2014 academic year.…

The Associating Abilities of Pre-Service Teachers Science Education Program Acquisitions with Engineering According to STEM Education

ERIC Educational Resources Information Center

Sumen, Ozlem Ozcakir; Calisici, Hamza

2016-01-01

The aim of this study is to determine the associating abilities of elementary education pre-service teachers science education program acquisitions with engineering using STEM education. In the study which is a case study, firstly pre-service teachers were trained about the STEM education approach. Then "Elementary School Science Education…

Attitudes and Motivation of Poor and Good Spellers: Broadening Planned Behavior Theory

ERIC Educational Resources Information Center

Sideridis, Georgios D.

2005-01-01

The purpose of the present study was to broaden planned behavior theory and examine its applicability to predict the academic achievement of students of low and high spelling ability. Two hundred fifty seven students, 54 low spellers and 203 high spellers from thirty elementary schools in northern Greece, participated in the study. Between groups…

Low and High Mathematics Achievement in Japanese, Chinese, and American Elementary-School Children.

ERIC Educational Resources Information Center

Uttal, David H.; And Others

1988-01-01

First and fifth grade students who scored high or low on a mathematics test were tested for intellectual ability and reading achievement. Students and their mothers were interviewed. Results indicated that factors associated with levels of achievement in mathematics operate in a similar fashion across three cultures that differ greatly in their…

The Chocolate Shop and Atomic Orbitals: A New Atomic Model Created by High School Students to Teach Elementary Students

ERIC Educational Resources Information Center

Liguori, Lucia

2014-01-01

Atomic orbital theory is a difficult subject for many high school and beginning undergraduate students, as it includes mathematical concepts not yet covered in the school curriculum. Moreover, it requires certain ability for abstraction and imagination. A new atomic orbital model "the chocolate shop" created "by" students…

Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

ERIC Educational Resources Information Center

Stichter, Janine P.; O'Connor, Karen V.; Herzog, Melissa J.; Lierheimer, Kristin; McGhee, Stephanie D.

2012-01-01

Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS…

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

NASA Astrophysics Data System (ADS)

Lee, Okhee; Buxton, Cory; Lewis, Scott; Leroy, Kathryn

2006-09-01

This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds.

Embracing Curriculum Compacting: Teacher Candidates Supporting Differentiated Instruction in Elementary Mathematics

ERIC Educational Resources Information Center

Livers, Stefanie D.; Paxton, Minda; O'Grady, Nicole; Tontillo, Michael

2018-01-01

This article discusses a collaborative effort to implement curriculum compacting activities with elementary students in conjunction with developing teacher candidates' abilities to teach mathematics. This endeavor included a partnership between a university and a local elementary school. All stakeholders benefited from this project: The elementary…

Mathematical Teachers' Perception: Mobile Learning and Constructing 21st Century Collaborative Cloud-Computing Environments in Elementary Public Schools in the State of Kuwait

ERIC Educational Resources Information Center

Alqallaf, Nadeyah

2016-01-01

The purpose of this study was to examine Kuwaiti mathematical elementary teachers' perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers' ability to create an M-learning environment. Furthermore, this study sought to understand teachers' perceptions…

A Study of Language Arts Curriculum Effectiveness with Gifted Learners.

ERIC Educational Resources Information Center

VanTassel-Baska, Joyce; And Others

1996-01-01

This study of language arts curriculum effectiveness presents data supporting utilization of the Integrated Curriculum Model (ICM) with high-ability learners in various grouping contexts. Significant gains were demonstrated in literary analysis, persuasive writing, and linguistic competency for seven elementary classes using the ICM. Implications…

Improving science inquiry with elementary students of diverse backgrounds

NASA Astrophysics Data System (ADS)

Cuevas, Peggy; Lee, Okhee; Hart, Juliet; Deaktor, Rachael

2005-03-01

This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourth-grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students.

Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations, While on a Zoo Field Trip, Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

ERIC Educational Resources Information Center

Patrick, Patricia; Mathews, Cathy; Tunnicliffe, Sue Dale

2013-01-01

This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after…

Effect of the SQ4R Technique on the Reading Comprehension of Elementary School 4th Grade Elementary School Students

ERIC Educational Resources Information Center

Basar, Murat; Gürbüz, Mehmet

2017-01-01

The aim of this study is to examine the effect of SQ4R (Survey, Question, Read, Reflect, Recite, Review) technique of the reading comprehension ability of elementary school 4th grade students. The sampling was constituted by 57 students from two different branches of the Ataturk Elementary School in the center of Usak region during the 2nd…

The Bernese Program against Victimization in Kindergarten and Elementary School

ERIC Educational Resources Information Center

Alsaker, Francoise D.; Valkanover, Stefan

2012-01-01

The Bernese Program against Victimization in Kindergarten and Elementary School was designed to be adaptable to the very different situations and needs encountered by teachers in kindergarten and elementary school. The basic principle of the program is to enhance teachers' ability to address bullying. The program consists of six modules, each…

Investigating Effect of Origami-Based Instruction on Elementary Students' Spatial Skills and Perceptions

ERIC Educational Resources Information Center

Cakmak, Sedanur; Isiksal, Mine; Koc, Yusuf

2014-01-01

The authors' purpose was to investigate the effect of origami-based instruction on elementary students' spatial ability. The students' self-reported perceptions related to the origami-based instruction were also examined. Data was collected via purposive sampling techniques from students enrolled in a private elementary school. A spatial ability…

Prospective Elementary School Teachers' Professional Noticing of Children's Early Numeracy

ERIC Educational Resources Information Center

Schack, Edna O.; Fisher, Molly H.; Thomas, Jonathan N.; Eisenhardt, Sara; Tassell, Janet; Yoder, Margaret

2013-01-01

The goal of this study is to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that…

Preservice Elementary Mathematics Teachers' Level of Relating Mathematical Concepts in Daily Life Contexts

ERIC Educational Resources Information Center

Akkus, Oylum

2008-01-01

The purpose of this study was to investigate preservice elementary mathematics teachers' ability of relating mathematical concepts and daily life context. Two research questions were set; what is the preservice elementary mathematics teachers' level of relating mathematical concepts and daily life context regarding to their education year and…

A Study of Curriculum Effectiveness in Social Studies

ERIC Educational Resources Information Center

Little, Catherine A.; Feng, Annie Xuemei; VanTassel-Baska, Joyce; Rogers, Karen B.; Avery, Linda D.

2007-01-01

This quasi-experimental study examines the effects on student performance of a Javits-funded curriculum designed to respond to the needs of high-ability students in elementary and middle school social studies. The curriculum, implemented with all students in heterogeneous classrooms, addresses state standards while integrating advanced content,…

Acceleration: It's Elementary

ERIC Educational Resources Information Center

Willis, Mariam

2012-01-01

Acceleration is one tool for providing high-ability students the opportunity to learn something new every day. Some people talk about acceleration as taking a student out of step. In actuality, what one is doing is putting a student in step with the right curriculum. Whole-grade acceleration, also called grade-skipping, usually happens between…

The Effect of an Enrichment Program on Developing Analytical, Creative, and Practical Abilities of Elementary Gifted Students

ERIC Educational Resources Information Center

Aljughaiman, Abdullah M.; Ayoub, Alaa Eldin A.

2012-01-01

The current study investigated the effects of a school enrichment program on the analytical, creative, and practical abilities of elementary gifted students. Forty-two students (N = 42) from the fifth and sixth grade of the Al-Shawkany School in Saudi Arabia were randomly chosen to participate in the study according to two criteria: (a) being…

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…

Schema building profiles among elementary school students in solving problems related to operations of addition to fractions on the basis of mathematic abilities

NASA Astrophysics Data System (ADS)

Gembong, S.; Suwarsono, S. T.; Prabowo

2018-03-01

Schema in the current study refers to a set of action, process, object and other schemas already possessed to build an individual’s ways of thinking to solve a given problem. The current study aims to investigate the schemas built among elementary school students in solving problems related to operations of addition to fractions. The analyses of the schema building were done qualitatively on the basis of the analytical framework of the APOS theory (Action, Process, Object, and Schema). Findings show that the schemas built on students of high and middle ability indicate the following. In the action stage, students were able to add two fractions by way of drawing a picture or procedural way. In the Stage of process, they could add two and three fractions. In the stage of object, they could explain the steps of adding two fractions and change a fraction into addition of fractions. In the last stage, schema, they could add fractions by relating them to another schema they have possessed i.e. the least common multiple. Those of high and middle mathematic abilities showed that their schema building in solving problems related to operations odd addition to fractions worked in line with the framework of the APOS theory. Those of low mathematic ability, however, showed that their schema on each stage did not work properly.

Utilization of Illustrations during Learning of Science Textbook Passages among Low- and High-Ability Children.

PubMed

Hannus; Hyönä

1999-04-01

Effects of illustrations on learning authentic textbook materials were studied among 10-year-old elementary school children of high and low intellectual ability. Experiment 1 showed that the presence of illustrations improved learning of illustrated text content, but not that of nonillustrated text content. Comprehension scores were improved by the presence of illustrations for high-ability children, but not for low-ability children. In Experiment 2, children's eye movements were measured during learning of illustrated textbook passages to study how children divide their attention between text and illustrations. The results suggest that learning is heavily driven by the text and that children inspect illustrations only minimally. High-ability students were more strategic in processing in the sense that they spent relatively more time on pertinent segments of text and illustrations. It is concluded that the learning of illustrated science textbook materials involves requirements that may be more readily met by more intellectually capable students. Copyright 1999 Academic Press.

READING PERFORMANCE OF ELEMENTARY STUDENT TEACHERS IN A DEVELOPING INSTITUTION.

ERIC Educational Resources Information Center

ADAMS, EFFIE KAYE

A STUDY WAS CONDUCTED AT BISHOP COLLEGE, DALLAS, TEXAS, TO EXAMINE THE READING NEEDS OF PROSPECTIVE ELEMENTARY TEACHERS. SCORES ON THE NELSON DENNY READING TESTS, ADVANCED FORM A, ON THE OTIS QUICK SCORING TESTS OF MENTAL ABILITY, GAMMA FORM BM, AND GRADE POINT AVERAGES COVERING 4 YEARS OF COLLEGE WORK WERE ANALYZED FOR 29 NEGRO ELEMENTARY STUDENT…

The Impact of Guided Reading Instruction on Elementary Students' Reading Fluency and Accuracy

ERIC Educational Resources Information Center

Teets, Agnes Jean

2017-01-01

This study examined the impact of Guided Reading instruction on elementary students' ability to read with fluency and accuracy. A one-way analysis of covariance with pre and posttest design was performed and applied to determine the impact of Guided Reading instruction on elementary students' reading fluency and accuracy. The sample of subjects…

The Development and Validation of a Diagnostic Assessment of Algebraic Thinking Skills for Students in the Elementary Grades

ERIC Educational Resources Information Center

Ralston, Nicole C.

2013-01-01

Elementary school students often exhibit a wide variety of different conceptions associated with algebraic thinking that their teachers fail to recognize or understand (Smith, diSessa, & Roschelle, 1994). It is crucial that elementary school teachers possess knowledge of the variety of different student conceptions and also boast abilities to…

Visuospatial training improves elementary students' mathematics performance.

PubMed

Lowrie, Tom; Logan, Tracy; Ramful, Ajay

2017-06-01

Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. The study involved grade six students (ages 10-12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students' spatial visualization, mental rotation, and spatial orientation skills. The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students' mathematics performance. © 2017 The British Psychological Society.

Implementation multi representation and oral communication skills in Department of Physics Education on Elementary Physics II

NASA Astrophysics Data System (ADS)

Kusumawati, Intan; Marwoto, Putut; Linuwih, Suharto

2015-09-01

The ability of multi representation has been widely studied, but there has been no implementation through a model of learning. This study aimed to determine the ability of the students multi representation, relationships multi representation capabilities and oral communication skills, as well as the application of the relations between the two capabilities through learning model Presentatif Based on Multi representation (PBM) in solving optical geometric (Elementary Physics II). A concurrent mixed methods research methods with qualitative-quantitative weights. Means of collecting data in the form of the pre-test and post-test with essay form, observation sheets oral communication skills, and assessment of learning by observation sheet PBM-learning models all have a high degree of respectively validity category is 3.91; 4.22; 4.13; 3.88. Test reliability with Alpha Cronbach technique, reliability coefficient of 0.494. The students are department of Physics Education Unnes as a research subject. Sequence multi representation tendency of students from high to low in sequence, representation of M, D, G, V; whereas the order of accuracy, the group representation V, D, G, M. Relationship multi representation ability and oral communication skills, comparable/proportional. Implementation conjunction generate grounded theory. This study should be applied to the physics of matter, or any other university for comparison.

The Application of Instructional Reform in Classrooms: Benchmarking Effective Teacher Behavior.

ERIC Educational Resources Information Center

van Tassel-Baska, Joyce; Avery, Linda D.

This paper describes the Classroom Observation Form (COF), which was used to evaluate elementary and secondary school gifted education programs in Virginia and South Carolina. The study examined the nature of classroom practice and developed a database on the nature of classroom practice in multiple settings serving high ability learners across…

Mathematics Performance of the Primary School Students: Attention and Shifting

ERIC Educational Resources Information Center

Poorghorban, Maryam; Jabbari, Susan; Chamandar, Fatemah

2018-01-01

The purpose of this study was to understand the relationship between executive functions and mathematical abilities to determine the contribution of these functions to math performance. In this study, 30 students were selected from among 4th graders of elementary school, in two groups with low achievement in mathematics (poor) and high achievement…

Project TORQUE/A New Approach to the Assessment of Children's Mathematical Competence.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

This booklet describes an alternative approach to testing the mathematical abilities of elementary school students. The booklet is highly critical of the use of standardized tests for many purposes, and both the introduction and an appendix are devoted to those criticisms. This project for Tests of Reasonable Quantitative Understanding of the…

Students' Progression of Understanding the Matter Concept from Elementary to High School

ERIC Educational Resources Information Center

Liu, Xiufeng; Lesniak, Kathleen M.

2005-01-01

Using the US national sample from the Third International Mathematics and Science Study (TIMSS) and the Rasch modeling method, this study identified the conceptual progression sequence of various matter concept aspects, and compared students' latent abilities against the sequence. We found that the four matter aspects, i.e. conservation, physical…

An Exploratory Study of the Ways in Which Elementary School Principals Use Their Emotional Intelligence to Address Conflict in Their Educational Organizations

ERIC Educational Resources Information Center

Espinoza, Lorissa

2016-01-01

Purpose. This study described the knowledge, skills, behaviors, and strategies associated with emotional intelligence (EI) that elementary school principals used to address conflict in their organizations. This study also determined the impact EI had on elementary school principals' perceptions of their ability to lead their organizations. This…

A Menu of Activities in Different Intelligence Areas to Differentiate Instruction for Upper Elementary Students Related to the Book "Because of Winn-Dixie"

ERIC Educational Resources Information Center

Elser, Caroline F.; Rule, Audrey C.

2008-01-01

Today's elementary classrooms are becoming more diverse, requiring teachers to provide effective instruction to children with a wide range of academic performance, ability, background, and interest. This work focuses on the development of a menu of differentiated instructional activities for teaching literacy to upper elementary students. The…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

NASA Astrophysics Data System (ADS)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

What Level of English Proficiency Do Elementary School Teachers Need to Attain to Teach EFL? Case Studies from Korea, Taiwan, and Japan

ERIC Educational Resources Information Center

Butler, Y. G.

2004-01-01

Responding to the growing need to foster communicative abilities in English, many Asian countries where English is taught as a foreign language have recently introduced English at the elementary school level. However, the majority of elementary school teachers in such countries might not be adequately prepared to teach English; improving their…

An Analysis of the Relationship between Elementary Principal Self-Efficacy and 5th Grade Reading Achievement

ERIC Educational Resources Information Center

Lockard, Steven A.

2013-01-01

Preparing students to be college or career ready in the 21st Century starts with the foundational skills they acquire in elementary school. Elementary school principals must work to ensure that, not only do they have a belief in their own abilities to provide this foundation, but that their school improvement efforts are reflected in the results…

Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science

ERIC Educational Resources Information Center

Akerson, Valarie L.; Pongsanon, Khemmawadee; Park Rogers, Meredith A.; Carter, Ingrid; Galindo, Enrique

2017-01-01

This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers…

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…

Do Investigator Characteristics Affect Dietary Reports of Children?

ERIC Educational Resources Information Center

Gussow, Joan Dye; And Others

1982-01-01

High school students' (N=500) and elementary school students' (N=30) dietary reports did not appear to be affected by the apparent attitude toward good food habits of the persons asking for the information. It appeared that the subjects, to the best of their ability, were telling the truth to the investigators in the two studies reported.…

A Comparison of Elementary, Middle, and High School Teachers' Orientations toward Motivating Students

ERIC Educational Resources Information Center

Hansen, Mark David

2010-01-01

Developmental psychologists have long known that students are less interested in school and academic tasks with each additional year in school (Eccles & Midgely, 1989). In addition, they know that the most effective predictor of motivation at any age is self-efficacy, a student's perception of his/her academic ability in a specific domain. Factors…

The Creation of a Culture of Inquiry: Engaging Teachers in Experiences with Art Objects in Museums

ERIC Educational Resources Information Center

Miller, Stacy

2012-01-01

The problem under investigation in this dissertation concerns teachers and their ability to continue to be lifelong learners through professional development initiatives in art museums. In this serial case study five teachers from elementary, middle and high schools visited the free choice learning environments of art museums and were interviewed…

Penguins and Plagiarism: Stemming the Tide of Plagiarism in Elementary School

ERIC Educational Resources Information Center

Mitchell, Sara

2007-01-01

Plagiarism is on the rise on high school and college campuses. There are many reasons why students tend to plagiarize. One of these is that many students are interested in the shortest possible route through a course. Some students also fear that their writing ability is inadequate. If student plagiarism and lack of academic integrity are…

CMA Announces the 1996 Responsible Care Catalyst Awards Winners

NASA Astrophysics Data System (ADS)

1996-06-01

Eighteen exceptional teachers of science, chemical technology, chemistry, and chemical engineering have been selected to receive a Responsible Care Chemical Manufacturers Association's 1996 Catalyst Award. The Responsible Care Catalyst Awards Program honors individuals who have the ability to inspire students toward careers in chemistry and science-related fields through their excellent teaching ability in and out of the classroom. The program also seeks to draw public attention to the importance of quality chemistry and science teaching at the undergraduate level. Since the award was established in 1957, 502 teachers of science, chemistry, and chemical engineering have been honored. Winners are selected from a wide range of nominations submitted by colleagues, friends, and administrators. All pre-high school, high school, two and four-year college, or university teachers in the United States and Canada are eligible. Each award winner will be presented with a medal and citation. National award winners receive 5,000; regional award winners receive 2,500. National Winners. Martin N. Ackermann, Oberlin College, Oberlin, OH Kenneth R. Jolls, Iowa State University, Ames, IA Suzanne Zobrist Kelly, Warren H. Meeker Elementary School, Ames, IA John V. Kenkel, Southeast Community College, Lincoln, NE George C. Lisensky, Beloit College, Beloit, WI James M. McBride, Yale University, New Haven, CT Marie C. Sherman, Ursuline Academy, St. Louis, MO Dwight D. Sieggreen, Cooke Middle School, Northville, MI Regional Winners Two-Year College. East-Georgianna Whipple-VanPatter, Central Community College, Hastings, NE West-David N. Barkan, Northwest College, Powell, WY High School. East-John Hnatow, Jr., Emmaus High School, Northampton, PA South-Carole Bennett, Gaither High School, Tampa, FL Midwest-Kenneth J. Spengler, Palatine High School, Palatine, IL West-Ruth Rand, Albuquerque, Albuquerque, NM Middle School. East-Thomas P. Kelly, Grandville Public Schools, Grandville, NH West-Denise McCarthy, Ben Franklin Junior High School, Fargo, ND Elementary School. East-Margaret Sadeghpur-Kramer, North Cedar Middle School, Martelle, IA West-Michelle Marie Barone, Fulton Elementary School, Aurora, CO

The Effect of Teaching Methods and Learning Styles on Capabilities of Writing Essays on Elementary School's Students in East Jakarta

ERIC Educational Resources Information Center

Wuryani; Yufiarti

2017-01-01

The objective of this research was to discover the effect of teaching methods and learning styles on the student's ability to write essays. This study was conducted in elementary school in East Jakarta. The population of this studies was 3rd-grade elementary school students who study in East Jakarta. Samples were taken with stratified cluster…

Implementation multi representation and oral communication skills in Department of Physics Education on Elementary Physics II

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

Kusumawati, Intan, E-mail: intankusumawati10@gmail.com; Marwoto, Putut, E-mail: pmarwoto@yahoo.com; Linuwih, Suharto, E-mail: suhartolinuwih@gmail.com

The ability of multi representation has been widely studied, but there has been no implementation through a model of learning. This study aimed to determine the ability of the students multi representation, relationships multi representation capabilities and oral communication skills, as well as the application of the relations between the two capabilities through learning model Presentatif Based on Multi representation (PBM) in solving optical geometric (Elementary Physics II). A concurrent mixed methods research methods with qualitative–quantitative weights. Means of collecting data in the form of the pre-test and post-test with essay form, observation sheets oral communication skills, and assessment ofmore » learning by observation sheet PBM–learning models all have a high degree of respectively validity category is 3.91; 4.22; 4.13; 3.88. Test reliability with Alpha Cronbach technique, reliability coefficient of 0.494. The students are department of Physics Education Unnes as a research subject. Sequence multi representation tendency of students from high to low in sequence, representation of M, D, G, V; whereas the order of accuracy, the group representation V, D, G, M. Relationship multi representation ability and oral communication skills, comparable/proportional. Implementation conjunction generate grounded theory. This study should be applied to the physics of matter, or any other university for comparison.« less

Assessing Professional Decision-Making Abilities.

ERIC Educational Resources Information Center

McNergney, Robert; Hinson, Stephanie

1985-01-01

Describes Teacher Development Decision Exercises, a computer-based method of diagnosing abilities of elementary and secondary school supervisors (principals, staff developers, curriculum coordinators) to make professional preactive or planning decisions. This approval simulates assessment of supervisors' abilities to use professional knowledge to…

The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers

NASA Astrophysics Data System (ADS)

James, Mark Charles

Novice teachers with little prior knowledge of science concepts often resort to teaching science as a litany of jargon and definitions. The primary objective of this study was to establish the efficacy of analogy-based pedagogy on influencing the teaching performance of preservice elementary teachers, a group that has been identified for their particular difficulties in teaching science content. While numerous studies have focused on the efficacy of analogy-based instruction on the conceptual knowledge of learners, this was the first study to focus on the influence of analogy-based pedagogy instruction on the teaching performance of novice teachers. The study utilized a treatment/contrast group design where treatment and contrast groups were obtained from intact sections of a university course on methods of teaching science for preservice elementary education students. Preservice teachers in the treatment group were provided instruction in pedagogy that guided them in the generation of analogies to aid in the explanation phase of their learning cycle lessons. The process of generating and evaluating analogies for use in teaching was instrumental in focusing the preservice teachers' lesson planning efforts on critical attributes in target concepts, and away from misplaced concentrations on jargon and definitions. Teaching performance was primarily analyzed using coded indicants of Shulman's (1986) six stages of pedagogical reasoning ability. The primary data source was preservice teachers' work submitted for a major course assignment where the preservice teachers interviewed an elementary school student to gauge prior knowledge of Newtonian force concepts. The culmination of the semester-long assignment was the design of an individualized lesson that was presented by the preservice teachers to individual elementary school students. The results of this study strongly suggest that instruction in methods to include analogy-based pedagogy within a learning cycle lesson format can positively influence the pedagogical reasoning ability of some elementary preservice teachers. The study also provided insights into techniques that can be utilized to introduce analogy-based pedagogy to elementary preservice teachers.

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.

Sounds and Sense-Abilities: Science for All

ERIC Educational Resources Information Center

Plourde, Lee A.; Klemm, E. Barbara

2004-01-01

Activities-oriented instruction offers multi modal opportunities for learning science. How do college students in elementary pre-service teacher preparation programs describe science lab activities in terms of visual, kinesthetic, auditory and motor characteristics? Research with elementary science methods students shows that the Levels of…

The elementary school teachers’ ability in the length measurement

NASA Astrophysics Data System (ADS)

Julie, Hongki

2017-09-01

The purpose of this study was to describe the elementary school teachers' mathematical ability (1) to develop students’ activities which constructed longer than, shorter than, and as long as concepts, (2) to develop students’ activities which constructed standard unit on the length measurement, and (3) to develop a problem which used by student to construct why a conversion activity on the unit of the length was useful in the daily life after they have participated in the Realistic Mathematics Education (RME) workshops. Curry and Outhread said if teachers knew more about the growth of students’ conceptual understanding of the length, they would be better able to teach that topic [4]. Therefore, in the workshop, teachers were asked to learn more on the stages of the measurement teaching and learning process and why each stage was important. This capability was described by the results of a test which was content of four problems given to teachers after they have attended the workshop. Research subjects in this study were 14 elementary school teachers at Yogyakarta. The results of the study were as follows: (1) only four of 14 teachers who had the first ability; (2) all teachers had the second ability; and (3) all the teachers did not have the third ability.

Differential Prediction of Academic Achievement in Elementary and Junior High School by Sex.

ERIC Educational Resources Information Center

Lewis, J. C.

This study examined differences in predicting achievement by sex on the Iowa Tests of Basic Skills (ITBS) from the verbal, quantitative, and nonverbal scores on the Cognitive Abilities Test (CogAT). The sample (n=10,000) consisted of all students in Grades 2, 5, and 8 who completed both tests in fall 1984. Examinations of means and standard…

Final Evaluation Report of the Harlandale Independent School District's Bilingual Education Program, 1974-75.

ERIC Educational Resources Information Center

Harrison, Helene W.

Comprised of pre-K-6 and LLD (Language Learning Disability) classrooms, the program is designed to provide bilingual education for pupils who have limited English speaking ability. There are 1,612 pupils from 7 elementary schools and 1 junior high school. Program objectives are to: (1) prevent their educational retardation by instructing them in…

The Ethics of Environmental Concern: A Rationale and Prototype Materials for Environmental Education Within the Humanistic Tradition. Final Report, Volume 2.

ERIC Educational Resources Information Center

Allen, Rodney F.

As part of the series of student materials developed by the Environmental Education Project at Florida State University, this volume contains three instructional units on urban environment. Designed for upper-elementary and secondary students, the materials require only low-level reading abilities while insisting on high-level participation. The…

Every Student Succeeds Act (ESSA): New Legislation Creates Opportunities for Parent Advocates

ERIC Educational Resources Information Center

Welch, Carolyn E.

2016-01-01

The passage of the Every Student Succeeds Act (ESSA) in December 2015 is an exciting development for parents, teachers, school leaders, and others who believe U.S. schools should meet the needs of high-ability students. The ESSA revised and reauthorized the Elementary and Secondary Education Act of 1965 (ESEA), previously known as the No Child…

A Quantitative Evaluation of an Ability-Grouped Literacy Program in the Elementary Grades

ERIC Educational Resources Information Center

Portales Blair, Lidiana

2017-01-01

National assessments have shown that the majority of students in the United States cannot read at grade level by fourth grade. These results are alarming because students who are not proficient readers by third grade suffer long-term consequences and are more likely to drop out of high school. Feeling pressure to improve reading outcomes, schools…

Faking Bad: Do High-Ability Elementary Students Intentionally Underachieve When Their Work Is Peer-Reviewed?

ERIC Educational Resources Information Center

Black, Kasey M. K.

2012-01-01

While faking bad, or the intentional distortion of assessment results, has been studied extensively with self-report measures (Lim & Butcher, 1996; Roskes, 2009), the possible presence of this behavior on direct measures has only just begun to be examined. Previous studies of faking bad on academic measures have been limited to students at the…

Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children.

PubMed

Lambert, Katharina; Spinath, Birgit

The aim of the present study was to investigate the associations between elementary school children's mathematical achievement and their conservation abilities, visuospatial skills, and numerosity processing speed. We also assessed differences in these abilities between children with different types of learning problems. In Study 1 ( N = 229), we investigated second to fourth graders and in Study 2 ( N = 120), third and fourth graders. Analyses revealed significant contributions of numerosity processing speed and visuospatial skills to math achievement beyond IQ. Conservation abilities were predictive in Study 1 only. Children with math difficulties showed lower visuospatial skills and conservation abilities than children with typical achievement levels and children with reading and/or spelling difficulties, whereas children with combined difficulties explicitly showed low conservation abilities. These findings provide further evidence for the relations between children's math skills and their visuospatial skills, conservation abilities, and processing speed and contribute to the understanding of deficits that are specific to mathematical difficulties.

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.

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.

The Role of the Instructional Technology Coach in Improving Elementary Teachers' Perceived Ability to Meet the National Educational Technology Standards and Performance Indicators for Teachers

ERIC Educational Resources Information Center

Youngman, Shannon

2010-01-01

The purpose of this study was to determine the effect of a site-based technology coach program over the course of three years on teachers' perceptions of their implementation of NETS-T in a Tennessee school system. The study was a causal comparative study in which ten elementary schools had a site-based technology coach and ten elementary schools…

Outdoor Education Activities for Elementary School Students.

ERIC Educational Resources Information Center

Lee, Connie L.

Outdoor education is an informal method of teaching and learning which offers opportunities for elementary school students, regardless of intellectual abilities, to learn about and appreciate their environment and acquire skills with which to enjoy a lifetime of creative, productive, and healthful living. Outdoor education can enrich, vitalize,…

The Effects of Teaching Notetaking Strategies on Elementary Students' Science Learning

ERIC Educational Resources Information Center

Lee, Pai-Lin; Lan, William; Hamman, Douglas; Hendricks, Bret

2008-01-01

The research examined effects of notetaking instruction on elementary-aged students' abilities to recall science information and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment conditions: strategic notetaking, partial strategic notetaking, and control, for four training…

Improving Preservice Elementary Teachers' Writing in a Science Context

ERIC Educational Resources Information Center

Everett, Susan; Luera, Gail; Otto, Charlotte

2008-01-01

The authors investigated whether a series of mini prewriting assignments linked to a formal paper describing an original research project would improve preservice elementary teachers' writing abilities in a science context. They compared 38 final reports from students who completed the prewriting assignments with 38 reports randomly selected from…

Creative Pedagogies and Collaboration: An Action Research Project

ERIC Educational Resources Information Center

Kuntz, Aaron M.; Presnall, Marni M.; Priola, Maria; Tilford, Amy; Ward, Rhiannon

2013-01-01

This action research study involves nine elementary school teacher-researchers, one university faculty member, and one graduate student engaged in developing creative pedagogical practices in one elementary school in an urban school in Alabama, USA. Participants found that a teacher's experience of agency and their ability to work creatively…

Young Foreign Language Learners' Interactions during Task-Based Paired Assessments

ERIC Educational Resources Information Center

Butler, Yuko Goto; Zeng, Wei

2014-01-01

Despite the popularity of task-based language teaching (TBLT) in foreign language (FL) education at elementary school, it remains unclear how young learners' FL abilities can best be evaluated with tasks. The present study seeks to understand developmental differences in interactions among elementary-school students during task-based language…

Implementing Inclusive Engineering Challenges for Elementary Students

ERIC Educational Resources Information Center

Silva Mangiante, Elaine; Moore, Adam

2015-01-01

The Next Generation Science Standards emphasize the need to promote equitable opportunities for all students to engage in science and engineering. This article offers eight tips that educators can use to support students of all abilities, including those with special learning needs, to engage in engineering challenges at the elementary level.

Innovation in the Elementary Classroom

ERIC Educational Resources Information Center

Wright, Geoffrey A.; Jones, Matthew D.

2018-01-01

In this article, the authors outline an innovation curriculum that can be taught to elementary-aged students to expand their creative and innovative abilities and potential. The curriculum focuses on divergent and convergent thinking principles embedded in a hands-on learning pedagogy. The curriculum framework is based on an innovation model known…

Elementary Age Children and Remote Sensing: Research from Project Omega.

ERIC Educational Resources Information Center

Kirman, Joseph M.

1991-01-01

Discusses remote sensing technology use in teaching elementary school students about science and social studies. Reviews findings dealing with the use of remote sensing and considering children's abilities, teacher training, computer applications, gifted children, and sex-related differences. Concludes that children as young as grade three can…

A Multi-Media Approach to Teaching Elementary School Gymnastics.

ERIC Educational Resources Information Center

Annarino, Anthony A.; And Others

The introduction of the open classroom concept, individualized instruction, independent study, use of technology, and other innovations provide supportive evidence that there may be new ways to minimize the limitations imposed on elementary school physical education programs by teachers, students' ability, or facilities. In view of this, a…

Looking back and moving forward: A mixed methods study of elementary science teacher preparation

NASA Astrophysics Data System (ADS)

Hulings, Melissa

This study sought to understand how science learning experiences, and their potential influence, had on preservice elementary teachers' self-efficacy and perceptions of science teaching and learning at the beginning of their science methods course. Following an explanatory sequential mixed methods design, this study first involved the collection of quantitative data and then the collection of more in-depth qualitative data. In the first phase, the quantitative data included the Draw-a-Science-Teacher-Test Checklist (DASTT-C) and the Science Teaching Efficacy Belief Instrument (STEBI-B) of preservice elementary teachers (n = 69). Findings from this phase indicated preservice elementary teachers had a higher level of belief in their abilities to teach science (PSTE subscale) than to affect student outcomes in science (STOE subscale). However, the STOE was not found to be a reliable measure for this group of preservice elementary teachers and was not included in any further analysis. Findings from the DASTT-C images indicated the majority of these drawings could not be classified as student-centered. In the second phase of this study, the researcher explored selected science autobiographies written by these same preservice elementary teachers (n = 19), based on extremely high or low scores on the PSTE subscale and DASTT-C. Analysis of the science autobiographies revealed commonalities and differences. Commonalities included (a) the difficulty in remembering science from elementary school; (b) a mixture of positive and negative experiences in secondary school and college science classes; (c) the descriptions of good science days and good science teachers; and (d) the descriptions of bad science days and bad science teachers. Differences included (a) the people who influenced their attitudes toward science; (b) the types of experiences, when remembered, from elementary school; and (c) visions of their future classrooms. Based on these findings, these preservice elementary teachers used their past experiences with science as a foundation for how they perceived science and its instruction in the elementary classroom. Overall, it appears preservice elementary teachers have a desire to make the elementary experience a positive one for their future students.

The analysis of probability task completion; Taxonomy of probabilistic thinking-based across gender in elementary school students

NASA Astrophysics Data System (ADS)

Sari, Dwi Ivayana; Budayasa, I. Ketut; Juniati, Dwi

2017-08-01

Formulation of mathematical learning goals now is not only oriented on cognitive product, but also leads to cognitive process, which is probabilistic thinking. Probabilistic thinking is needed by students to make a decision. Elementary school students are required to develop probabilistic thinking as foundation to learn probability at higher level. A framework of probabilistic thinking of students had been developed by using SOLO taxonomy, which consists of prestructural probabilistic thinking, unistructural probabilistic thinking, multistructural probabilistic thinking and relational probabilistic thinking. This study aimed to analyze of probability task completion based on taxonomy of probabilistic thinking. The subjects were two students of fifth grade; boy and girl. Subjects were selected by giving test of mathematical ability and then based on high math ability. Subjects were given probability tasks consisting of sample space, probability of an event and probability comparison. The data analysis consisted of categorization, reduction, interpretation and conclusion. Credibility of data used time triangulation. The results was level of boy's probabilistic thinking in completing probability tasks indicated multistructural probabilistic thinking, while level of girl's probabilistic thinking in completing probability tasks indicated unistructural probabilistic thinking. The results indicated that level of boy's probabilistic thinking was higher than level of girl's probabilistic thinking. The results could contribute to curriculum developer in developing probability learning goals for elementary school students. Indeed, teachers could teach probability with regarding gender difference.

Influence of lectins, hexoses, and neuraminidase on the association of purified elementary bodies of Chlamydia trachomatis UW-31 with HeLa cells.

PubMed Central

Bose, S K; Smith, G B; Paul, R G

1983-01-01

Using highly purified elementary bodies of Chlamydia trachomatis UW-31 (serotype K), we found that HeLa 229 monolayer cultures bound more 32P-labeled chlamydiae after pretreatment with the lectin wheat germ agglutinin. The lectin, on the other hand, inhibited competitively when chlamydial association was assayed in the presence of polycations. The two effects of wheat germ agglutinin were abolished when N-acetylneuraminic acid (NeuNAc)- or N-acetylglucosamine (GlcNAc)-preincubated wheat germ agglutinin was used. Brief exposure of HeLa cells to neuraminidase abolished the ability to bind the elementary bodies, whether or not polycations were present. Furthermore, at 5 degrees C but not at 37 degrees C, NeuNAc, GlcNAc and N-acetylgalactosamine inhibited chlamydial association only in the absence of the polycation DEAE-dextran. The results suggest that NeuNAc residues on the plasma membrane are the principal, but not the only, receptors for this strain of C. trachomatis. PMID:6687878

Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter-Word Knowledge in the Early Elementary Grades

ERIC Educational Resources Information Center

Blair, Clancy; Ursache, Alexandra; Vernon-Feagans, Lynne

2015-01-01

The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of…

Identifying, Preparing and Evaluating Army Instructors

DTIC Science & Technology

2016-04-01

Description WB1 Monitor/observe students to ensure learning is taking place and that problems/issues (e.g., learning off track, faulty thinking ) are...improve performance. S9 Apply educational technology in ways that enhance student learning . 8 Table 4 Abilities required for an Instructor to... mathematics and science at both the elementary and high school levels. Yet many individual studies often indicate no significant differences in student

Colstrip, Montana: The Fiscal Effects of Recent Coal Development and an Evaluation of the Community's Ability to Handle Further Expansion.

ERIC Educational Resources Information Center

Johnson, Maxine C.; White, Randle V.

Much of the coal development in eastern Montana has occured in or is proposed for sparsely settled Rosebud County, which includes the Colstrip elementary and high school districts. Between fiscal 1966 and 1975, the population growth resulting from coal activities has brought about a 68% real increase in Rosebud County expenditures. Increase in…

Teachers' Perspectives of Ways to Improve an Elementary School's Supplemental Reading Program

ERIC Educational Resources Information Center

Clayton, JoAnn M.

2012-01-01

To improve students' reading abilities, an elementary school staff decided to supplement the regular curriculum with a free Internet reading program. To promote student participation in the supplemental program, the media specialist designed the Gumball Reading Program, which included student requirements and rewards. The requirements…

The Roles of Cognitive and Motivational Predictors in Explaining School Achievement in Elementary School

ERIC Educational Resources Information Center

Weber, Heike S.; Lu, Liping; Shi, Jiannong; Spinath, Frank M.

2013-01-01

The present study investigated the roles of cognitive (working memory, intelligence) and motivational variables (self-perceived ability, intrinsic value) in explaining school achievement. The sample consisted of N = 320 German elementary school children in the fourth grade. Working memory and intelligence were assessed in the classroom.…

Further Fostering Intrinsic Motivation in the Montessori Elementary Classroom

ERIC Educational Resources Information Center

Fitch, Victoria A.

2013-01-01

The Montessori classroom appears to be the ideal learning environment for children throughout elementary and middle school. It is based on the philosophy of Dr. Maria Montessori which describes an environment tailored to the Sensitive Periods of children, prepared with materials appropriate for the age and abilities of the children in a particular…

Flexible Grouping for Literacy in the Elementary Grades.

ERIC Educational Resources Information Center

Radencich, Marguerite C.; McKay, Lyn J.

Presenting an in-depth look at alternatives to ability grouping in elementary school reading and language arts programs, this book presents eight essays that offer a variety of practical suggestions and resources for educators interested in moving to or enhancing their use of flexible grouping for reading instruction. The book describes programs…

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…

Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Scott Foresman-Addison Wesley Elementary Mathematics" is a core curriculum for students at all ability levels in prekindergarten through grade 6. The program supports students' understanding of key math concepts and skills and covers a range of mathematical content across grades. The What Works Clearinghouse (WWC) reviewed 12 studies on…

Get Fit for Life: Elementary School Group Counseling with a Twist

ERIC Educational Resources Information Center

Springer, Sarah I.

2014-01-01

A significant number of elementary school-aged children participate in some form of athletic activity. As they become pre-teens, the percentage of these children involved in sports lessens, especially as children begin to recognize differences in athletic abilities. Research assessing youth sports suggests that adults and peers can increase…

Dogs, Cats, and Kids: Integrating Yoga into Elementary Physical Education

ERIC Educational Resources Information Center

Toscano, Lisa; Clemente, Fran

2008-01-01

This article describes the benefits of integrating yoga into elementary physical education classes. Taught as warm-up exercises or as an entire class, yoga offers children of any age and physical ability the opportunity to experience success in physical activity. Children need to experience joy while participating in physical activity in order to…

Integrating Aesthetic Education to Nurture Literacy Development

ERIC Educational Resources Information Center

Peloso, Jeanne

2014-01-01

The focus of this paper is the preparation of alternative route to certification candidates (ARC) for the elementary school classroom. One of the important dispositions of an ARC teacher in the urban elementary classroom is the ability to understand the culture of the family, school and community surrounding the children. This article demonstrates…

Relationships Between Classroom Behavior and Cognitive Development Characteristics in Elementary School Children

ERIC Educational Resources Information Center

Good, Ron; And Others

1976-01-01

Studied classroom behaviors and conservation ability of elementary school science students taught by either Student-Structured Learning in Science (SSLS) or Teacher-Structured Learning in Science (TSLS). Reports on how behavior of conservers and nonconservers differs in SSLS and TSLS with respect to observing, following directions, and inventing…

Sustainable School Improvement: Suburban Elementary Principals' Capacity Building

ERIC Educational Resources Information Center

Clark, Alison J.

2017-01-01

The increase of intense pressures to ensure long-term education reforms have created a challenge for school leaders as they direct and nurture the abilities of others. The purpose of this research was to understand and describe suburban elementary principals' practices and perceptions as change leaders related to capacity building through the…

Past, Present, Future: Stories of Identity in an Elementary Art Room

ERIC Educational Resources Information Center

Pellish, Jodie

2012-01-01

Students' knowledge, memories, and experience could be valuable sources for narrative artmaking and identity formation beginning in elementary school. The process of understanding the self is powered in part by each person's unique perception of the world, which strongly depends on "individual abilities as well as particular socio-cultural…

Stereotype Threat Effects on African American Children in an Urban Elementary School

ERIC Educational Resources Information Center

Wasserberg, Martin J.

2014-01-01

This study investigated whether a diagnostic testing condition leads to stereotype threat effects for African American children (n = 198) at an urban elementary school. Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children aware of racial stereotypes but not of those…

Temperament Clusters and Individual Differences in the Elementary Classroom: A Summary.

ERIC Educational Resources Information Center

Barclay, James R.

This study examines the interaction of individual differences in pupils' temperament and ability with variations in educational strategies used in elementary school classrooms. This interaction was analyzed by re-examining the data from 2 previous studies of the effects of various educational strategies on social and academic behavior problems.…

Cross-Cultural Research on the Creativity of Elementary School Students in Korea and Australia

ERIC Educational Resources Information Center

Kyunghwa, Lee; Hyejin, Yang

2016-01-01

The purpose of this study was to understand cultural differences and similarities in children's creative characteristics in Korea and Australia. In this cross-cultural research, the Integrative Creativity Test (K-ICT, [13]) with identified validity and reliability for measuring elementary school students' creative ability and creative personality,…

34 CFR 280.4 - What definitions apply to this program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... attend a magnet school. Magnet school means a public elementary school, public secondary school, public elementary education center, or public secondary education center that offers a special curriculum capable of... handicapped students or to students of limited English-speaking ability; (2) A course of study or a part of a...

34 CFR 280.4 - What definitions apply to this program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... attend a magnet school. Magnet school means a public elementary school, public secondary school, public elementary education center, or public secondary education center that offers a special curriculum capable of... handicapped students or to students of limited English-speaking ability; (2) A course of study or a part of a...

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,…

A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

ERIC Educational Resources Information Center

Lin, Jing-Wen

2017-01-01

This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

Developing General Literacy Ability and Intercultural Sensitivity through English Literacy Instruction: Using Global Literature for Korean EFL Learners

ERIC Educational Resources Information Center

Bae, Jiyoung

2012-01-01

This study explored L2 literacy ability and intercultural sensitivity of Korean late elementary to early middle school students learning English as a foreign language. This study investigated the latent variable structure of L2 literacy abilities, including fluency, vocabulary, reading comprehension, and writing abilities, and intercultural…

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

PubMed Central

2011-01-01

Background Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students. PMID:21235802

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-01-14

Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

Employability and Employment Outcomes of No-Fee Preservice Students

ERIC Educational Resources Information Center

Jin, Yule; Li, Ling; Ding, Shujing; Li, Zhichao

2013-01-01

This study used interviews and questionnaires to survey 770 no-fee preservice students. Its findings were as follows: (1) Their employability encompasses five dimensions: teaching skills, ability to learn specialized knowledge, ability to grasp elementary and secondary teaching materials and methods, communication skills, and ability to apply for…

The Relationships among Language Ability, Emotion Regulation and Social Competence in Second-Grade Students

ERIC Educational Resources Information Center

Monopoli, W. John; Kingston, Sharon

2012-01-01

Relationships exist between language ability, emotion regulation, and social competence in preschool children. This study examines how these relationships function in elementary school children, and explores whether language ability partially mediates the relationship between emotion regulation and social competence. Second-grade students (N = 67)…

The Effect of Participation in a Resource Room Enrichment Program on the Cognition Skills of Fourth Through Sixth Graders of High Academic Standing or Potential.

ERIC Educational Resources Information Center

Lym, C. LaVor; Rick, Pamela J.

A study of the effects of a resource room enrichment program was field tested on academically gifted fourth, fifth, and sixth grade students in 65 elementary schools. The Ss were pre- and posttested on the Cognitive Abilities Test. A norm referenced research design was used to control for normal development. Findings indicated that participation…

Television and Creativity; The Effect of Viewing Certain Categories of Commercial Television Broadcasting on the Divergent Thinking Abilities of Intellectually Gifted Elementary Students.

ERIC Educational Resources Information Center

Stern, Stanley Lawrence

Research sought to determine what effect viewing increased amounts of specific types of televised material would have upon the creative performance of highly intelligent children. Gifted students in grades 4, 5, and 6 of a suburban district were given Guilford's tests of creativity and then divided into seven groups. Six of these watched a…

Growing Students toward Proficiency in Reading: A Case Study of Selected Title I Schools in the Wake County Public School System

ERIC Educational Resources Information Center

Douglas, James Roy, II.

2016-01-01

Reading ability is one of the most crucial skills learned in elementary school, a primary focus for students in these years. Around the third grade, though, students start transitioning to a skill they will need the rest of their academic and work career--reading to learn. Students begin demonstrating their learning by taking high-stakes…

Do Charter School Networks Deflate as They Expand? Trends in the Impacts of KIPP Schools during a Period of Rapid Growth in the KIPP Network

ERIC Educational Resources Information Center

Nichols-Barrer, Ira; Gleason, Phil; Tuttle, Christina; Coen, Thomas; Knechtel, Virginia

2016-01-01

The Knowledge Is Power Program (KIPP) is a national network of public charter schools whose stated mission is to help underserved students enroll in and graduate from college. As of 2014-2015 the network included 162 elementary, middle, and high schools serving 59,495 students. Questions remain, however, about the ability of charter school…

The Impact of Resilience on Role Stressors and Burnout in Elementary and Secondary Teachers

ERIC Educational Resources Information Center

Richards, K. Andrew; Levesque-Bristol, Chantal; Templin, Thomas J.; Graber, Kim C.

2016-01-01

The role of a teacher is becoming increasingly complex, and it is more important than ever that teachers develop resilience to overcome stress and burnout. A conceptual framework to explain the ability of resilience to decrease role stress and burnout was developed and tested. Participants included 415 teachers (174 elementary, 241 secondary) who…

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)…

Designing Open and Individualized Instruction at the Elementary Level: A Guide for the Individual Teacher.

ERIC Educational Resources Information Center

Feldhusen, John; And Others

A description of open and individualized elementary school instruction is provided. The goals of such instruction are to: 1) teach basic skills in language arts, math, science, and social studies; 2) develop higher cognitive abilities, such as problem solving; and 3) develop the child's social competence and self-concept. Open, individualized…

Elementary Teachers' Perspectives of Mathematics Problem Solving Strategies

ERIC Educational Resources Information Center

Bruun, Faye

2013-01-01

Participants in this study were asked to report what strategies were most often used in their attempts to foster their students' problem solving abilities. Participants included 70 second through fifth-grade elementary teachers from 42 schools in a large state of the south central region in the U.S. Data analyses of the interviews revealed that…

Redefining the Whole: Common Errors in Elementary Preservice Teachers' Self-Authored Word Problems for Fraction Subtraction

ERIC Educational Resources Information Center

Dixon, Juli K.; Andreasen, Janet B.; Avila, Cheryl L.; Bawatneh, Zyad; Deichert, Deana L.; Howse, Tashana D.; Turner, Mercedes Sotillo

2014-01-01

A goal of this study was to examine elementary preservice teachers' (PSTs) ability to contextualize and decontextualize fraction subtraction by asking them to write word problems to represent fraction subtraction expressions and to choose prewritten word problems to support given fraction subtraction expressions. Three themes emerged from the…

Separate Reading Exams Await Would-Be Elementary Teachers

ERIC Educational Resources Information Center

Sawchuk, Stephen

2012-01-01

A handful of states are gradually adopting licensing tests that measure aspiring elementary teachers' ability to master aspects of what's arguably their most important task: teaching students to read. In the most recent example of what appears to be a slow but steady push, Wisconsin became the latest state to adopt a rigorous, stand-alone test of…

Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities

ERIC Educational Resources Information Center

Elhoweris, Hala; Alsheikh, Negmeldin; Al Mekhlafi, Abdurrahman; Alhosani, Najwa; Alzyoudi, Mohammad

2017-01-01

Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly…

A Framework for Developing and Testing Financial Capability Education Programs Targeted to Elementary Schools

ERIC Educational Resources Information Center

Collins, J. Michael; Odders-White, Elizabeth

2015-01-01

Concerns about consumers' ability to manage their finances have triggered a range of proposals, including interventions aimed at elementary school students. The goal of these approaches is to improve lifelong economic decision making, but the evidence supporting their efficacy is thin. In this article, the authors discuss the trend toward…

Using a Humanoid Robot to Develop a Dialogue-Based Interactive Learning Environment for Elementary Foreign Language Classrooms

ERIC Educational Resources Information Center

Chang, Chih-Wei; Chen, Gwo-Dong

2010-01-01

Elementary school is the critical stage during which the development of listening comprehension and oral abilities in language acquisition occur, especially with a foreign language. However, the current foreign language instructors often adopt one-way teaching, and the learning environment lacks any interactive instructional media with which to…

The Influence of Student Characteristics on Early Elementary Oral Reading Fluency

ERIC Educational Resources Information Center

van Dijk, Wilhelmina

2018-01-01

Oral Reading Fluency (ORF) is a widely-used index of reading ability in early elementary grades; however, little information exists on predictive value of student characteristics on ORF scores (Wang, Algozzine, Ma, & Porfeli, 2011). A three-step sequential model was used to analyze the influence of student characteristics on scores (N = 2649)…

Self-Advocacy: The Importance of Building Interpersonal-Communication and Help-Seeking Skills in Elementary School Children

ERIC Educational Resources Information Center

Gasparini, Daniel

2014-01-01

Now, more so than in the past, children have been deprived of the opportunity to learn and exercise effective interpersonal communication skills. Interpersonal communication skills, for elementary students, are important in the development of a student's ability to self-advocate. The purpose of this study is to identify techniques in which…

Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?

ERIC Educational Resources Information Center

Upadyaya, Katja; Eccles, Jacquelynne

2015-01-01

This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

Mathematical intelligence developed in math learning with classical backsound music of the classical era

NASA Astrophysics Data System (ADS)

Karlimah

2018-05-01

This study examines the application of classical music backsound in mathematics learning. The method used is quasi experimental design nonequivalent pretest-posttest control group in elementary school students in Tasikmalaya city, Indonesia. The results showed that classical music contributed significantly to the mathematical intelligence of elementary school students. The mathematical intelligence shown is in the cognitive ability ranging from the level of knowledge to evaluation. High level mathematical intelligence is shown by students in reading and writing integers with words and numbers. The low level of mathematical intelligence exists in projecting the story into a mathematical problem. The implication of this research is the use of classical music backsound on learning mathematics should pay attention to the level of difficulty of mathematics material being studied.

A Structural Equation Model to Analyse the Antecedents to Students' Web-Based Problem-Solving Performance

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Kuo, Fan-Ray

2015-01-01

Web-based problem-solving, a compound ability of critical thinking, creative thinking, reasoning thinking and information-searching abilities, has been recognised as an important competence for elementary school students. Some researchers have reported the possible correlations between problem-solving competence and information searching ability;…

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…

Students' Ability to Connect Function Properties to Different Types of Elementary Functions: An Empirical Study on the Role of External Representations

ERIC Educational Resources Information Center

De Bock, Dirk; Neyens, Deborah; Van Dooren, Wim

2017-01-01

Recent research on the phenomenon of improper proportional reasoning focused on students' understanding of elementary functions and their external representations. So far, the role of basic function properties in students' concept images of functions remained unclear. We add to this research line by investigating how accurate students are in…

Elementary School Students' Science Talk Ability in Inquiry-Oriented Settings in Taiwan: Test Development, Verification, and Performance Benchmarks

ERIC Educational Resources Information Center

Lin, Sheau-Wen; Liu, Yu; Chen, Shin-Feng; Wang, Jing-Ru; Kao, Huey-Lien

2016-01-01

The purpose of this study was to develop a computer-based measure of elementary students' science talk and to report students' benchmarks. The development procedure had three steps: defining the framework of the test, collecting and identifying key reference sets of science talk, and developing and verifying the science talk instrument. The…

Mobile Technology Education Laboratory: An Alternative for Elementary Technology Education in a Restructuring School District in Central California.

ERIC Educational Resources Information Center

Britton, Steven M.

The purpose of this study was to explore what options exist for a school district that has chosen to implement or reinforce an elementary technology education program. The option selected was a mobile technology education laboratory. A mobile laboratory can offer the advantages of financial flexibility, currentness, ability to serve a large…

A Case Study on the Spatial Conceptualization Abilities for Sixth Grade Elementary Students from Urban, Suburban and Remote Schools

ERIC Educational Resources Information Center

Chao, Jen Yi; Liu, Chuan Hsi

2017-01-01

The main objective of this study was to investigate and compare the spatial conceptualization performance for sixth grade elementary school students from urban, suburban and remote schools in Taiwan. This study involved 27, 25, and 26 sixth grade students from one remote indigenous school in eastern Taiwan, one suburban indigenous school in…

Academic Self-Concept and Causal Attributions for Success and Failure Amongst Elementary School Children

ERIC Educational Resources Information Center

Lohbeck, Annette; Grube, Dietmar; Moschner, Barbara

2017-01-01

A great deal of research shows that the way in which children attribute causes to their successes and failures in school has implications for the development of their academic self-concept (ASC). The most common attributions are ability, effort, task difficulty, and luck. The present study asked 68 elementary school children aged seven to eight…

Science as a Learner and as a Teacher: Measuring Science Self-Efficacy of Elementary Preservice Teachers

ERIC Educational Resources Information Center

Knaggs, Christine M.; Sondergeld, Toni A.

2015-01-01

Academic science achievement of U.S. students has raised concerns regarding our ability as a nation to compete in a global economy. Additionally, research has shown that many elementary teachers have weak science content backgrounds and had poor/negative experiences as students of science, resulting in a lack of confidence regarding teaching…

Assessing Decoding Ability: The Role of Speed and Accuracy and a New Composite Indicator to Measure Decoding Skill in Elementary Grades

ERIC Educational Resources Information Center

Morlini, Isabella; Stella, Giacomo; Scorza, Maristella

2015-01-01

Tools for assessing decoding skill in students attending elementary grades are of fundamental importance for guaranteeing an early identification of reading disabled students and reducing both the primary negative effects (on learning) and the secondary negative effects (on the development of the personality) of this disability. This article…

The Effects of Computerized and Traditional Ear Training Programs on Aural Skills of Elementary Students

ERIC Educational Resources Information Center

Kariuki, Patrick N.; Ross, Zachary R.

2017-01-01

The purpose of this study was to investigate the effects of computerized and traditional ear training methods on the aural skills abilities of elementary music students. The sample consisted of 20 students who were randomly assigned to either an experimental or control group. The experimental group was taught for five sessions using computerized…

An Increasing of Primary School Teachers' Competency in Brain-Based Learning

ERIC Educational Resources Information Center

Waree, Chaiwat

2017-01-01

The purpose of the study was to develop a powerful and empowering guide (CBT) of elementary school teachers, to compare the ability of elementary school teachers. Management learning uses brain as a base. The experimental group with a control group the experimental group used in this research was a teacher at the grade level. 4-6 in province By…

Developing Internal Structure in Elementary School Students. A System of Classroom Management and Class Control.

ERIC Educational Resources Information Center

Hair, Helen; And Others

A report is given of a three year project in which a system of classroom management designed to develop the ability of elementary school children to function at their maximum capacity in the classroom was implemented and tested. Great emphasis was placed on the use of motivational strategies, reinforcement techniques, involvement of students in…

Salivary Cortisol, Socioemotional Functioning, and Academic Performance in Anxious and Non-Anxious Children of Elementary and Middle School Age

ERIC Educational Resources Information Center

Mathewson, Karen J.; Miskovic, Vladimir; Cunningham, Charles E.; McHolm, Angela E.; Boyle, Michael H.; Schmidt, Louis A.

2012-01-01

Research Findings: Individual and contextual variables were examined in relation to children's ability to cope with socioemotional and academic challenges in a sample of typically developing (n = 51) and anxious (n = 72) children of elementary and middle school age. Anxious children had greater social difficulties than controls and showed…

New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis.

PubMed

He, Yunfeng; Zhou, Xinlin; Shi, Dexin; Song, Hairong; Zhang, Hui; Shi, Jiannong

2016-01-01

Approximate number system (ANS) acuity and mathematical ability have been found to be closely associated in recent studies. However, whether and how these two measures are causally related still remain less addressed. There are two hypotheses about the possible causal relationship: ANS acuity influences mathematical performances, or access to math education sharpens ANS acuity. Evidences in support of both hypotheses have been reported, but these two hypotheses have never been tested simultaneously. Therefore, questions still remain whether only one-direction or reciprocal causal relationships existed in the association. In this work, we provided a new evidence on the causal relationship between ANS acuity and arithmetic ability. ANS acuity and mathematical ability of elementary-school students were measured sequentially at three time points within one year, and all possible causal directions were evaluated simultaneously using cross-lagged regression analysis. The results show that ANS acuity influences later arithmetic ability while the reverse causal direction was not supported. Our finding adds a strong evidence to the causal association between ANS acuity and mathematical ability, and also has important implications for educational intervention designed to train ANS acuity and thereby promote mathematical ability.

New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis

PubMed Central

He, Yunfeng; Zhou, Xinlin; Shi, Dexin; Song, Hairong; Zhang, Hui; Shi, Jiannong

2016-01-01

Approximate number system (ANS) acuity and mathematical ability have been found to be closely associated in recent studies. However, whether and how these two measures are causally related still remain less addressed. There are two hypotheses about the possible causal relationship: ANS acuity influences mathematical performances, or access to math education sharpens ANS acuity. Evidences in support of both hypotheses have been reported, but these two hypotheses have never been tested simultaneously. Therefore, questions still remain whether only one-direction or reciprocal causal relationships existed in the association. In this work, we provided a new evidence on the causal relationship between ANS acuity and arithmetic ability. ANS acuity and mathematical ability of elementary-school students were measured sequentially at three time points within one year, and all possible causal directions were evaluated simultaneously using cross-lagged regression analysis. The results show that ANS acuity influences later arithmetic ability while the reverse causal direction was not supported. Our finding adds a strong evidence to the causal association between ANS acuity and mathematical ability, and also has important implications for educational intervention designed to train ANS acuity and thereby promote mathematical ability. PMID:27462291

SES and CHAOS as Environmental Mediators of Cognitive Ability: A Longitudinal Genetic Analysis

ERIC Educational Resources Information Center

Hart, Sara A.; Petrill, Stephen A.; Deckard, Kirby Deater; Thompson, Lee A.

2007-01-01

This study examined shared environmental influences on the longitudinal stability of general cognitive ability, as mediated by socioeconomic status and chaos in the home, using 287 pairs of elementary school-age twins drawn from the Western Reserve Reading Project (WRRP). General cognitive ability was evaluated at two annual assessments using the…

Measures of Writing Ability of Fourth, Fifth, and Sixth Grade Children.

ERIC Educational Resources Information Center

Simpson, George Franklin

The purpose of this canonical and multiple correlation study of measures of writing ability was to develop a valid weighted index of writing ability to replace the single measures now being used to evaluate elementary English programs. The subjects, 134 pupils from each fourth, fifth, and sixth grade level of Broadway and Dunham schools in Maple…

Antecedents and Consequences of Verbal Disagreements during Small-Group Learning.

ERIC Educational Resources Information Center

Lindow, Janet A.; And Others

1985-01-01

Controversy, an aspect of small-group interactions, was investigated in 10 mixed-ability, mixed-sex, elementary math groups through analysis of dissension episodes. Results showed that boys and higher-ability students had significantly more prevailing answers and demonstrations. (Author/LMO)

Effects of Character Education on the Self-Esteem of Intellectually Able and Less Able Elementary Students in Kuwait

ERIC Educational Resources Information Center

Tannir, Abir; Al-Hroub, Anies

2013-01-01

This research study investigates effects of character education activities on the self-esteem of intellectually able and less able students in the lower elementary level in Kuwait. The participants were 39 students in grade three with an average age of eight years old. Students were first divided into two ability subgroups (intellectually able vs.…

An Investigation on Chinese Teachers' Realistic Problem Posing and Problem Solving Ability and Beliefs

ERIC Educational Resources Information Center

Chen, Limin; Van Dooren, Wim; Chen, Qi; Verschaffel, Lieven

2011-01-01

In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary school teachers from Tianjin City in China, wherein the teachers were asked to solve 3…

The Effectiveness of CPS-ALM Model in Enhancing Statistical Literacy Ability and Self Concept of Elementary School Student Teacher

ERIC Educational Resources Information Center

Takaria, J.; Rumahlatu, D.

2016-01-01

The focus of this study is to examine comprehensively statistical literacy and self-concept enhancement of elementary school student teacher through CPS-BML model in which this enhancement is measured through N-gain. The result of study indicate that the use of Collaborative Problem Solving Model assisted by literacy media (CPS-ALM) model…

The Comprehensive Fine Arts and Crafts Program, Grades 1-12. Proceedings of the Annual Directors of Instruction Conference on the Improvement of Teaching (10th, Las Cruces, New Mexico, January 19-20, 1968).

ERIC Educational Resources Information Center

Prigmore, George T., Ed.

This collection of speeches is concerned with the fine arts and crafts programs in elementary and secondary schools. An introduction outlines the problem of aesthetics and fine arts education. Speakers (1) propose a humanities program for students of all abilities; (2) consider whether marching bands serve an aesthetic purpose in the high schools;…

The Information a Test Provides on an Ability Parameter. Research Report. ETS RR-07-18

ERIC Educational Resources Information Center

Haberman, Shelby J.

2007-01-01

In item-response theory, if a latent-structure model has an ability variable, then elementary information theory may be employed to provide a criterion for evaluation of the information the test provides concerning ability. This criterion may be considered even in cases in which the latent-structure model is not valid, although interpretation of…

The Learning Benefits of Using Eye Trackers to Enhance the Geospatial Abilities of Elementary School Students

ERIC Educational Resources Information Center

Wang, Hsiao-shen; Chen, Yi-Ting; Lin, Chih-Hung

2014-01-01

In this study, we examined the spatial abilities of students using eye-movement tracking devices to identify and analyze their characteristics. For this research, 12 students aged 11-12 years participated as novices and 4 mathematics students participated as experts. A comparison of the visual-spatial abilities of each group showed key factors of…

A Model of Pantun Learning to Develop Elementary Student’s Entrepreneurship Awareness

NASA Astrophysics Data System (ADS)

Asteria, P. V.; Yulianto, B.

2018-01-01

The principle of entrepreneurship should be instilled from an early age. Pantun is one of Indonesian local culture taught for the elementary school student. Therefore, this study aims to describe (1) the ability to understand the content from pantun based entrepreneurship, (2) the ability to determine the messages from pantun based entrepreneurship, and (3) the ability to apply the messages from pantun based entrepreneurship into their real life. The research type is descriptive quantitative and conducted on the subject of 35 students from SDN Margomulyo I Ngawi. The data is the student’s skill in reading comprehension from the pantun based entrepreneurship with the writing test items instrument. The results showed that the student’s ability to determine the content from pantun based entrepreneurship shows achievement by an average of 9.3 (include an excellent category) and the ability of students to determine the entrepreneurship messages by an average of 7.8 (good). Meanwhile, the average student’s ability to apply the entrepreneurship messages in pantun into their real life by an average of 8.7 (excellent). Overall, the student’s skill in reading comprehension from the pantun based entrepreneurship as a whole reached an average of 86.4 (excellent category).

Development of Overarm Throwing Technique Reflects Throwing Ability during Childhood

PubMed Central

KASUYAMA, Tatsuya; MUTOU, Ikuo; SASAMOTO, Hitoshi

2016-01-01

Background: It is important to acquire fundamental movement skills during childhood. Throwing is a representative manipulative skill required for various intrinsic factors. However, the relationship between intrinsic factors and throwing ability in childhood is unclear. The purpose of this study was to investigate intrinsic factors related to the ball throwing distance of Japanese elementary school children. Methods: Japanese elementary school children from grades 1-6 (aged 6-12 years; n=112) participated in this study. The main outcome was throwing ability, which was measured as the ball throwing distance. We measured five general anthropometric parameters, seven physical fitness parameters, and the Roberton's developmental sequence for all subjects. The relationships between the throwing ability and the 13 parameters were analysed. Results: The Roberton's developmental sequence was the best predictor of ball throwing distance (r=0.80, p≤0.01). The best multiple regression model, which included sex, handgrip strength, shuttle run test, and the Roberton's developmental sequence, accounted for 81% of the total variance. Conclusions: The development of correct throwing technique reflects throwing abilities in childhood. In addition to the throwing sequence, enhancement of grip strength and aerobic capacity are also required for children's throwing ability. PMID:28289578

Effects of Cooperative Learning STAD on Mathematical Communication Ability of Elementary School Student

NASA Astrophysics Data System (ADS)

Maelasari, E.; Wahyudin

2017-09-01

The aim of this study is to describe the increasing of mathematical communications capability, and difference between students who get STAD cooperative learning and students who receive Direct Instruction. This study is a quasi-experimental study with pretest posttest study design. Subjects in this study in one of the fifth grade elementary school located in Cibeureum District, Kuningan. The research instrument used was a written test mathematical communication skills. The results showed that the improvement of mathematical communication capabilities Direct Instruction students who scored significantly better than students who learned with STAD cooperative learning. By grouping according to the ability of students will show a positive impact on student achievement in the classroom.

Neurocognition, Insight into Illness and Subjective Quality-of-Life in Schizophrenia: What is Their Relationship?

PubMed Central

Kurtz, Matthew M.; Tolman, Arielle

2010-01-01

Subjective quality-of-life (SQOL) has been recognized as a crucial domain of outcome in schizophrenia treatment, and yet its determinants are not well understood. In a recent meta-analytic investigation of 10 studies of neurocognition and SQOL in schizophrenia (Tolman & Kurtz, Scz Bull, in press) measures of crystallized verbal ability and processing speed were moderately negatively correlated with SQOL. One potential explanation for inverse relationships between measures of elementary neurocognition and SQOL is that higher levels of cognition may serve as a proxy for better insight into the illness, and better consequent recognition of illness-related functional impairment. This study sought to determine whether: (1) symptoms, neurocognitive variables, and insight into illness influence SQOL; and, (2) whether insight mediated or moderated a relationship between elementary neurocognitive function and SQOL. Seventy-one stabilized clients with schizophrenia or schizoaffective disorder were administered a neuropsychological test battery, symptom and subjective quality-of-life measures. Elementary neuropsychological measures of crystallized verbal ability, attention and working memory, and problem-solving were all inversely related to SQOL. Insight into illness and depression severity, but not positive and negative symptoms, were also inversely related to SQOL. Insight was not found to mediate or moderate any of the relationships between elementary neurocognition and SQOL. Taken together, these findings suggest that neurocognition and insight into illness have inverse relationships to SQOL and that elementary neurocognition does not influence SQOL through its link with illness insight. PMID:21211943

Ocular sensitization of mice by live (but not irradiated) Chlamydia trachomatis serovar A

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

Colley, D.G.; Goodman, T.G.; Barsoum, I.S.

1986-10-01

Ocular exposure of mice to live elementary bodies of Chlamydia trachomatis serovar A results in immunological sensitization of the mice. This reactivity is manifested by the development of early (5 h) and delayed-type (24 h) dermal reactivity and serovar-specific antibody formation against either live or irradiated (100 kilorads) elementary bodies. Parallel ocular exposure of mice to irradiated elementary bodies does not result in this sensitization. The early and late dermal immune responses induced by ocular exposure to live organisms can be transferred to unexposed mice by serum and lymphoid cell transfers, respectively. It appears that successful murine ocular sensitization bymore » human C. trachomatis serovar A elementary bodies is an ability manifested by live organisms and not by inactivated but antigenic organisms.« less

Improving the Reasoning Ability of Elementary School Student through the Indonesian Realistic Mathematics Education

ERIC Educational Resources Information Center

Saleh, Muhamad; Prahmana, Rully Charitas Indra; Isa, Muhammad; Murni

2018-01-01

By taking the role as a mentor and a facilitator, a teacher in the 4th grade of elementary school needs to look at the condition of the students in the concrete thinking stage. Learning process needs to be adjusted such that the abstract objects in mathematics can be represented through concrete objects as a bridge to enter the knowledge that the…

From Cookbook to Experimental Design

ERIC Educational Resources Information Center

Flannagan, Jenny Sue; McMillan, Rachel

2009-01-01

Developing expertise, whether from cook to chef or from student to scientist, occurs over time and requires encouragement, guidance, and support. One key goal of an elementary science program should be to move students toward expertise in their ability to design investigative questions. The ability to design a testable question is difficult for…

Early Childhood Mathematics.

ERIC Educational Resources Information Center

Smith, Susan Sperry

Most experts believe that young children possess a substantial amount of informal knowledge about mathematics. The teacher's role is to create a link between children's ability to use informal math and the ability to understand the more formal math taught in elementary school. Teachers must help children construct and elaborate upon what they…

Predictors of Mathematics Achievement in Jamaican Elementary School Children.

ERIC Educational Resources Information Center

Roach, D. A.

1981-01-01

Using 418 sixth-graders in Jamaica, sex, family size, birth order, occupational level, father's presence, preference for conceptual style, field dependence, reading achievement, and mental ability were examined in relationship to mathematics achievement. Mental ability, reading achievement, and family size, in that order, were found to predict…

Relationships Between Oral Reading Rates for Letters, Words, and Simple Text, and the Development of Reading Ability.

ERIC Educational Resources Information Center

Biemiller, Andrew

The development of oral reading speed in the early elementary years and an examination of some underlying abilities that may be involved in individual differences in reading speed and ability are the concerns of this study. Cross-sectional and longitudinal data relating the time required to read orally 50 unrelated letters, 50 unrelated words, and…

The Relationship between Students' Problem Posing and Problem Solving Abilities and Beliefs: A Small-Scale Study with Chinese Elementary School Children

ERIC Educational Resources Information Center

Limin, Chen; Van Dooren, Wim; Verschaffel, Lieven

2013-01-01

The goal of the present study is to investigate the relationship between pupils' problem posing and problem solving abilities, their beliefs about problem posing and problem solving, and their general mathematics abilities, in a Chinese context. Five instruments, i.e., a problem posing test, a problem solving test, a problem posing questionnaire,…

Final Report of the Evaluation of the Directed Learning Program of the Hempstead Public Schools, N.Y., During its Second Year, 1970-1971. ESEA Title I.

ERIC Educational Resources Information Center

Simon, Alan J.

Designed as a comprehensive district-wide elementary education program, the Directed Learning Program, funded under Title I of the 1965 Elementary and Secondary Education Act, is meant to encourage learning at an individual rate related to achievement ability rather than to age. The basic for instruction is the home base group in which students…

The influence inquiry-based science has on elementary teachers' perception of instruction and self-efficacy

NASA Astrophysics Data System (ADS)

Lewis, Felecia J.

The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted interviews with elementary teachers from five elementary schools within the same school district. The interviews focused on the teachers' experiences with inquiry-based science and their perceptions of quality science instruction. The Teachers' Sense of Efficacy Scale was used to collect quantitative data regarding the teachers' perception of instructional practice and student engagement. The study revealed that limited science content knowledge, inadequate professional development, and a low sense of self-efficacy have a substantial effect on teacher outcomes, instructional planning, and ability to motivate students to participate in inquiry-based learning. It will take a collective effort from administrators, teachers, parents, and students to discover ways to improve elementary science education.

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.

Improving of prospective elementary teachers' reasoning: Learning geometry through mathematical investigation

NASA Astrophysics Data System (ADS)

Sumarna, Nana; Sentryo, Izlan

2017-08-01

This research applies mathematical investigation approach in teaching geometry to improve mathematical reasoning abilities of prospective elementary teachers. Mathematical investigation in this study involved non-routine tasks through a mathematical investigation process, namely through a series of activities as an attribute of mathematical investigation. Developing the ability of mathematical reasoning of research subjects obtained through capability of research subjects in the analysis, generalization, synthesis, justify, and resolve non-routine, which is operationally constructed as an indicator of research and is used as a criterion for measuring the ability of mathematical reasoning. Research design using Quasi-Experimental design. Based on this type, the researchers apply a pre-and posttest design, which is divided into two study groups: control group and the treatment group. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The conclusion of this study stated that (1) Investigation of mathematics as an approach to learning is able to give a positive response to the increasing ability of mathematical reasoning, and (2) There is no interaction effect of the factors of learning and prior knowledge of mathematics to the increased ability of mathematical reasoning.

An exploration of elementary science teachers' expertise, creativity skills, and motivation in relation to the use of an innovation and the delivery of high-quality science instruction

NASA Astrophysics Data System (ADS)

Falkenberg, Karen L.

This two-year study sought to uncover characteristic differences among a purposive sample of 23 elementary teachers who were using an elementary science innovation with various levels of proficiency. Two theoretical frameworks supported the development of the research, the Concerns Based Adoption Model Level of Use (LoU) (Hord, Rutherford, Huling-Austin & Hall, 1987) and Amabile's (1996) Componential Model of Creativity. Both qualitative and quantitative methodologies were employed to gather data on participants' science content knowledge, pedagogical skill, creativity relevant process skills, motivation orientation, self-efficacy, outcome expectancy and workplace environment. Results dispute the common conception among educators that "mechanical use" teachers do not provide high quality lessons. A new method for categorizing teachers' proficiency with an innovation is suggested by this study that incorporates both qualitative data from the LoU interview and classroom observation. Additionally, results show that the quality of the observed science lessons was associated with a teacher's creativity. The data suggest that a teacher's creativity relevant process skills and expertise are indicators of lesson quality. There were important differences among teachers' conceptions of creativity, how they involved students in the reported lessons and in the type of adaptations they made to the innovation. The more creative teachers tended to provide lessons that were more complex, of longer duration, had ties to student home life, and used multiple resources. Following an analysis of these results is a set of suggested professional development strategies and workplace changes to support less proficient teachers in their ability to provide higher quality elementary science lessons.

Predicting the Development of Analytical and Creative Abilities in Upper Elementary Grades

ERIC Educational Resources Information Center

Gubbels, Joyce; Segers, Eliane; Verhoeven, Ludo

2017-01-01

In some models, intelligence has been described as a multidimensional construct comprising both analytical and creative abilities. In addition, intelligence is considered to be dynamic rather than static. A structural equation model was used to examine the predictive role of cognitive (visual short-term memory, verbal short-term memory, selective…

A Cross-Cultural Test of the Situational Bias Hypothesis: The Israeli Scene.

ERIC Educational Resources Information Center

Zeidner, Moshe

1985-01-01

Two experiments were conducted in Israeli elementary schools to test the assumption that disadvantaged students perform poorly on ability tests because of situational factors related to the testing process. Testing atmosphere and examiner status were examined with respect to verbal and nonverbal ability and intelligence. The assumption was not…

The Relation between Motivational Patterns and Achievement Cognitions through the Elementary School Years.

ERIC Educational Resources Information Center

Cain, Kathleen M.; Dweck, Carol S.

1995-01-01

Assessed the beliefs of first, third, and fifth graders about their ability and achievement and their motivational responses to challenging puzzles. Suggests that individual differences in children's cognition about ability and achievement are related to their motivational responses throughout the school years. Points out ways that these…

Elementary Students' Spontaneous Metacognitive Functions in Different Types of Mathematical Problems

ERIC Educational Resources Information Center

Mokos, Evagelos; Kafoussi, Sonia

2013-01-01

Metacognition is the mind's ability to monitor and control itself or, in other words, the ability to know about our knowing (Dunlosky & Bjork, 2008). In mathematics education, the importance of the investigation of students' metacognition during their mathematical activity has been focused on the area of mathematics problem solving. This study…

Early Numerical Competencies in 5- and 6-Year-Old Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Titeca, Daisy; Roeyers, Herbert; Ceulemans, Annelies; Desoete, Annemie

2015-01-01

Research Findings: To date, studies comparing the mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are scarce, and results remain inconclusive. In general, studies on this topic focus on mathematical abilities learned from elementary school onward, with little attention for possible…

Fractions as a Foundation for Algebra within a Sample of Prospective Teachers

ERIC Educational Resources Information Center

Zientek, Linda Reichwein; Younes, Rayya; Nimon, Kim; Mittag, Kathleen Cage; Taylor, Sharon

2013-01-01

Improving the mathematical skills of the next generation of students will require that elementary and middle school teachers are competent and confident in their abilities to perform fraction operations and to solve algebra equations The present study was conducted to (a) quantify relationships between prospective teachers' abilities to perform…

Parent-Teacher-Student Discrepancies in Academic Ability Beliefs: Influences on Parent Involvement

ERIC Educational Resources Information Center

Patel, Nimisha; Stevens, Sharon

2010-01-01

Most studies examining influences on parent involvement focus on common demographic factors, such as social class or gender, and on elementary grades. In the present study, we investigated a more malleable influence, perceptions of ability, in the context of middle school. We examined how perceptions held by parents, teachers, and students…

Effects of Food Products on Behavior, Learning Abilities, and Social Relationships in Preschool and Elementary School Children.

ERIC Educational Resources Information Center

Crews, Cecilia N.

A kindergarten teacher reviews research findings on aspects of children's diet that may influence behavior and the ability to learn. Introductory discussion presents vignettes relating kindergarten children's behavioral responses to dietary intake. A brief background section offering dietary tips is followed by relatively extended discussions of…

The effect of numbered heads together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability

NASA Astrophysics Data System (ADS)

Leasa, Marleny; Duran Corebima, Aloysius

2017-01-01

Learning models and academic ability may affect students’ achievement in science. This study, thus aimed to investigate the effect of numbered heads together (NHT) cooperative learning model on elementary students’ cognitive achievement in natural science. This study employed a quasi-experimental design with pretest-posttest non-equivalent control group with 2 x 2 factorial. There were two learning models compared NHT and the conventional, and two academic ability high and low. The results of ana Cova test confirmed the difference in the students’ cognitive achievement based on learning models and general academic ability. However, the interaction between learning models and academic ability did not affect the students’ cognitive achievement. In conclusion, teachers are strongly recommended to be more creative in designing learning using other types of cooperative learning models. Also, schools are required to create a better learning environment which is more cooperative to avoid unfair competition among students in the classroom and as a result improve the students’ academic ability. Further research needs to be conducted to explore the contribution of other aspects in cooperative learning toward cognitive achievement of students with different academic ability.

Transitions in the Swedish school system and the impact on student's positive self-reported-health.

PubMed

Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-10-07

To explore three school based transitions and their impact on positive self-reported-health (SRH), pre-school to elementary school (6-10 y), elementary school to junior high school (10-13 y), and junior high school to upper secondary school/high school (13-16 y), in a long-term longitudinal population based study. The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were collected in the middle of Sweden during 2007-2012 with school children age 6-16 years old. Several significant factors were identified with an impact for a positive self-reported-health among children age 6-16 y; not feeling sad or depressed, afraid or worried, positive school environment (schoolyard and restrooms), not bullied, good sleep, daily physical activity and ability to concentrate. There was no single factor identified, the factors differed according to gender and age. The study have identified several gender and age specific factors for successful school transitions relevant for a positive SRH. This is valuable information for school staff, parents and school children and provides a possibility to provide support and assistance when needed.

Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers

NASA Astrophysics Data System (ADS)

van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

2013-06-01

The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.

Obesity and Motor Coordination Ability in Taiwanese Children with and without Developmental Coordination Disorder

ERIC Educational Resources Information Center

Zhu, Yi-Ching; Wu, Sheng K.; Cairney, John

2011-01-01

The purpose of this study was to investigate the associations between obesity and motor coordination ability in Taiwanese children with and without developmental coordination disorder (DCD). 2029 children (1078 boys, 951 girls) aged nine to ten years were chosen randomly from 14 elementary schools across Taiwan. We used bioelectrical impedance…

Attention and L2 Learners' Segmentation of Complex Sentences

ERIC Educational Resources Information Center

Hagiwara, Akiko

2010-01-01

The main objective of the current study is to investigate L2 Japanese learners' ability to segment complex sentences from aural input. Elementary- and early intermediate-level L2 learners in general have not developed the ability to use syntactic cues to interpret the meaning of sentences they hear. In the case of Japanese, recognition of…

Effective Learning and Retention of Braille Letter Tactile Discrimination Skills in Children with Developmental Dyslexia

ERIC Educational Resources Information Center

Hayek, Maisam; Dorfberger, Shoshi; Karni, Avi

2016-01-01

Children with developmental dyslexia (DD) may differ from typical readers in aspects other than reading. The notion of a general deficit in the ability to acquire and retain procedural ("how to") knowledge as long-term procedural memory has been proposed. Here, we compared the ability of elementary school children, with and without…

An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers' Reading Instruction

ERIC Educational Resources Information Center

Clark, Sarah K.; Jones, Cindy D.; Reutzel, D. Ray; Andreasen, Lindi

2013-01-01

In this study, we tracked elementary preservice teachers' (N = 41) perceived ability to teach reading as they moved through their teacher preparation program. After graduation, we conducted follow-up teaching observations and interviews with five of these novice teachers to explore their perceptions about their ability to teach reading. An…

Writing and drawing with both hands as indicators of hemispheric dominance.

PubMed

Labak, Irena; Snajder, Darija; Srzentić, Mirna Kostović; Bensić, Mirta; Nist, Marina; Ilakovac, Vesna; Heffer, Marija

2011-01-01

Brain lateralization is a common term used to describe dominance of one brain hemisphere over another for a specific function. The right hand dominance in writing, controlled by the left hemisphere, is preceded by development of communicative gesticulation and followed by development of speech in the same hemisphere. We assumed that some people are not aware of their own capability of using the other hand for tasks involving fine motor sequential movements. To prove this hypothesis, the participants were asked to perform one trained task (writing) and one less-trained task (drawing) with a dominant and a non-dominant hand. The final sample was comprised of 1189 children from 14 elementary schools and 8 high schools in the Osijek area, of which 685 elementary school children were attending 1st to 4th grade and 504 high school children were attending 3rd and 4th grade. The participants were asked to write two words, draw a specific object (a vase with flowers) and fill out a questionnaire with 10 questions concerning the classification of handedness and cerebral hemisphere dominance. The self-reported cerebral lateralization assessed in the questionnaire was compared with the drawing and the writing performance. The self-reported and objectively measured hand dominance deviated in the cases of the ambidextrous who consider themselves right-handers. Given the fact that the number of ambidextrous persons was greater in elementary schools than in high schools, we concluded how training of the right hand decreases the ability of using both hands equally for either of the tested functions - writing and drawing.

Effect of Furniture Weight on Carrying, Lifting, and Turning of Chairs and Desks among Elementary School Children.

PubMed

Purwaningrum, Lu'lu'; Funatsu, Kyotaro; Xiong, Jinghong; Rosyidi, Cucuk Nur; Muraki, Satoshi

2015-01-01

Rearranging furniture in elementary school classrooms encourages classroom activities. In elementary schools in Indonesia and some other developing countries, usually only one style of furniture is used for all children, and the furniture is heavy and oversized for younger children. This affects their ability to carry it. The objective of this study is to investigate the effects of elementary school furniture weight and children's age on performance of three carrying tasks (carrying a chair, lifting and turning a chair on a desk, and carrying both a chair and a desk together), from the ergonomics point of view. A total of 42 schoolchildren (ages 6-9; 17 Indonesian, 25 Japanese) participated in this study. Two types of Japanese chairs (Chair A and B, weight: 3.2 kg and 3.9 kg), one type of Indonesian chair (Chair C, weight: 5.0 kg), and two types of desks (height: 58 cm and 68 cm) were used. Indonesian chairs took significantly longer time to carry than the two Japanese chairs, and there was a significant negative relationship between age and task time for Chairs B and C, but not Chair A. Success rates for lifting and turning the chair declined as age decreased and chair weight increased, but were not significantly influenced by desk height. Success rates for carrying a chair and desk together significantly decreased with heavier furniture. Children aged six showed an extremely low success rate in almost all conditions. In conclusion, children's ability to carry furniture is affected by their age and furniture characteristics, especially weight. In order to encourage classroom activities in elementary school, school furniture should be of appropriate weight. Supervision for younger children is required during classroom furniture arrangement.

Effect of Furniture Weight on Carrying, Lifting, and Turning of Chairs and Desks among Elementary School Children

PubMed Central

Funatsu, Kyotaro; Xiong, Jinghong; Rosyidi, Cucuk Nur

2015-01-01

Rearranging furniture in elementary school classrooms encourages classroom activities. In elementary schools in Indonesia and some other developing countries, usually only one style of furniture is used for all children, and the furniture is heavy and oversized for younger children. This affects their ability to carry it. The objective of this study is to investigate the effects of elementary school furniture weight and children’s age on performance of three carrying tasks (carrying a chair, lifting and turning a chair on a desk, and carrying both a chair and a desk together), from the ergonomics point of view. A total of 42 schoolchildren (ages 6–9; 17 Indonesian, 25 Japanese) participated in this study. Two types of Japanese chairs (Chair A and B, weight: 3.2 kg and 3.9 kg), one type of Indonesian chair (Chair C, weight: 5.0 kg), and two types of desks (height: 58 cm and 68 cm) were used. Indonesian chairs took significantly longer time to carry than the two Japanese chairs, and there was a significant negative relationship between age and task time for Chairs B and C, but not Chair A. Success rates for lifting and turning the chair declined as age decreased and chair weight increased, but were not significantly influenced by desk height. Success rates for carrying a chair and desk together significantly decreased with heavier furniture. Children aged six showed an extremely low success rate in almost all conditions. In conclusion, children’s ability to carry furniture is affected by their age and furniture characteristics, especially weight. In order to encourage classroom activities in elementary school, school furniture should be of appropriate weight. Supervision for younger children is required during classroom furniture arrangement. PMID:26053154

Reading on Grade Level in Third Grade: How Is It Related to High School Performance and College Enrollment? A Longitudinal Analysis of Third-Grade Students in Chicago in 1996-97 and Their Educational Outcomes. A Report to the Annie E. Casey Foundation

ERIC Educational Resources Information Center

Lesnick, Joy; Goerge, Robert M.; Smithgall, Cheryl; Gwynne, Julia

2010-01-01

Learning to read is one of the most important skills in modern society. Not only does reading serve as the major foundational skill for school-based learning, but reading ability is strongly related to opportunities for academic and vocational success. For children, a critical transition takes place during elementary school: until the end of third…

The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes

NASA Astrophysics Data System (ADS)

Nurlaela, L.; Samani, M.; Asto, I. G. P.; Wibawa, S. C.

2018-01-01

This study aims at gaining empirical findings of the effectiveness of thematic instructional model as compared to conventional instruction; and the potential capacity of thematic instructional model in accommodating different learning styles and reading abilities. This is an experimental research design with 140 elementary students as research subject. The data were collected by using achievement test, learning style questionnaire, and reading comprehension test, and analyzed by using Anava. The results indicate: there is a significant difference in achievement between students who use thematic instructional model and those using conventional model; a significant difference in achievement between students with visual learning style and those having auditorial learning style; a significant difference between students with high reading ability and those with low reading ability. Student’s achievement is influenced by the interaction between instructional model and student’s learning style. Student’s achievement is not influenced by the interaction between instructional model and student’s reading ability, the interaction between student’s learning style and student’s reading ability, and the interaction among instructional model, learning style and student’s reading ability. The conclusion is thematic instructional model was more effective than conventional instruction and thematic instructional model had a capacity in accommodating different learning styles and reading abilities.

Change over a service learning experience in science undergraduates' beliefs expressed about elementary school students' ability to learn science

NASA Astrophysics Data System (ADS)

Goebel, Camille A.

This longitudinal investigation explores the change in four (3 female, 1 male) science undergraduates' beliefs expressed about low-income elementary school students' ability to learn science. The study sought to identify how the undergraduates in year-long public school science-teaching partnerships perceived the social, cultural, and economic factors affecting student learning. Previous service-learning research infrequently focused on science undergraduates relative to science and society or detailed expressions of their beliefs and field practices over the experience. Qualitative methodology was used to guide the implementation and analysis of this study. A sample of an additional 20 science undergraduates likewise involved in intensive reflection in the service learning in science teaching (SLST) course called Elementary Science Education Partners (ESEP) was used to examine the typicality of the case participants. The findings show two major changes in science undergraduates' belief expressions: (1) a reduction in statements of beliefs from a deficit thinking perspective about the elementary school students' ability to learn science, and (2) a shift in the attribution of students, underlying problems in science learning from individual-oriented to systemic-oriented influences. Additional findings reveal that the science undergraduates perceived they had personally and profoundly changed as a result of the SLST experience. Changes include: (1) the gain of a new understanding of others' situations different from their own; (2) the realization of and appreciation for their relative positions of privilege due to their educational background and family support; (3) the gain in ability to communicate, teach, and work with others; (4) the idea that they were more socially and culturally connected to their community outside the university and their college classrooms; and (5) a broadening of the way they understood or thought about science. Women participants stated that the experience validated their science and science-related career choices. Results imply that these changes have the potential to strengthen the undergraduate pursuit of science-related careers and will contribute positive influences to our education system and society at large.

Elementary student and prospective teachers' agri-food system literacy: Understandings of agricultural and science education's goals for learning

NASA Astrophysics Data System (ADS)

Trexler, Cary Jay

1999-09-01

Although rhetoric abounds in the agricultural education literature regarding the public's dearth of agri-food system literacy, problems arise when establishing educational interventions to help ameliorate illiteracy. Researchers do not fully know what individuals understand about the complex agri-food system. Hence, educational programs and curricula may focus on areas where students already possess well developed and scientifically accurate schemata, while ignoring other areas where incompatible or naive understandings persist. Democratic decisions about complex societal and environmental issues, such as trade-offs of our industrial agri-food system, require individuals to possess understandings of complex interrelationships. This exploratory qualitative study determines what two groups---elementary students and prospective elementary school teachers---understand about selected concepts foundational to agri-food system literacy. To ground the study in current national education curricular standards, a synthesis of both agricultural and science education benchmarks was developed. This helped structure interviews with the study's informants: nine elementary students and nine prospective elementary teachers. Analysis of discourse was based upon a conceptual change methodology. Findings showed that informant background and non-school experiences were linked to agri-food system literacy, while formal, in-school learning was not. For elementary students, high socio-economic status, gardening and not living in urban areas were correlates with literacy; the prospective teacher group exhibited similar trends. Informants understood that food came from farms where plants and animals were raised. For the majority, however, farms were described as large gardens. Additionally, informants lacked a clear understanding of the roles soil and fertilizers play in crop production. Further, few spoke of weeds as competitors with crops for growth requirements. Informants understood that agricultural technologies saved time and reduced labor and were concerned with the immediate impact of agricultural pollution. They, however, did not link their food and fiber consumption with resources use or environmental impact. Additionally, half of the prospective teachers did not understand genetics well enough to discuss how humans engineer life. Notable differences were found between teachers and students in 17% of the elementary benchmarks. Differences between the two groups were found in the elementary students' lack of ability to proffer cause-effect relationships, especially in regard to the use of agricultural technologies.

Sequence of Stages in the Microstructure Evolution in Copper under Mild Reciprocating Tribological Loading.

PubMed

Greiner, Christian; Liu, Zhilong; Strassberger, Luis; Gumbsch, Peter

2016-06-22

Tailoring the surface properties of a material for low friction and little wear has long been a goal of tribological research. Since the microstructure of the material under the contact strongly influences tribological performance, the ability to control this microstructure is thereby of key importance. However, there is a significant lack of knowledge about the elementary mechanisms of microstructure evolution under tribological load. To cover different stages of this microstructure evolution, high-purity copper was investigated after increasing numbers of sliding cycles of a sapphire sphere in reciprocating motion. Scanning electron and focused ion beam (FIB) microscopy were applied to monitor the microstructure changes. A thin tribologically deformed layer which grew from tens of nanometers to several micrometers with increasing number of cycles was observed in cross-sections. By analyzing dislocation structures and local orientation changes in the cross-sectional areas, dislocation activity, the occurrence of a distinct dislocation trace line, and the emergence of new subgrain boundaries could be observed at different depths. These results strongly suggest that dislocation self-organization is a key elementary mechanism for the microstructure evolution under a tribological load. The distinct elementary processes at different stages of sliding identified here will be essential for the future modeling of the microstructure evolution in tribological contacts.

Parents' assessment of circadian preference in elementary school-aged children: Validity and relations to educational outcomes.

PubMed

Scherrer, Vsevolod; Roberts, Richard; Preckel, Franzis

2016-01-01

Meta-analyses suggest that morning-oriented students obtain better school grades than evening-oriented students. This finding has generally been found for students in high school using self-report data for the assessment of circadian preference. Two studies (N = 2718/192) investigated whether these findings generalize across samples (i.e. elementary school-aged students) and methods (i.e. parent reports). These studies also explored whether the relation between circadian preference and school achievement could be explained within an expectancy-value framework. To this end, the Lark-Owl Chronotype Indicator (LOCI) was modified to obtain parents' evaluations of their children's circadian preference, while students completed a battery of assessments designed to explore the test-criterion evidence. Structural equation modeling and correlational analyses revealed: (1) morning and evening orientation were two separable factors of children's circadian preference; (2) correlations with behavioral (e.g. sleep and eating times) and psychological (e.g. cognitive ability) data supported the test-criterion validity of both factors; (3) morning orientation was positively related to school achievement and (4) consistent with an expectancy-value framework this relation was mediated by children's academic self-concept (ASC). These findings have important research and policy implications for considering circadian preference in the schooling of elementary students.

Scholastic Adaptation and Socio-Cognitive Abilities of Children between 3 and 7 Years of Age.

ERIC Educational Resources Information Center

Guillain, Andre; Pry, Rene

Building on the assumption that there is cognitive organization to social abilities, two studies analyzed stability and change of this organization in children. The first study focused on children who attended the first year and second year of nursery school, and the first year of elementary school. The second study focused on those children who…

The Role of Knowledge Structures in the Ability of Preservice Elementary Teachers to Diagnose a Child's Understanding of Molecular Kinetics

ERIC Educational Resources Information Center

Bischoff, Paul J.

2006-01-01

This study explored preservice teachers' (n = 25) knowledge structures and their mastery of content knowledge in relation to their ability to diagnose the strengths and weaknesses of a fourth grader's videotaped explanations of a scientific phenomenon, i.e., molecular kinetic properties of air. Participants' knowledge structures were analyzed…

Teaching for Understanding: Harvard Comes to Pennell Elementary. A Teacher Research Report.

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

During the 2002-03 school year, one Philadelphia fifth grade class developed a core curriculum designed to teach every child the 21st century basic skills: the ability to think, learn, and create. This effort was a pilot for a rigorous Harvard University based program to develop proficiency for each child in a mixed ability classroom of 29…

Social Adjustment, Academic Adjustment, and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children

ERIC Educational Resources Information Center

Goodfellow, Stephanie; Nowicki, Stephen, Jr.

2009-01-01

The authors aimed to examine the possible association between (a) accurately reading emotion in facial expressions and (b) social and academic competence among elementary school-aged children. Participants were 840 7-year-old children who completed a test of the ability to read emotion in facial expressions. Teachers rated children's social and…

The Role of Cattell-Horn-Carroll (CHC) Cognitive Abilities in Predicting Writing Achievement during the School-Age Years

ERIC Educational Resources Information Center

Cormier, Damien C.; Bulut, Okan; McGrew, Kevin S.; Frison, Jessica

2016-01-01

Writing is a complex academic task--it involves numerous mental processes. Given the necessity for developing writing skills from elementary to secondary school, this study aimed to investigate the role of broad cognitive abilities derived from the Cattell-Horn-Carroll (CHC) theory of intelligence in predicting skills associated with writing…

Measuring the Effects of Reading Assistance Dogs on Reading Ability and Attitudes in Elementary Schoolchildren

ERIC Educational Resources Information Center

Lenihan, Dawn; McCobb, Emily; Diurba, Amanda; Linder, Deborah; Freeman, Lisa

2016-01-01

Reading assistance dogs can be incorporated into reading programs to increase a child's desire and ability to read. However, more data is needed to demonstrate the effectiveness of such programs. A 5-week reading assistance dog program was implemented to assess feasibility and effectiveness. Participants included 18 children entering the 2nd grade…

A Comparison of Parental Involvement in a High Performing Elementary School and a Low Performing Elementary School in Rural Georgia

ERIC Educational Resources Information Center

Collins, Angelica Rivers

2009-01-01

The purpose of this study was to determine if there was a significant difference in parental involvement in a high performing elementary school and a low performing elementary school based on Epstein's Six Types of Involvement. The extent of parental involvement was identified by using The School and Family Partnership Survey Questionnaire for…

The enhancement of students' mathematical problem solving ability through teaching with metacognitive scaffolding approach

NASA Astrophysics Data System (ADS)

Prabawanto, Sufyani

2017-05-01

This research aims to investigate the enhancement of students' mathematical problem solving through teaching with metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 studentswho acquire teaching mathematicsunder metacognitive scaffolding approach, while the control group consists of 58 studentswho acquire teaching mathematicsunder direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical problem solving test instruments. By usingmean difference test, two conclusions of the research:(1) there is a significant difference in the enhancement of mathematical problem solving between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and(2) thereis no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students' mathematical problem solving.

Wet and Wild.

ERIC Educational Resources Information Center

Barmone, Karen; Kemp, Jane

2002-01-01

Describes an advanced elementary art project that was inspired by a fountain. Explains that the students created water fountains for tabletop display using hand building clay and glazing techniques. States that students selected a design based upon their abilities. (CMK)

The Impact of Instruction in the WWWDOT Framework on Students' Disposition and Ability to Evaluate Web Sites as Sources of Information

ERIC Educational Resources Information Center

Zhang, Shenglan; Duke, Nell K.

2011-01-01

Much research has demonstrated that students are largely uncritical users of Web sites as sources of information. Research-tested frameworks are needed to increase elementary-age students' awareness of the need and ability to critically evaluate Web sites as sources of information. This study is a randomized field trial of such a framework called…

The Influence of Manifest Strabismus and Stereoscopic Vision on Non-Verbal Abilities of Visually Impaired Children

ERIC Educational Resources Information Center

Gligorovic, Milica; Vucinic, Vesna; Eskirovic, Branka; Jablan, Branka

2011-01-01

This research was conducted in order to examine the influence of manifest strabismus and stereoscopic vision on non-verbal abilities of visually impaired children aged between 7 and 15. The sample included 55 visually impaired children from the 1st to the 6th grade of elementary schools for visually impaired children in Belgrade. RANDOT stereotest…

How African-American Elementary Students in High-Poverty Schools Experience Creative Expression: A Case Study Approach

ERIC Educational Resources Information Center

Willis, Belinda F.

2016-01-01

Literature that addresses how the arts enhance student learning through creative expression is minimal. This is especially true for African-American elementary students from high-poverty backgrounds. The purpose of this study was to employ a case study design to explore how African-American elementary students in high-poverty schools experience…

Elementary and High School Teachers: Birds of a Feather?

ERIC Educational Resources Information Center

Marston, Susan H.; Brunetti, Gerald J.; Courtney, Victoria B.

2005-01-01

How similar to and different from each other are public elementary and high school teachers with respect to selected issues and values that define their practice? The present study attempted to shed light on this question by examining the motivations of three groups of teachers, two elementary and one high school, for remaining in teaching. The…

Challenges of asthma management for school nurses in districts with high asthma hospitalization rates.

PubMed

Liberatos, Penny; Leone, Jennifer; Craig, Ann Marie; Frei, Elizabeth Mary; Fuentes, Natalie; Harris, India Marie

2013-12-01

School nurses play a central role in assisting elementary school children in managing their asthma, especially those in higher-risk school districts that are at increased risk of uncontrolled asthma. Study purposes are to (1) identify barriers to asthma management by school nurses in higher-risk school districts; and (2) assess the extent to which National Asthma Education and Prevention Program (NAEPP) recommendations are followed in these districts. School districts containing at least one zipcode with high asthma hospitalization rates among children (0-14 years) in a New York State county were identified. Nurses in 44 elementary schools were surveyed about asthma management during 2008. Both quantitative and qualitative data were collected. Study nurses learned of children with asthma mainly through school records and when students presented with symptoms rather than through parents. The major obstacles to asthma management were communication with parents and parental support. Reluctance of some physicians to diagnose asthma in these children presented a barrier and contributed to the nurses' ability to gain parental cooperation. Adherence to the NAEPP school recommendations was inconsistent. Improvement in the communication among parents, school nurses, and providers is critical to the improvement of asthma management for children in high-risk school districts. © 2013, American School Health Association.

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…

Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

ERIC Educational Resources Information Center

Richard, Bertha Cookie

2013-01-01

The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

46 CFR 12.05-3 - General requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... assessment of a practical demonstration of skills and abilities, of having achieved or maintained within the...) Elementary first aid as set out in table A-VI/1-3 of the STCW Code. (4) Personal safety and social...

Spinning our wheels: improving our ability to respond to bullying and cyberbullying.

PubMed

Englander, Elizabeth K

2012-01-01

Bullying is physical and or psychological abuse perpetuated by one powerful child upon another, with the intention to harm or dominate. Bullying and aggression in schools has reached epidemic proportions. Abusive bullying behaviors begin in elementary school, peak during middle school, and begin to subside in high school. Bullying behaviors are associated with catastrophic violence. Cyberbullying has emerged as one result of the increasingly online social life in which modern teens and children engage. Mediation may be inappropriate. The only safety mechanism that children will ultimately retain is the one between their ears.

Preservice Elementary Education Majors' Knowledge of American History.

ERIC Educational Resources Information Center

Ford, Mary Jane; And Others

This research study was designed to assess preservice elementary education teachers' knowledge of U.S. history. The "High School Subject Tests: American History," developed by Scott, Foresman and Company for use with high school students, was administered to 139 elementary education majors enrolled in required undergraduate social studies methods…

Placing Inspection Time, Reaction Time, and Perceptual Speed in the Broader Context of Cognitive Ability: The VPR Model in the Lothian Birth Cohort 1936

ERIC Educational Resources Information Center

Johnson, Wendy; Deary, Ian J.

2011-01-01

The idea that information processing speed is related to cognitive ability has a long history. Much evidence has been amassed in its support, with respect to both individual differences in general intelligence and developmental trajectories. Two so-called elementary cognitive tasks, reaction time and inspection time, have been used to compile this…

Experimental and modeling studies of small molecule chemistry in expanding spherical flames

NASA Astrophysics Data System (ADS)

Santner, Jeffrey

Accurate models of flame chemistry are required in order to predict emissions and flame properties, such that clean, efficient engines can be designed more easily. There are three primary methods used to improve such combustion chemistry models - theoretical reaction rate calculations, elementary reaction rate experiments, and combustion system experiments. This work contributes to model improvement through the third method - measurements and analysis of the laminar burning velocity at constraining conditions. Modern combustion systems operate at high pressure with strong exhaust gas dilution in order to improve efficiency and reduce emissions. Additionally, flames under these conditions are sensitized to elementary reaction rates such that measurements constrain modeling efforts. Measurement conditions of the present work operate within this intersection between applications and fundamental science. Experiments utilize a new pressure-release, heated spherical combustion chamber with a variety of fuels (high hydrogen content fuels, formaldehyde (via 1,3,5-trioxane), and C2 fuels) at pressures from 0.5--25 atm, often with dilution by water vapor or carbon dioxide to flame temperatures below 2000 K. The constraining ability of these measurements depends on their uncertainty. Thus, the present work includes a novel analytical estimate of the effects of thermal radiative heat loss on burning velocity measurements in spherical flames. For 1,3,5-trioxane experiments, global measurements are sufficiently sensitive to elementary reaction rates that optimization techniques are employed to indirectly measure the reaction rates of HCO consumption. Besides the influence of flame chemistry on propagation, this work also explores the chemistry involved in production of nitric oxide, a harmful pollutant, within flames. We find significant differences among available chemistry models, both in mechanistic structure and quantitative reaction rates. There is a lack of well-defined measurements of nitric oxide formation at high temperatures, contributing to disagreement between chemical models. This work accomplishes several goals. It identifies disagreements in pollutant formation chemistry. It creates a novel database of burning velocity measurements at relevant, sensitive conditions. It presents a simple, conservative estimate of radiation-induced measurement uncertainty in spherical flames. Finally, it utilizes systems-level flame experiments to indirectly measure elementary reaction rates.

A network view on psychiatric disorders: network clusters of symptoms as elementary syndromes of psychopathology.

PubMed

Goekoop, Rutger; Goekoop, Jaap G

2014-01-01

The vast number of psychopathological syndromes that can be observed in clinical practice can be described in terms of a limited number of elementary syndromes that are differentially expressed. Previous attempts to identify elementary syndromes have shown limitations that have slowed progress in the taxonomy of psychiatric disorders. To examine the ability of network community detection (NCD) to identify elementary syndromes of psychopathology and move beyond the limitations of current classification methods in psychiatry. 192 patients with unselected mental disorders were tested on the Comprehensive Psychopathological Rating Scale (CPRS). Principal component analysis (PCA) was performed on the bootstrapped correlation matrix of symptom scores to extract the principal component structure (PCS). An undirected and weighted network graph was constructed from the same matrix. Network community structure (NCS) was optimized using a previously published technique. In the optimal network structure, network clusters showed a 89% match with principal components of psychopathology. Some 6 network clusters were found, including "Depression", "Mania", "Anxiety", "Psychosis", "Retardation", and "Behavioral Disorganization". Network metrics were used to quantify the continuities between the elementary syndromes. We present the first comprehensive network graph of psychopathology that is free from the biases of previous classifications: a 'Psychopathology Web'. Clusters within this network represent elementary syndromes that are connected via a limited number of bridge symptoms. Many problems of previous classifications can be overcome by using a network approach to psychopathology.

Effects of an additional basketball and volleyball program on motor abilities of fifth grade elementary school students.

PubMed

Selmanović, Aleksandar; Milanović, Dragan; Custonja, Zrinko

2013-06-01

The aim was to evaluate the transformational effects of an additional weekly PE session based on team sports (basketball and volleyball) on students' motor status. The research was conducted on a sample of 125 eleven-year-old boys divided into three groups (two experimental and one control) which were examined by 12 motor tests at the beginning and at the end of the 9-month period. The tests included evaluation of explosive power dynamic and static strength endurance, co-ordination, flexibility and hand frequency motion. Although all three treatments together, complemented by the natural growth and developmental factors, induced significant quantitative changes, the results showed the highest motor improvements in the basketball experimental group, followed by the volleyball experimental group. While explosive power mainly contributed toward significant difference between the control and experimental groups in the final measurement, univarate test results also showed distinctive improvements in dynamic strength, hand frequency motion and various factors of co-ordination within experimental groups. The general conclusion points to the fact that even one additional PE session per week of the given program is sufficient to produce significant changes in motor abilities of elementary school fifth graders. Therefore the authors' support the legal provisions of mandatory implementation of extra-curricular forms of physical activity in elementary schools.

The Influence of an Extensive Inquiry-Based Field Experience on Pre-Service Elementary Student Teachers' Science Teaching Beliefs

NASA Astrophysics Data System (ADS)

Bhattacharyya, Sumita; Volk, Trudi; Lumpe, Andrew

2009-06-01

This study examined the effects of an extensive inquiry-based field experience on pre service elementary teachers’ personal agency beliefs, a composite measure of context beliefs and capability beliefs related to teaching science. The research combined quantitative and qualitative approaches and included an experimental group that utilized the inquiry method and a control group that used traditional teaching methods. Pre- and post-test scores for the experimental and control groups were compared. The context beliefs of both groups showed no significant change as a result of the experience. However, the control group’s capability belief scores, lower than those of the experimental group to start with, declined significantly; the experimental group’s scores remained unchanged. Thus, the inquiry-based field experience led to an increase in personal agency beliefs. The qualitative data suggested a new hypothesis that there is a spiral relationship among teachers’ ability to establish communicative relationships with students, desire for personal growth and improvement, ability to implement multiple instructional strategies, and possession of substantive content knowledge. The study concludes that inquiry-based student teaching should be encouraged in the training of elementary school science teachers. However, the meaning and practice of the inquiry method should be clearly delineated to ensure its correct implementation in the classroom.

Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers

ERIC Educational Resources Information Center

Christensen, Rhonda; Knezek, Gerald

2017-01-01

In a study involving 1414 elementary, middle school, and high school teachers from a large school district in the southwestern USA, the authors examine the similarities and differences among teachers at the three levels of K-12 education common in US school systems: elementary, middle school and high school. Major findings are that elementary…

45 CFR 605.37 - Nonacademic services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION..., Elementary, and Secondary Education § 605.37 Nonacademic services. (a) General. (1) A recipient to which this... than are nonhandicapped students with similar interests and abilities. (c) Physical education and...

45 CFR 605.37 - Nonacademic services.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION..., Elementary, and Secondary Education § 605.37 Nonacademic services. (a) General. (1) A recipient to which this... than are nonhandicapped students with similar interests and abilities. (c) Physical education and...

45 CFR 605.37 - Nonacademic services.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION..., Elementary, and Secondary Education § 605.37 Nonacademic services. (a) General. (1) A recipient to which this... than are nonhandicapped students with similar interests and abilities. (c) Physical education and...

Elementary and middle school science improvement project

NASA Technical Reports Server (NTRS)

Mcguire, Saundra Yancy

1987-01-01

The Alabama A & M University Elementary and Middle School Science Improvement Project (Project SIP) was instituted in response to a need to improve the ability of North Alabama teachers to teach science effectively using the experimental or hands-on approach. The major component of the project was a two-week workshop. Follow-up visits were made to the classrooms of many of the participating teachers to obtain information on how the program was being implemented in the classroom. The administrative aspects of the program, the delivery of the services to participating teachers, and the project outcomes are addressed.

A Genome-Wide Association Study Identifies Genetic Variants Associated with Mathematics Ability

PubMed Central

Chen, Huan; Gu, Xiao-hong; Zhou, Yuxi; Ge, Zeng; Wang, Bin; Siok, Wai Ting; Wang, Guoqing; Huen, Michael; Jiang, Yuyang; Tan, Li-Hai; Sun, Yimin

2017-01-01

Mathematics ability is a complex cognitive trait with polygenic heritability. Genome-wide association study (GWAS) has been an effective approach to investigate genetic components underlying mathematic ability. Although previous studies reported several candidate genetic variants, none of them exceeded genome-wide significant threshold in general populations. Herein, we performed GWAS in Chinese elementary school students to identify potential genetic variants associated with mathematics ability. The discovery stage included 494 and 504 individuals from two independent cohorts respectively. The replication stage included another cohort of 599 individuals. In total, 28 of 81 candidate SNPs that met validation criteria were further replicated. Combined meta-analysis of three cohorts identified four SNPs (rs1012694, rs11743006, rs17778739 and rs17777541) of SPOCK1 gene showing association with mathematics ability (minimum p value 5.67 × 10−10, maximum β −2.43). The SPOCK1 gene is located on chromosome 5q31.2 and encodes a highly conserved glycoprotein testican-1 which was associated with tumor progression and prognosis as well as neurogenesis. This is the first study to report genome-wide significant association of individual SNPs with mathematics ability in general populations. Our preliminary results further supported the role of SPOCK1 during neurodevelopment. The genetic complexities underlying mathematics ability might contribute to explain the basis of human cognition and intelligence at genetic level. PMID:28155865

A Genome-Wide Association Study Identifies Genetic Variants Associated with Mathematics Ability.

PubMed

Chen, Huan; Gu, Xiao-Hong; Zhou, Yuxi; Ge, Zeng; Wang, Bin; Siok, Wai Ting; Wang, Guoqing; Huen, Michael; Jiang, Yuyang; Tan, Li-Hai; Sun, Yimin

2017-02-03

Mathematics ability is a complex cognitive trait with polygenic heritability. Genome-wide association study (GWAS) has been an effective approach to investigate genetic components underlying mathematic ability. Although previous studies reported several candidate genetic variants, none of them exceeded genome-wide significant threshold in general populations. Herein, we performed GWAS in Chinese elementary school students to identify potential genetic variants associated with mathematics ability. The discovery stage included 494 and 504 individuals from two independent cohorts respectively. The replication stage included another cohort of 599 individuals. In total, 28 of 81 candidate SNPs that met validation criteria were further replicated. Combined meta-analysis of three cohorts identified four SNPs (rs1012694, rs11743006, rs17778739 and rs17777541) of SPOCK1 gene showing association with mathematics ability (minimum p value 5.67 × 10 -10 , maximum β -2.43). The SPOCK1 gene is located on chromosome 5q31.2 and encodes a highly conserved glycoprotein testican-1 which was associated with tumor progression and prognosis as well as neurogenesis. This is the first study to report genome-wide significant association of individual SNPs with mathematics ability in general populations. Our preliminary results further supported the role of SPOCK1 during neurodevelopment. The genetic complexities underlying mathematics ability might contribute to explain the basis of human cognition and intelligence at genetic level.

Kindergarten/Elementary School Teachers and Web-based Oral Health-Related Resources: An Exploration.

PubMed

Inglehart, Marita Rohr; Zuzo, Gabrielle A; Wilson, Joshua J

The percentage of U.S. children with poor oral health continues to be high. Kindergarten/elementary school educators could play an important role in teaching students about oral health promotion. The objectives were to assess which oral health-related web-based resources teachers consider most helpful and how teachers' attitudes, knowledge, and behavioural intentions concerning oral health-related teaching change between before and after having access to a resource website. Web-based survey data were collected from 95 kindergarten/elementary school educators before and after they accessed a website with oral health-related information for teachers (web-link: http://media.dent.umich.edu/teachoralhealth/index.html). Most teachers accessed lesson plans about 'Teeth and smiling' (90%) and 'Taking care of your teeth' (88%) and the fewest accessed information about 'Nutrition and health' (42%) and 'Information for parents' (39%). On average, all materials were perceived as useful (5-point scale with 5 = 'very useful', range = 3.80 to 4.04). Responses to the question on how important dental health is for a child's ability to learn improved significantly from before to after the educational intervention (5-point scale with 5 = 'very important', 3.78 vs 4.44). Knowledge increased and behavioural intentions improved as well. The percentage of teachers who reported that they had included oral health-related material in the past was 47% and the percentage who intended to include it in the future was 65% (p < 0.001). Providing kindergarten/elementary school educators with web-based resource materials improves their attitudes, increases their knowledge and leads to positive behavioural intentions concerning educating their students about oral health.

The Road to Success . . . Driving toward Effective Citizenship.

ERIC Educational Resources Information Center

Winter, Deb; Rice, Chris

2000-01-01

Describes Lawton (Michigan) Elementary School's "Road to Success" program, which emerged from concern for students' knowledge of civics and ability to participate as effective citizens. Explains that an important aspect of the program is its focus on Core Democratic Values. (CMK)

When Is Ritalin the Answer?

ERIC Educational Resources Information Center

Laughlin, Carolyn; Hall, Susan B.

1995-01-01

Two elementary teachers discuss their experiences of having children with attention deficit disorder and learning disabilities in their second-grade classrooms, focusing on the process involved in deciding whether or not to medicate the children with Ritalin to enhance their ability to learn. (SM)

The "Fair Share" Dilemma: Property Wealth, Per Pupil Revenue and Resident Ability To Support Public Elementary and Secondary Education in West Virginia 1991-92. A Technical Report.

ERIC Educational Resources Information Center

Hughes, Mary F.

This report examines factors that contribute to the differences in local education funding, per pupil revenue, and local resident ability to support present and future educational services in West Virginia. Based on a variety of data generated during 1989-92, the study indicates: (1) the differences in support for local education are attributed to…

Does Theory of Mind in Pre-Kindergarten Predict the Ability to Think about a Reader's Mind in Elementary School Compositions? A Longitudinal Study

ERIC Educational Resources Information Center

Peskin, Joan; Comay, Julie; Chen, Xi; Prusky, Carly

2016-01-01

A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3-4 years old, n = 105), kindergarten (5 years old, n = 97),…

Perceptions of Elementary School Principals: Turning High Poverty Elementary Schools in South Carolina into High-Performing Elementary Schools

ERIC Educational Resources Information Center

Barber, Katie W.

2013-01-01

There is no question that economic deprivation has an adverse impact on student achievement. In the United States, the gaps in achievement among poor and advantaged students are substantial. Through multiple studies, the United States Department of Education (2006) indicated results that "clearly demonstrated that poverty adversely affected…

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

ERIC Educational Resources Information Center

Diaconu, Dana Viorica; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

2012-01-01

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one…

About the Way of the Information Literacy Education in the Subject other than the Information Specialty

NASA Astrophysics Data System (ADS)

Kawamura, Kazuki

Information Literacy is the word that combined Information and Literacy. It was the word that was used in the Temporary Educational Council at the beginning. Because of this, Information Literacy is used well in the meaning called Information Utilization Ability in the information education of an elementary school and junior high school and senior high school. On the other hand, it is positioning it with the first year Information Literacy Education in the university. In the General Information Processing Education Board of the Information Processing Society of Japan, we proposed the GEBOK (General Education Body of Knowledge) and the curriculum of GE. In this paper, we propose about the Information Literacy Education in the university, while introducing them.

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

Visual Search Load Effects on Age-Related Cognitive Decline: Evidence From the Yakumo Longitudinal Study.

PubMed

Hatta, Takeshi; Kato, Kimiko; Hotta, Chie; Higashikawa, Mari; Iwahara, Akihiko; Hatta, Taketoshi; Hatta, Junko; Fujiwara, Kazumi; Nagahara, Naoko; Ito, Emi; Hamajima, Nobuyuki

2017-01-01

The validity of Bucur and Madden's (2010) proposal that an age-related decline is particularly pronounced in executive function measures rather than in elementary perceptual speed measures was examined via the Yakumo Study longitudinal database. Their proposal suggests that cognitive load differentially affects cognitive abilities in older adults. To address their proposal, linear regression coefficients of 104 participants were calculated individually for the digit cancellation task 1 (D-CAT1), where participants search for a given single digit, and the D-CAT3, where they search for 3 digits simultaneously. Therefore, it can be conjectured that the D-CAT1 represents primarily elementary perceptual speed and low-visual search load task. whereas the D-CAT3 represents primarily executive function and high-visual search load task. Regression coefficients from age 65 to 75 for the D-CAT3 showed a significantly steeper decline than that for the D-CAT1, and a large number of participants showed this tendency. These results support the proposal by Brcur and Madden (2010) and suggest that the degree of cognitive load affects age-related cognitive decline.

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.

Divided attention of adolescents related to lifestyles and academic and family conditions.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2013-05-01

Development of the ability to divide attention is of crucial importance in the transitional period from elementary to junior high school. The relationship between divided attention and the prevalence of fatigue or low academic motivation is observed in junior high school students. In order to clarify the factors underlying decreased ability to divide attention, we examined the relationships between divided attention, as assessed by the kana pick-out test, lifestyle factors, and academic and family conditions in junior high school students. The study group consisted of 158 healthy 1st-, 2nd-, and 3rd-grade level junior high school students. Each participant performed the kana pick-out test and questionnaires dealing with lifestyle factors (nocturnal sleeping hours on school days, breakfast, exercise, watching television, and spending time with family members), and academic and family conditions (good friendships at school and praise from family members when participants showed good academic performance). On multiple regression analyses adjusted for grade and gender, scores on the kana pick-out test were positively associated with spending time with family members. In addition, the comprehension score of the kana pick-out test was positively associated with having breakfast every day and praise by family members. The score was negatively associated with watching television. The present findings suggest that the ability to divide attention is independently associated with good lifestyles and academic and family conditions in junior high school students. Copyright © 2012 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Comparison of Procedures for Detecting Test-Item Bias with Both Internal and External Ability Criteria.

ERIC Educational Resources Information Center

Shepard, Lorrie, And Others

1981-01-01

Sixteen approaches for detecting item bias were compared on samples of Black, White, and Chicano elementary school pupils using the Lorge-Thorndike and Raven's Coloured Progressive Matrices tests. Recommendations for practical use are made. (JKS)

Perceptual-Motor Behavior and Educational Processes.

ERIC Educational Resources Information Center

Cratty, Bryant J.

Addressed to elementary school and special class teachers, the text presents research-based information on perceptual-motor behavior and education, including movement and the human personality, research guidelines, and movement activities in general education. Special education is considered and perceptual motor abilities are discussed with…

An analysis of K--5 teachers' beliefs regarding the uses of direct instruction, the discovery method, and the inquiry method in elementary science education

NASA Astrophysics Data System (ADS)

Kowalczyk, Donna Lee

The purpose of this study was to examine K--5 elementary teachers' reported beliefs about the use, function, and importance of Direct Instruction, the Discovery Method, and the Inquiry Method in the instruction of science in their classrooms. Eighty-two teachers completed questionnaires about their beliefs, opinions, uses, and ideas about each of the three instructional methods. Data were collected and analyzed using the Statistical Package of the Social Sciences (SPSS). Descriptive statistics and Chi-Square analyses indicated that the majority of teachers reported using all three methods to varying degrees in their classrooms. Guided Discovery was reported by the teachers as being the most frequently used method to teach science, while Pure Discovery was reportedly used the least frequently. The majority of teachers expressed the belief that a blend of all three instructional methods is the most effective strategy for teaching science at the elementary level. The teachers also reported a moderate level of confidence in teaching science. Students' ability levels, learning styles, and time/class schedule were identified as factors that most influence teachers' instructional choice. Student participation in hands-on activities, creative thinking ability, and developing an understanding of scientific concepts were reported as the learning behaviors most associated with student success in science. Data obtained from this study provide information about the nature and uses of Direct Instruction, the Discovery Method, and the Inquiry Method and teachers' perceptions and beliefs about each method's use in science education. Learning more about the science teaching and learning environment may help teachers, administrators, curriculum developers, and researchers gain greater insights about student learning, instructional effectiveness, and science curriculum development at the elementary level.

Perceptions about the Influence of Instructional Leadership Practices of Elementary Principals on Teachers' ELA Pedagogical Changes in High-Poverty NYC Elementary Schools

ERIC Educational Resources Information Center

Green, Linda D.

2017-01-01

This quantitative study examined the relationships between instructional leadership practices of elementary school principals in high-poverty schools and changes in teachers' ELA instructional practices. This research sought to identify principals' perceptions about their use of instructional leadership practices and the teaching practices used in…

The Extrapolation of Elementary Sequences

NASA Technical Reports Server (NTRS)

Laird, Philip; Saul, Ronald

1992-01-01

We study sequence extrapolation as a stream-learning problem. Input examples are a stream of data elements of the same type (integers, strings, etc.), and the problem is to construct a hypothesis that both explains the observed sequence of examples and extrapolates the rest of the stream. A primary objective -- and one that distinguishes this work from previous extrapolation algorithms -- is that the same algorithm be able to extrapolate sequences over a variety of different types, including integers, strings, and trees. We define a generous family of constructive data types, and define as our learning bias a stream language called elementary stream descriptions. We then give an algorithm that extrapolates elementary descriptions over constructive datatypes and prove that it learns correctly. For freely-generated types, we prove a polynomial time bound on descriptions of bounded complexity. An especially interesting feature of this work is the ability to provide quantitative measures of confidence in competing hypotheses, using a Bayesian model of prediction.

Psychosocial factors associated with young elementary school children's intentions to consume legumes: a test of the theory of reasoned action.

PubMed

Folta, Sara C; Bell, Rick; Economos, Christina; Landers, Stewart; Goldberg, Jeanne P

2006-01-01

The purpose of this study was to test the utility of the Theory of Reasoned Action (TRA) in explaining young elementary school children's intention to consume legumes. A survey was conducted with children in an urban, multicultural community in Massachusetts. A total of 336 children participated. Logistic regression analysis was used to assess the strength of the relationship between attitude and subjective norm and intention. Although attitude was significantly associated with intention, the pseudo-R2 for the regression model that included only the TRA constructs was extremely low (.01). Adding demographic factors and preference improved the model's predictive ability, but attitude was no longer significant. The results of this study do not provide support for the predictive utility of the TRA with young elementary school children for this behavior, when demographic factors are accounted for. Hedonic factors, rather than reasoned judgments, may help drive children's intentions.

Cognitive and attitudinal predictors related to graphing achievement among pre-service elementary teachers

NASA Astrophysics Data System (ADS)

Szyjka, Sebastian P.

The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers' performance on line graphing. Predictors included Illinois teacher education basic skills sub-component scores in reading comprehension and mathematics, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. This study also determined the strength of the relationship between each prospective predictor variable and the line graphing performance variable, as well as the extent to which measures of attitude towards science, mathematics and graphing mediated relationships between scores on mathematics, reading, logical thinking and line graphing. Ninety-four pre-service elementary education teachers enrolled in two different elementary science methods courses during the spring 2009 semester at Southern Illinois University Carbondale participated in this study. Each subject completed five different instruments designed to assess science, mathematics and graphing attitudes as well as logical thinking and graphing ability. Sixty subjects provided copies of primary basic skills score reports that listed subset scores for both reading comprehension and mathematics. The remaining scores were supplied by a faculty member who had access to a database from which the scores were drawn. Seven subjects, whose scores could not be found, were eliminated from final data analysis. Confirmatory factor analysis (CFA) was conducted in order to establish validity and reliability of the Questionnaire of Attitude Toward Line Graphs in Science (QALGS) instrument. CFA tested the statistical hypothesis that the five main factor structures within the Questionnaire of Attitude Toward Statistical Graphs (QASG) would be maintained in the revised QALGS. Stepwise Regression Analysis with backward elimination was conducted in order to generate a parsimonious and precise predictive model. This procedure allowed the researcher to explore the relationships among the affective and cognitive variables that were included in the regression analysis. The results for CFA indicated that the revised QALGS measure was sound in its psychometric properties when tested against the QASG. Reliability statistics indicated that the overall reliability for the 32 items in the QALGS was .90. The learning preferences construct had the lowest reliability (.67), while enjoyment (.89), confidence (.86) and usefulness (.77) constructs had moderate to high reliabilities. The first four measurement models fit the data well as indicated by the appropriate descriptive and statistical indices. However, the fifth measurement model did not fit the data well statistically, and only fit well with two descriptive indices. The results addressing the research question indicated that mathematical and logical thinking ability were significant predictors of line graph performance among the remaining group of variables. These predictors accounted for 41% of the total variability on the line graph performance variable. Partial correlation coefficients indicated that mathematics ability accounted for 20.5% of the variance on the line graphing performance variable when removing the effect of logical thinking. The logical thinking variable accounted for 4.7% of the variance on the line graphing performance variable when removing the effect of mathematics ability.

A Network View on Psychiatric Disorders: Network Clusters of Symptoms as Elementary Syndromes of Psychopathology

PubMed Central

Goekoop, Rutger; Goekoop, Jaap G.

2014-01-01

Introduction The vast number of psychopathological syndromes that can be observed in clinical practice can be described in terms of a limited number of elementary syndromes that are differentially expressed. Previous attempts to identify elementary syndromes have shown limitations that have slowed progress in the taxonomy of psychiatric disorders. Aim To examine the ability of network community detection (NCD) to identify elementary syndromes of psychopathology and move beyond the limitations of current classification methods in psychiatry. Methods 192 patients with unselected mental disorders were tested on the Comprehensive Psychopathological Rating Scale (CPRS). Principal component analysis (PCA) was performed on the bootstrapped correlation matrix of symptom scores to extract the principal component structure (PCS). An undirected and weighted network graph was constructed from the same matrix. Network community structure (NCS) was optimized using a previously published technique. Results In the optimal network structure, network clusters showed a 89% match with principal components of psychopathology. Some 6 network clusters were found, including "DEPRESSION", "MANIA", “ANXIETY”, "PSYCHOSIS", "RETARDATION", and "BEHAVIORAL DISORGANIZATION". Network metrics were used to quantify the continuities between the elementary syndromes. Conclusion We present the first comprehensive network graph of psychopathology that is free from the biases of previous classifications: a ‘Psychopathology Web’. Clusters within this network represent elementary syndromes that are connected via a limited number of bridge symptoms. Many problems of previous classifications can be overcome by using a network approach to psychopathology. PMID:25427156

Narrative and orthographic writing abilities in Elementary School students: characteristics and correlations.

PubMed

Bigarelli, Juliana Faleiros Paolucci; Ávila, Clara Regina Brandão de

2011-09-01

To characterize, according to the school grade and the type of school (private or public), the performance on orthographic and narrative text production in the writing of Elementary School students with good academic performance, and to investigate the relationships between these variables. Participants were 160 children with ages between 8 and 12 years, enrolled in 4th to 7th grades Elementary School. Their written production was assessed using words and pseudowords dictation, and autonomous writing of a narrative text. Public school students had a higher number of errors in the words and pseudowords dictation, improving with education level. The occurrence of complete and incomplete utterances was similar in both public and private schools. However, 4th graders presented more incomplete statements than the other students. A higher number of overall microstructure and macrostructure productions occurred among private school students. The essential macrostructures were most frequently found in the later school grades. The higher the total number of words in the autonomous written production, the higher the occurrence of linguistic variables and the better the narrative competence. There was a weak negative correlation between the number of wrong words and the total of events in text production. Positive and negative correlations (from weak to good) were observed between different orthographic, linguistic and narrative production variables in both private and public schools. Private school students present better orthographic and narrative performance than public school students. Schooling progression influences the performance in tasks of words' writing and text production, and the orthographic abilities influence the quality of textual production. Different writing abilities, such as orthographic performance and use of linguistic elements and narrative structures, are mutually influenced in writing production.

30 years of Physics Education Research at the University of Washington

NASA Astrophysics Data System (ADS)

Shaffer, Peter S.

2017-01-01

Over the past 30 years, members of the UW Physics Education Group have examined student learning in courses serving a wide range of populations. Most of the focus has been on elementary, middle, and high school teachers and students in introductory university physics courses, but more recently, the effort has expanded to include physics majors in upper-division courses on quantum mechanics and electrodynamics. In general, the group has taken a practical approach that focuses on identifying instructional strategies that are effective at promoting conceptual understanding and student reasoning ability. Examples will be drawn from across these courses to illustrate common themes and connections.

Age-Dependent Effects of Catechol-O-Methyltransferase (COMT) Gene Val158Met Polymorphism on Language Function in Developing Children.

PubMed

Sugiura, Lisa; Toyota, Tomoko; Matsuba-Kurita, Hiroko; Iwayama, Yoshimi; Mazuka, Reiko; Yoshikawa, Takeo; Hagiwara, Hiroko

2017-01-01

The genetic basis controlling language development remains elusive. Previous studies of the catechol-O-methyltransferase (COMT) Val158Met genotype and cognition have focused on prefrontally guided executive functions involving dopamine. However, COMT may further influence posterior cortical regions implicated in language perception. We investigated whether COMT influences language ability and cortical language processing involving the posterior language regions in 246 children aged 6-10 years. We assessed language ability using a language test and cortical responses recorded during language processing using a word repetition task and functional near-infrared spectroscopy. The COMT genotype had significant effects on language performance and processing. Importantly, Met carriers outperformed Val homozygotes in language ability during the early elementary school years (6-8 years), whereas Val homozygotes exhibited significant language development during the later elementary school years. Both genotype groups exhibited equal language performance at approximately 10 years of age. Val homozygotes exhibited significantly less cortical activation compared with Met carriers during word processing, particularly at older ages. These findings regarding dopamine transmission efficacy may be explained by a hypothetical inverted U-shaped curve. Our findings indicate that the effects of the COMT genotype on language ability and cortical language processing may change in a narrow age window of 6-10 years. © The Author 2016. Published by Oxford University Press.

Using the Virtual Gym for Practice and Drills

ERIC Educational Resources Information Center

Fiorentino, Leah Holland; Gibbone, Anne

2005-01-01

Enthusiastic elementary physical educators continually investigate effective ways to encourage students to engage in more physical activity. The most effective teachers look for interesting strategies and innovations that engage learners of all ability levels. A new innovation, the "Virtual Gym," addresses physical educators' concerns about…

A Simple View of Writing in Chinese

ERIC Educational Resources Information Center

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa

2017-01-01

This study examined the Chinese written composition development of elementary-grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and…

A Special Report on Middle Schools.

ERIC Educational Resources Information Center

Hollifield, John H.

1988-01-01

The first Center for Research on Elementary and Middle Schools (CREM) report describes the structures and practices currently used at all school levels for staffing, grouping, and scheduling. The report assesses the effects of departmentalization, tracking, ability grouping, and grade spans on student learning and development. (MLH)

The Journal of the Society for Accelerative Learning and Teaching. Volume 14, 1989.

ERIC Educational Resources Information Center

Journal of the Society for Accelerative Learning and Teaching, 1989

1989-01-01

These four 1989 issues of the journal of the Society for Accelerated Learning and Teaching (SALT) include the following articles: "Retraining Cognitive Abilities: Combining Suggestopedia with Cognitive Behavior Modification"; "Students Discover the Joy of Learning Through Suggestopedia"; "Elementary School Achievement…

Factors Affecting Elementary School Students' Participation in Sports.

ERIC Educational Resources Information Center

Chambers, Sam T.

1991-01-01

Reviews research on motivation to participate in youth sports. An athlete with self-perceived ability is motivated to participate. Feedback from coaches can encourage such perceptions. Athletic participation may positively influence moral development if the experience is interpersonal. Athletic participation combined with school service can…

Second-Graders Beautify for Butterflies

ERIC Educational Resources Information Center

Anderson, Andrea E.; Meier, Jessica A.

2016-01-01

This practical article presents activities that support previous research suggesting the integration of art with science is beneficial to the learning and cooperative processes of children. The project showcased here highlights the ability of elementary school children to collaborate with their peers for problem solving and critical thinking…

America's Favorite Pastime: Learning.

ERIC Educational Resources Information Center

Taylor, Gene

1989-01-01

Examines the role of "relief" teacher at a Navajo Reservation elementary boarding school: developer of academic projects based on student interests and abilities. Describes a whale project that involved building a life-size model, information searches, letter and report writing, and a student-organized demonstration of exhibits. (SV)

Teaching Children to Relax.

ERIC Educational Resources Information Center

Proeger, Charlene; Myrick, Robert D.

1980-01-01

Many elementary school students perform below their ability levels due to excessive anxiety and stress. Research reveals negative correlations between general anxiety and test anxiety, and scores on intelligence tests. Studies have shown that changes in anxiety level are related to changes in intelligence quotient scores. Further, anxiety affects…

At-risk elementary school children with one year of classroom music instruction are better at keeping a beat.

PubMed

Slater, Jessica; Tierney, Adam; Kraus, Nina

2013-01-01

Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most.

The enhancement of students' mathematical self-efficacy through teaching with metacognitive scaffolding approach

NASA Astrophysics Data System (ADS)

Prabawanto, S.

2018-05-01

This research aims to investigate the enhancement of students’ mathematical self- efficacy through teaching with metacognitive scaffolding approach. This research used a quasi- experimental design with pre-post respon control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 students who acquire teaching mathematics under metacognitive approach, while the control group consists of 58 students who acquire teaching mathematics under direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical self-efficacy instruments. By using mean difference test, two conclusions of the research: (1) there is a significant difference in the enhancement of mathematical self-efficacy between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and (2) there is no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students’ mathematical self-efficacy.

A psychotherapeutic approach with elementary school teachers.

PubMed

Multari, G

1975-01-01

The tradional "lectures delivering" approach to classroom teachers used by mental health practitioners is investigated in the present study. An attempt is made to demonstrate the validity of preventative work in helping elementary school teachers as important agents in the promotion of more positive mental hygiene in the classroom and by adding to the lectures the variable of group therapy--"ego-sparing" techniques type. The latter approach seems to promote a teacher's own sense of security in dealing the pupils, an easier acceptance of differences in others, and, finally, it tends to stimulate the development of a teacher's own ability to deal sensibly, more conscientiously, and more realistically with daily problems.

Comparison of Two Kinds of Endurance Training Programs on the Effects of the Ability to Recover in Amateur Soccer Players

PubMed Central

Rogan, Slavko

2015-01-01

Background: High intensity intermittent aerobic exercise is an elementary endurance training exercise to build soccer endurance. Many studies exist with professional soccer players. But limited research has been conducted with amateur soccer players. Objectives: The aim of this study was to compare and assess the effects of the shuttle-run method and the Hoff-track method on the ability to recover in amateur soccer players within three weeks. Patients and Methods: Two amateur soccer teams were randomly assigned to shuttle-run group (n = 24; SRG) (SRG: shuttle-run group) or Hoff-track group (n = 18; HTG) (HTG: hoff-track group). They performed 2 times/week over three weeks their program. SRG performed a 20 m high speed shuttle-run until exhaustion and HTG covered at their highest speed level an obstacle track. Before and after training the yo-yo intermittent recovery test level 2 (YYIRTL2) was conducted. Results: Significant differences were observed within (P < 0.05) and between the groups (P = 0.06; ES = 0.50) in distance covering during YYIRTL2. Conclusions: Both training methods seem to improve the ability to recover in amateur soccer players within a short time period during the competition season. PMID:26448831

Personality Types of Illinois Elementary Principals in High-Poverty, High-Performing Schools

ERIC Educational Resources Information Center

Hollowell, Daniel R.

2016-01-01

The socio-economic achievement gap is prevalent in schools across the country. There are many high-poverty, high-performing schools that have been successful in closing this achievement gap. This study investigated 30 Illinois elementary school principals from high-poverty, high-achieving schools. Principals were given the Myers-Briggs Type…

Going to Bed with Captain Marvel and a Flashlight Is Not a Home Reading Program

ERIC Educational Resources Information Center

Greenfeld, Stuart

1971-01-01

Described is a home reading program for educationally disadvantaged elementary school children who need motivation to read at home. Principles of behavior change and parent role are the major motivation factors used in developing the children's reading ability. (CB)

Should Science Be Used to Teach Mathematical Skills?

ERIC Educational Resources Information Center

Kren, Sandra R.; Huntsberger, John P.

1977-01-01

Studies elementary school childrens' abilities in (1) measuring and constructing angles, and (2) interpreting and constructing linear graphs as a result of instructional formats. Partitioned into instructional treatments of (1) science, (2) science-mathematics, (3) mathematics, and (4) control were 161 fourth- and fifth-grade children. Mathematics…

Classroom Idea-Sparkers

ERIC Educational Resources Information Center

Kieff, Judith

2007-01-01

This article presents four Idea-Sparkers that were submitted by Jason McKinney, a graduate student at Southern Mississippi University and a 1st-grade teacher at Pisgah Elementary in Hattiesburg, Mississippi. First is entitled, "Raceway in the Classroom." This activity can help increase children's fluency and ability to identify numerous…

Lexical and Indexical Conversational Components That Mediate Professional Noticing during Lesson Study

ERIC Educational Resources Information Center

Weiland Carter, Ingrid S.; Amador, Julie M.

2015-01-01

Previous research indicates that lesson study can support preservice teachers' abilities to professionally notice. This qualitative case study examined specific lexical and indexical conversational components of lesson study analysis meetings that afford or constrain elementary preservice teachers' incidences of professionally noticing students'…

Selective Mutism in Elementary Students

ERIC Educational Resources Information Center

Hahn, Jennifer Joy

2008-01-01

Selective mutism is defined as "the consistent failure to speak in specific social situations despite the ability to speak in other settings" (American Psychiatric Association, 1994 as cited in Zelenko & Shaw, 2000). For many years, selective mutism was considered to be a very rare disorder amongst individuals, and little attention…

Blueprints for a Collaborative Classroom.

ERIC Educational Resources Information Center

1997

This book provides guidelines and suggested activities for collaborative learning for elementary grade students with a variety of abilities and disabilities. It is based on experiences at the Developmental Studies Center (Oakland, California). Activities are presented as blueprint formats that provide a comprehensive set of structures which can be…

Euclidean, Spherical, and Hyperbolic Shadows

ERIC Educational Resources Information Center

Hoban, Ryan

2013-01-01

Many classical problems in elementary calculus use Euclidean geometry. This article takes such a problem and solves it in hyperbolic and in spherical geometry instead. The solution requires only the ability to compute distances and intersections of points in these geometries. The dramatically different results we obtain illustrate the effect…

Composition Studies/English Education Connections

ERIC Educational Resources Information Center

Baker, W. Douglas; Brockman, Elizabeth; Bush, Jonathan; Richmond, Kia Jane

2007-01-01

This roundtable explores several different composition-related questions and topics. It raises two questions: (1) What theory from composition studies do you believe is important to include in classes for future elementary and/or secondary writing teachers? (2) What are the knowledge, background, traits, and abilities of a successful writing…

Five Star Teacher: In-Service on the Move

ERIC Educational Resources Information Center

Morris, Ronald V.

2017-01-01

Teachers learned knowledge, skills, values, and dispositions through spending significant amounts of time working with heritage sites as they learned more about social studies. Elementary social studies teachers engaged in teacher in-service to increase their abilities to meet geography standards. Teacher professional development that caused…

Resistance Training for Elementary School Age Children

ERIC Educational Resources Information Center

Langford, George A.; McCurdy, Kevin W.

2005-01-01

It is essential for physical education teachers to utilize a foundation of physiological principles to design and monitor appropriate, safe, and effective exercise for their students. Adult training programs are not appropriate for children. Teachers should consider individual levels of maturation, motor skill ability, and affective needs when…

A Gifted Shakesperience.

ERIC Educational Resources Information Center

Nelson, Pauline; Daubert, Todd

2002-01-01

This articles describes a Shakespeare Club for elementary school students of all ages and abilities that has created a "Shakespeare Corner" in a school media center and performed a Shakespeare play for the school and community. The benefits of the club for typical students and for gifted students are discussed. (CR)

Developmental Trends in the Dance Performance of Children Age Six to Nine

ERIC Educational Resources Information Center

Little, Stephanie Lane

2011-01-01

Quality elementary physical education programs recognize the changing development and movement abilities of children (NASPE, 2007). Educational dance within these programs provides opportunities to engage in developmentally appropriate rhythmic activities. Research to date provides modest information for physical educators regarding what rhythmic…

Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

2017-01-01

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

A Program of Behavioral Objectives for the Students.

ERIC Educational Resources Information Center

McDowell, Thomas, Comp.; Sharbaugh, Marilyn, Comp.

Provided is a program of behavioral objectives for use with speech handicapped preschool and elementary level children in the areas of articulation disorders, language disorders, stuttering, tongue thrust, and voice. Communication disorders are defined as substandard behaviors which interfere with the student's ability to perform acceptably for…

The Development of Inferences About Affect.

ERIC Educational Resources Information Center

Lindauer, Barbara K.

This paper describes two studies which investigated the development in elementary school children of the ability to derive inferences about the subjective states (physiological and psychological) of others. A cued recall procedure was utilized to assess the relative effectiveness of implicitly or explicitly stated emotional states as cues for…

The Power of Choice

ERIC Educational Resources Information Center

Bray, Wendy S.

2009-01-01

Achieving equity in elementary school mathematics instruction involves meeting a diverse range of student learning needs that are inevitably present in mixed-ability classrooms. An instructional strategy that the author has found useful in working toward equity in mathematics class is to introduce opportunities for students to learn to make good…

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…

Mediodorsal thalamus hypofunction impairs flexible goal-directed behavior.

PubMed

Parnaudeau, Sébastien; Taylor, Kathleen; Bolkan, Scott S; Ward, Ryan D; Balsam, Peter D; Kellendonk, Christoph

2015-03-01

Cognitive inflexibility is a core symptom of several mental disorders including schizophrenia. Brain imaging studies in schizophrenia patients performing cognitive tasks have reported decreased activation of the mediodorsal thalamus (MD). Using a pharmacogenetic approach to model MD hypofunction, we recently showed that decreasing MD activity impairs reversal learning in mice. While this demonstrates causality between MD hypofunction and cognitive inflexibility, questions remain about the elementary cognitive processes that account for the deficit. Using the Designer Receptors Exclusively Activated by Designer Drugs system, we reversibly decreased MD activity during behavioral tasks assessing elementary cognitive processes inherent to flexible goal-directed behaviors, including extinction, contingency degradation, outcome devaluation, and Pavlovian-to-instrumental transfer (n = 134 mice). While MD hypofunction impaired reversal learning, it did not affect the ability to learn about nonrewarded cues or the ability to modulate action selection based on the outcome value. In contrast, decreasing MD activity delayed the ability to adapt to changes in the contingency between actions and their outcomes. In addition, while Pavlovian learning was not affected by MD hypofunction, decreasing MD activity during Pavlovian learning impaired the ability of conditioned stimuli to modulate instrumental behavior. Mediodorsal thalamus hypofunction causes cognitive inflexibility reflected by an impaired ability to adapt actions when their consequences change. Furthermore, it alters the encoding of environmental stimuli so that they cannot be properly utilized to guide behavior. Modulating MD activity could be a potential therapeutic strategy for promoting adaptive behavior in human subjects with cognitive inflexibility. Copyright © 2015 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Factors contributing to attitude exchange amongst preservice elementary teachers

NASA Astrophysics Data System (ADS)

Palmer, David H.

2002-01-01

Previous research has shown that elementary education majors often dislike science and lack confidence in their ability to teach it. This is an important problem because students who hold these attitudes are likely to avoid teaching science, or teach it poorly, when they become teachers. It is therefore necessary to identify preservice elementary teachers who hold negative attitudes towards science, and attempt to convert these attitudes to positive before they become teachers. This study was designed to identify students whose attitudes had changed from negative to positive (i.e., attitude exchange had occurred) after participating in a one-semester elementary science education course, and to identify the course factors that were responsible. Four participants were individually interviewed. The transcripts indicated that attitude exchange had occurred for each of the four students. Each student described several features of the course that had a positive influence. These were of three main types: personal attributes of the tutor, specific teaching strategies, and external validation. It was proposed that many of the individual factors were effective because they represented either performance accomplishments or vicarious experience as defined by Bandura (Psychological Review, 84, 1977, 191-215).

Discover science: Hands-on science workshops for elementary teachers and summer science camps for elementary students

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

Gotlib, L.; Bibby, E.; Cullen, B.

1994-12-31

Teams of local mentor teachers (assisted by college students in the NC Teaching Fellows Program) run week-long workshops for elementary teachers (at four sites in 1993, six in 1994). Major funding for the camps is provided through The Glaxo Foundation, supplemented with local funds. The workshops focus on hands-on science (using inexpensive materials) and provide familiarity and experience with the new NC science curriculum and assessment program. The use of local resources is stressed (including visiting scientists and readily available store-bought materials). Each camp has its own theme and provides teachers with a variety of resources to be used withmore » students of all abilities. The mentor teachers then run week-long, all expense paid, non-residential science camps for elementary students (open to all students, but with females and minorities as target groups). Students take part in long-and short-term projects, working individually and in groups. Pre and post participation surveys of all participants were conducted and analyzed, with favorable results for both the student and teacher weeks. Additional activities include parent nights, and follow-up workshops. Eighty-nine teachers and 208 students participated in 1993.« less

South Korean Elementary School Teachers' Perceptions of Professional Curricular Autonomy

ERIC Educational Resources Information Center

Min, Mina

2017-01-01

With increasingly diverse formal education settings around the globe, teachers' ability to differentiate curriculum is essential to meet the needs of students with varied cultural, socioeconomic, racial, and linguistic backgrounds. Teachers' curricular autonomy is a prerequisite to diversify curriculum. Guided by sociocultural approaches to agency…

Authoritative Parenting Promotes Adolescent School Achievement and Attendance.

ERIC Educational Resources Information Center

Steinberg, Laurence; Elmen, Julie D.

As adolescents progress from elementary to secondary school, their academic success increasingly depends on their ability to manage their own time and behavior. Because the family plays such an important role in the development of responsible autonomy, this study examined authoritative parenting and the hypothesis that authoritative parents…

Brief Report: Examining Executive and Social Functioning in Elementary-Aged Children with Autism

ERIC Educational Resources Information Center

Freeman, Laura MacMullen; Locke, Jill; Rotheram-Fuller, Erin; Mandell, David

2017-01-01

There is a paucity of literature examining the relationship between executive and social functioning in children with autism spectrum disorder (ASD). Twenty-three school-aged children with ASD participated. Executive functioning was measured using the Developmental Neuropsychological Assessment, Second Edition and Differential Ability Scales,…

Developing Academic Self-Efficacy: Strategies to Support Gifted Elementary School Students

ERIC Educational Resources Information Center

Merriman, Lauren

2012-01-01

Self-efficacy is the belief in one's capacity to perform and accomplish goals. Specifically, academic self-efficacy refers to a student's perception of their ability to engage and successfully complete academic tasks. Self-efficacy affects students' behavioral choices, motivation, thought patterns and responses, perception of control, and…

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…

ENGLEWOOD PUBLIC SCHOOLS ELEMENTARY READING GUIDE.

ERIC Educational Resources Information Center

TROUT, JOHN; AND OTHERS

THE READING GUIDE OF THE ENGLEWOOD PUBLIC SCHOOLS, NEW JERSEY, EMPHASIZES INDIVIDUALIZED INSTRUCTION. TEACHERS ARE URGED TO BE LESS CONCERNED WITH TEXTBOOK MATERIAL AND MORE CONCERNED WITH PUPIL ABILITY. THE FOLLOWING THREE PREMISES GUIDE THE READING PROGRAM--(1) GRADE PLACEMENTS ARE NO LONGER AN ADEQUATE BASIS FOR STRUCTURING THE READING PROGRAM.…

Plans, Programs, Strategies for the Future in the Education of Black Elementary and Secondary School Children

ERIC Educational Resources Information Center

Robinson, Andrew A.

1976-01-01

Describes four distinct periods in the history of black education in this country prefacing his description by the assertion that America's genius is its ability to weld together a nation of different peoples into a workable, if not efficient, social order. (Author/AM)

Literacy Inquiry and Pedagogy through a Photographic Lens

ERIC Educational Resources Information Center

Cappello, Marva; Hollingsworth, Sandra

2008-01-01

This paper explores the potential of photography for teaching, learning, and studying literacy in elementary school classrooms. We examine the ways shifting between communication systems (photography, oral language and writing) impacts students' ability to problem solve and create rich texts. Specifically, we explore the roles photography plays in…

Developmental Differences in Motor Task Integration: A Test of Pascual-Leone's Theory of Constructive Operators.

ERIC Educational Resources Information Center

Todor, John I.

1979-01-01

Assesses the ability of Pascual-Leone's Theory of Constructive Operators to predict the minimum age or maturational level at which integration of a motor task could be achieved. Subjects were 114 elementary school children ranging in age from 5 to 12. (Author/MP)

Vocabulary Development in Bilingual and Language Minority Children.

ERIC Educational Resources Information Center

Minami, Masahiko

This study explores the relationship between English and Japanese in bilingual children. The Bilingual Verbal Ability Tests (BVATs) were administered to 40 children of Japanese heritage and their mothers residing in the San Francisco Bay Area. All the subjects were either enrolled in bilingual programs in public elementary schools or attending…

The TABA Social Studies Curriculum. Product Development Report 19.

ERIC Educational Resources Information Center

Sanderson, Barbara A.; Crawford, Jack J.

This program description is one of twenty-one reports dealing with the developmental history of recent educational products. Objectives of the Taba project are to help elementary grade students develop thinking skills, key concept understandings, desired attitudes and values, and cognitive abilities in a sequential manner through process…

Inference Instruction for Struggling Readers: A Synthesis of Intervention Research

ERIC Educational Resources Information Center

Hall, Colby S.

2016-01-01

Skill in generating inferences predicts reading comprehension for students in the elementary and intermediate grades even after taking into account word reading, vocabulary knowledge, and cognitive ability (Cain et al., "Journal of Educational Psychology, 96," 671-81, 2004; Kendeou et al., "Journal of Research in Reading," 31,…

Environmental Science Misconceptions--Resolution of an Anomaly.

ERIC Educational Resources Information Center

Groves, Fred H.; Pugh, Ava F.

This document reports on research on the ability of a short-term intervention to substantially increase elementary pre-service teacher knowledge of major environmental science issues. The study was conducted each semester over seven years. Student understanding of such issues as global warming, ozone depletion, and local groundwater problems was…

Gender Difference as a Factor in Teachers' Perceptions of Students.

ERIC Educational Resources Information Center

Prawat, Richard S.; Jarvis, Robert

1980-01-01

Teacher perceptions of students as influenced by differences in student gender are examined. Elementary school teachers' perceptions of students were assessed by their rating children in their classes on various dimensions. Results showed student ability/achievement are more potent in teacher perceptions than gender. (Author/GK)

Oral Language Expectations for African American Children in Grades 1 through 5

ERIC Educational Resources Information Center

Craig, Holly K.; Washington, Julie A.; Thompson, Connie A.

2005-01-01

Reference profiles for characterizing the language abilities of elementary-grade African American students are important for assessment and instructional planning. H. K. Craig and J. A. Washington (2002) reported performance for 100 typically developing preschoolers and kindergartners on 5 traditional language measures: mean length of…

Think3d!: Training Spatial Thinking Fundamental to STEM Education

ERIC Educational Resources Information Center

Taylor, Holly A.; Hutton, Allyson

2013-01-01

This article describes the initial implementation of an innovative program for elementary-age children involving origami and pop-up paper engineering to promote visuospatial thinking. While spatial ability measures correlate with science, technology, engineering, and math (STEM) success, a focus on spatial thinking is all but missing in elementary…

Teacher Knowledge of Basic Language Concepts and Dyslexia

ERIC Educational Resources Information Center

Washburn, Erin K.; Joshi, R. Malatesha; Binks-Cantrell, Emily S.

2011-01-01

Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing…

Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children

ERIC Educational Resources Information Center

de Bruin, Anique B. H.; Thiede, Keith W.; Camp, Gino; Redford, Joshua

2011-01-01

The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy…

Professional Competence Development at the Cooper Union School of Engineering. Project Report.

ERIC Educational Resources Information Center

Bussard, Ellen

A 3-year project was developed to increase students' abilities to perform competently as professional engineers. The project sought to infuse into existing courses concern for, practice with, and development of three competencies critical to professional success: problem-solving, communication, and value clarification. Eight elementary and…

76 FR 13137 - Equity Assistance Centers Program; Office of Elementary and Secondary Education; Overview...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-10

... uses multiple measures, that, in the case of teachers, may include observations for determining teacher...) training designed to improve the ability of teachers, supervisors, counselors, parents, community members... Effectiveness and Distribution of Effective Teachers or Principals. Projects that are designed to address the...

Native American Indians and Variables that are Interrelated with Academic Achievement.

ERIC Educational Resources Information Center

Wilson, Janet G.; Black, Alice Brenda

Self-esteem, the ability to control one's environment, pupil's perceived teacher's expectations, and achievement are among variables affecting the academic performance of Indian students from various tribes in elementary and secondary public and private schools. Many studies reveal the almost universally poor achievement of Indian students…

Mathematical Abilities in Elementary School Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Titeca, Daisy; Roeyers, Herbert; Loeys, Tom; Ceulemans, Annelies; Desoete, Annemie

2015-01-01

Although clinical practitioners often express concerns about the mathematical functioning of children with autism spectrum disorder (ASD), the field of mathematics remains a relatively unexplored topic in individuals with ASD. Moreover, research findings are fragmentary and hold inconclusive results. The present study aimed to examine whether…

A "Bottom-Up" Approach to Food Web Construction

ERIC Educational Resources Information Center

Demetriou, Dorita; Korfiatis, Konstantinos; Constantinou, Constantinos

2009-01-01

The ability to comprehend trophic (nutritional) relationships and food web dynamics is an essential part of environmental literacy. However, students face severe difficulties in grasping the variety of causal patterns in food webs. We propose a curriculum for comprehending trophic relations in elementary school. The curriculum allows students to…

Proof Constructions and Evaluations

ERIC Educational Resources Information Center

Stylianides, Andreas J.; Stylianides, Gabriel J.

2009-01-01

In this article, we focus on a group of 39 prospective elementary (grades K-6) teachers who had rich experiences with proof, and we examine their ability to construct proofs and evaluate their own constructions. We claim that the combined "construction-evaluation" activity helps illuminate certain aspects of prospective teachers' and presumably…

Relationships Between Teacher Aptitudes, Teaching Behaviors, and Pupil Outcomes.

ERIC Educational Resources Information Center

Ekstrom, Ruth B.

A model of elementary school teacher behavior affecting pupil outcomes is presented, and research based upon that model is discussed. A portion of the model, the relationship between teacher aptitudes and knowledge, teaching behavior, and pupil outcomes is focused upon. Aptitudes considered important included verbal and reasoning ability, memory,…

A Public Relations Dynamo. Profiles/Reid Wilcox.

ERIC Educational Resources Information Center

Pangrazi, Robert P.

1982-01-01

An elementary school physical education teacher's approach to public relations with parents and with the school community is outlined. Public relations efforts include: (1) the ability and desire to communicate; (2) organization of special demonstrations where students can display their skills; and (3) a physical fitness program for children. (PP)

Strategies for Teaching Elementary and Junior High Students.

ERIC Educational Resources Information Center

Consuegra, Gerard F.

1980-01-01

Discusses the applications of Piaget's theory of cognitive development to elementary and junior high school science teaching. Topics include planning concrete experiences, inductive and hypothetical deductive reasoning, measurement concepts, combinatorial logic, scientific experimentation and reflexive thinking. (SA)

[Changes in academic motivation among elementary and junior high school students].

PubMed

Nishimura, Takuma; Sakurai, Shigeo

2013-02-01

This study examined changes in academic motivation among elementary and junior high school students. Based on self-determination theory (Ryan & Deci, 2000a), we focused on changes in autonomous and controlled motivation. In Study 1, we examined inter-individual changes in academic motivation among 5th to 9th grade students (N = 1 572) through a cross-sectional study. In Study 2, we examined intra-individual changes in academic motivation among students (N = 128) who were in transition from elementary to junior high school through a longitudinal study. All participants completed the Academic Motivation Scale (Nishimura, Kawamura, & Sakurai, 2011) that measured autonomous and controlled motivation. The results revealed that autonomous motivation decreased in the students from elementary to junior high school, while controlled motivation increased during the same period. This is a unique finding because a prior study conducted in a Western culture suggested that both motivations decrease gradually in school.

Stress Indicators of Kentucky Elementary Principals.

ERIC Educational Resources Information Center

Kirby, H. J.; And Others

Stress has become a problem to educational administrators who often report a high level of stress. This study explored the perceived stress levels of Kentucky elementary school principals. Questionnaires mailed to 200 elementary school principals produced 115 usable returns, a 57.5 percent response rate. The questionnaire consisted of a 24-item…

Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry

ERIC Educational Resources Information Center

Thacker, Emma S.; Friedman, Adam M.; Fitchett, Paul G.; Journell, Wayne; Lee, John K.

2018-01-01

Social studies continues to be marginalized in elementary grades, yet the "C3 Framework" and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the "C3 Framework" requires that teachers possess an adequate understanding of how to implement inquiry within the various social…

Military Deployment and Elementary Student Achievement

ERIC Educational Resources Information Center

Phelps, Terri; Dunham, Mardis; Lyons, Robert

2010-01-01

This study investigated the impact that military deployment has upon academic achievement of elementary school students. TerraNova test scores of 137 fourth and fifth grade students in two elementary schools with a high proportion of military dependent children were examined for two consecutive years. Although the academic test performance fell…

Elementary Principals' Role in Science Instruction

ERIC Educational Resources Information Center

Casey, Patricia; Dunlap, Karen; Brown, Kristen; Davison, Michele

2012-01-01

This study explores the role elementary school principals play in science education. Specifically, the study employed an online survey of 16 elementary school principals at high-performing campuses in North Texas to explore their perceptions of how they influenced science education on their campuses. The survey used a combination of Likert-type…

Rural Nebraska Elementary School Educators Teach Nutrition Concepts.

ERIC Educational Resources Information Center

Pohlman, H. Darlene; Driskell, Judy A.

2002-01-01

A survey completed by 464 Nebraska elementary teachers found that 68 percent thought the teaching of nutrition had high priority in the elementary curriculum. Teachers in rural, mid-sized, and urban counties did not differ in attitudes toward nutrition instruction, most instructional practices, their own nutritional training, or available…

A Multi-Method Investigation of Mathematics Motivation for Elementary Age Students

ERIC Educational Resources Information Center

Linder, Sandra M.; Smart, Julie B.; Cribbs, Jennifer

2015-01-01

This paper presents the results of a multi-method study examining elementary students with high self-reported levels of mathematics motivation. Second- through fifth-grade students at a Title One school in the southeastern United States completed the Elementary Mathematics Motivation Instrument (EMMI), which examines levels of mathematics…

The Elementary Physical Education Program: Quality and Sustainability in Pennsylvania

ERIC Educational Resources Information Center

Weimer, Alison

2013-01-01

This study examined enabling conditions related to implementing and sustaining a high-quality physical education program at three elementary schools in Pennsylvania. Physical education is being reduced or removed from elementary curriculums because of reduced school budgets and a strong focus on academic standards. Furthermore, the lack of…

Examining the online reading behavior and performance of fifth-graders: evidence from eye-movement data

PubMed Central

Sung, Yao-Ting; Wu, Ming-Da; Chen, Chun-Kuang; Chang, Kuo-En

2015-01-01

Online reading is developing at an increasingly rapid rate, but the debate concerning whether learning is more effective when using hypertexts than when using traditional linear texts is still persistent. In addition, several researchers stated that online reading comprehension always starts with a question, but little empirical evidence has been gathered to investigate this claim. This study used eye-tracking technology and retrospective think aloud technique to examine online reading behaviors of fifth-graders (N = 50). The participants were asked to read four texts on the website. The present study employed a three-way mixed design: 2 (reading ability: high vs. low) × 2 (reading goals: with vs. without) × 2 (text types: hypertext vs. linear text). The dependent variables were eye-movement indices and the frequencies of using online reading strategy. The results show that fifth-graders, irrespective of their reading ability, found it difficult to navigate the non-linear structure of hypertexts when searching for and integrating information. When they read with goals, they adjusted their reading speed and the focus of their attention. Their offline reading ability also influenced their online reading performance. These results suggest that online reading skills and strategies have to be taught in order to enhance the online reading abilities of elementary-school students. PMID:26074837

Examining the online reading behavior and performance of fifth-graders: evidence from eye-movement data.

PubMed

Sung, Yao-Ting; Wu, Ming-Da; Chen, Chun-Kuang; Chang, Kuo-En

2015-01-01

Online reading is developing at an increasingly rapid rate, but the debate concerning whether learning is more effective when using hypertexts than when using traditional linear texts is still persistent. In addition, several researchers stated that online reading comprehension always starts with a question, but little empirical evidence has been gathered to investigate this claim. This study used eye-tracking technology and retrospective think aloud technique to examine online reading behaviors of fifth-graders (N = 50). The participants were asked to read four texts on the website. The present study employed a three-way mixed design: 2 (reading ability: high vs. low) × 2 (reading goals: with vs. without) × 2 (text types: hypertext vs. linear text). The dependent variables were eye-movement indices and the frequencies of using online reading strategy. The results show that fifth-graders, irrespective of their reading ability, found it difficult to navigate the non-linear structure of hypertexts when searching for and integrating information. When they read with goals, they adjusted their reading speed and the focus of their attention. Their offline reading ability also influenced their online reading performance. These results suggest that online reading skills and strategies have to be taught in order to enhance the online reading abilities of elementary-school students.

Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children: The Benton-IU project.

PubMed

Watson, Charles S; Kidd, Gary R; Homer, Douglas G; Connell, Phil J; Lowther, Andrya; Eddins, David A; Krueger, Glenn; Goss, David A; Rainey, Bill B; Gospel, Mary D; Watson, Betty U

2003-01-01

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.

Accessible Universe: Making Astronomy Accessible to All in the Regular Elementary Classroom

NASA Astrophysics Data System (ADS)

Grady, C. A.; Farley, N.; Avery, F.; Zamboni, E.; Clark, B.; Geiger, N.; de Angelis, M.; Woodgate, B.

2002-05-01

Astronomy is one of the most publicly accessible of the sciences, with a steady stream of new discoveries, and wide public interest. The study of exo-planetary systems is a natural extension of studies of the Solar System at the elementary and middle-school level. Such space-related topics are some of the most popular science curriculum areas at the elementary level and can serve as a springboard to other sciences, mathematics, and technology for typical student learners. Not all students are typical: 10 percent of American students are identified as having disabilities which impact their education sufficiently that they receive special education services; various estimates suggest that an additional 10 percent may have milder impairments. Most frequently these students are placed in comprehensive (mixed-ability) classrooms. Budgetary limitations for most school systems have meant that for the bulk of these children, usually those with comparatively mild learning impairments affecting their ability to access text materials and in some cases to make effective use of visual materials, individualized accommodations in the science curriculum have not been readily available. Our team, consisting of an astronomer, regular education teachers, and special educators has been piloting a suite of curriculum materials, modified activities, including use of assistive technology, age- appropriate astronomy web resources, and instructional strategies which can more effectively teach astronomy to children with disabilities in the regular education grade 3-5 classroom. This study was supported by a grant HST-EO-8474 from the STScI and funded by NASA.

How to Teach Chess in the Public Schools: A Course Outline.

ERIC Educational Resources Information Center

Schmidt, Bernard

Educational objectives and course outlines for beginning, intermediate, and advanced chess instruction in elementary and secondary schools are provided. Objectives are that students will develop analytical, synthetic, and decision-making skills, learn to engage in thorough chess research that will enhance their ability to do any research, and gain…

The Impact of Teacher Feedback on Student Self-Talk and Self-Concept in Reading and Mathematics.

ERIC Educational Resources Information Center

Burnett, Paul C.

2003-01-01

Investigated the relationships between teacher feedback and students' self-talk and self-concepts in mathematics and reading. Data collected from students in six rural Australian elementary schools indicated that self-talk (positive and negative) mediated between subject-specific teacher feedback (ability, effort, and negative) and academic…

Elementary School Children's Ability to Distinguish Hypothetical Beliefs From Statements of Preference

ERIC Educational Resources Information Center

Diakidoy, Irene-Anna N.; Ioannides, Christos

2004-01-01

The authors examined students' understanding of hypotheses as beliefs that can be empirically verified. Thirty second graders and 30 sixth graders considered cases of disagreement about foods and colors that reflected either alternative hypotheses or different preferences. Their task was to decide whether the validity of each expressed belief…

Elementary Teachers' Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division

ERIC Educational Resources Information Center

Harrison, Ryan Matthew

2012-01-01

Teachers' knowledge of mathematical content and children's mathematical thinking have been identified as critical elements related to teachers' ability to effectively teach mathematics (Fennema & Franke, 1992; Kazemi & Franke, 2001; Ma, 1999; Peterson, Carpenter, & Fennema, 1989). Literature on teachers' knowledge…

Teaching Physical Education in Elementary Schools. Sixth Edition.

ERIC Educational Resources Information Center

Vannier, Maryhelen; Gallahue, David L.

This source book of physical education activities for children from nursery school through the sixth grade covers five major areas of concern to the educator. Part one deals with the role of physical education in child development. The second section examines how children of different ages and abilities learn, discussing the preschool child, the…

Some Components of Geometric Knowledge of Future Elementary School Teachers

ERIC Educational Resources Information Center

Debrenti, Edith

2016-01-01

Geometric experience, spatial representation, spatial visualization, understanding the world around us, and developing the ability of spatial reasoning are fundamental aims in the teaching of mathematics. (Freudenthal, 1972) Learning is a process which involves advancing from level to level. In primary school the focus is on the first two levels…

Research on the Development of Ecological Concepts and Conceptual Systems: Implications for the Elementary Educator.

ERIC Educational Resources Information Center

Cothron, Julia H.; Thompson, Ertle

Student variables which influence attainment of ecological concepts and conceptual systems were investigated. Researcher-designed paper/pencil and free-sort categorization tests were administered to 256 Science Curriculum Improvement Study (SCIS) students in grades 4-6. Findings are: (1) grade and ability, not sex, influenced concept attainment…

Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence

ERIC Educational Resources Information Center

Tõeväli, Paula-Karoliina; Kikas, Eve

2016-01-01

The present longitudinal study examined the reciprocal relationships between teachers' causal attributions and children's math performance and task persistence. In total, 760 elementary school children and their teachers participated in this study. The children were tested in math twice, at the end of the second and third grades. At both time…

Comparison of the Place Value Understanding of Montessori Elementary Students

ERIC Educational Resources Information Center

Reed, Michelle K.

2008-01-01

Schools following the Montessori philosophy use individual and small-group teaching methods and hands-on, concrete materials. This study investigated the understanding of place value concepts and abilities of Montessori students by comparing interview task responses of 93 students in grades 1-3 in a Montessori school (n = 47) and in a mostly…

Are Atoms and Molecules Too Difficult for Primary Children?

ERIC Educational Resources Information Center

Skamp, Keith

1999-01-01

Presents evidence that suggests that upper elementary students can be taught about the particulate nature of matter in a meaningful way. Investigated the effects of lesson sequences on children's ability to apply a particulate understanding to chemical and physical phenomena and found conceptual gains on lesson specific phenomena. (Contains 15…

Child Abuse: What Teachers in the '90s Know, Think, and Do.

ERIC Educational Resources Information Center

Hinson, Janice; Fossey, Richard

2000-01-01

Investigated elementary teachers' ability to recognize signs of abuse, perceptions of the reporting process, and understanding of liability. Teachers often could not recognize signs of abuse and were confused about reporting procedures. Some chose not to report because they believed child welfare agencies would not help; some were ignorant of laws…

Revision Workshops in Elementary Mathematics Enhance Student Performance in Routine Laboratory Calculations

ERIC Educational Resources Information Center

Sawbridge, Jenny L.; Qureshi, Haseeb K.; Boyd, Matthew J.; Brown, Angus M.

2014-01-01

The ability to understand and implement calculations required for molarity and dilution computations that are routinely undertaken in the laboratory are essential skills that should be possessed by all students entering an undergraduate Life Sciences degree. However, it is increasingly recognized that the majority of these students are ill…

Assessing Teachers' Science Content Knowledge: A Strategy for Assessing Depth of Understanding

ERIC Educational Resources Information Center

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan

2013-01-01

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades,…

Children's Implicit and Explicit Gender Stereotypes about Mathematics and Reading Ability

ERIC Educational Resources Information Center

Nowicki, Elizabeth A.; Lopata, Joel

2017-01-01

Study objectives were to clarify children's gender-based implicit and explicit mathematics and reading stereotypes, and to determine if implicit and explicit measures were related or represented distinct constructs. One hundred and fifty-six boys and girls (mean age 11.3 years) from six elementary schools completed math or reading stereotype…

Developing Talents: A Longitudinal Examination of Intellectual Ability and Academic Achievement

ERIC Educational Resources Information Center

McCoach, D. Betsy; Yu, Huihui; Gottfried, Allen W.; Gottfried, Adele Eskeles

2017-01-01

The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and…

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…

Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 1.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

Career education activities for use in Grade 1 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of eight units of activities focusing…

Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 5.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

Career education activities for use in Grade 5 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of six units of activities focusing on…

Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 3.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

Career education activities for use in Grade 3 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of seven units of activities focusing…

Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 2.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

Career education activities for use in Grade 2 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of nine units of activities focusing…

Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 4.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

Career education activities for use in Grade 4 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of six units of activities focusing on…

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…

Aspects of Tutor and Writing Ability

ERIC Educational Resources Information Center

Zaidin, M. Arifin

2015-01-01

The purpose of this study is to assess the correlation between aspects of tutor and the students' basic writing outcomes of the Elementary School Teacher Education at the Distance Learning Program Unit, Open University of Palu. This is ex post facto correlation with the population research of 387 people and the total sample of 100 people. This…

Early Numerical Competencies in 4- and 5-Year-Old Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Titeca, Daisy; Roeyers, Herbert; Desoete, Annemie

2017-01-01

Studies comparing mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are hitherto scarce, inconclusive, and mainly focusing on elementary school children or adolescents. The present study wants to gain insight into the foundation of mathematics by looking at preschool performances. Five early…

Attitudes of Preservice Teachers Toward Energy Conservation.

ERIC Educational Resources Information Center

Shrigley, Robert L.; Koballa, Thomas R., Jr.

1983-01-01

Reported are preservice elementary teachers' (N=204) responses to 19 items considered as significant predictors of their energy conservation attitudes. Among the results are findings that 75 percent of the sample believes America's strength as a world leader depends on its ability to use energy wisely and a willingness to conserve energy. (JN)

Computational Thinking in Elementary and Secondary Teacher Education

ERIC Educational Resources Information Center

Yadav, Aman; Mayfield, Chris; Zhou, Ninger; Hambrusch, Susanne; Korb, John T.

2014-01-01

Computational thinking (CT) is broadly defined as the mental activity for abstracting problems and formulating solutions that can be automated. In an increasingly information-based society, CT is becoming an essential skill for everyone. To ensure that students develop this ability at the K-12 level, it is important to provide teachers with an…

Professional Competence Development at the Cooper Union School of Engineering. Course Development and Course Materials.

ERIC Educational Resources Information Center

Bussard, Ellen

A 3-year project was developed to increase students' abilities to perform competently as professional engineers. The project sought to infuse into existing courses concern for, practice with, and development of three competencies critical to professional success: problem-solving, communication, and value clarification. Eight elementary and…

Program of Vocational Rehabilitation for Young Adult Offenders.

ERIC Educational Resources Information Center

Pennsylvania State Correctional Inst., Camp Hill.

Full development of the educational, occupational, and attitudinal abilities of young delinquents admitted to the Camp Hill State Correctional Institute was the object of this Elementary and Secondary Education Act Title I Program. Young adults 15-21 years committed to Camp Hill average 6.1 on the standard educational battery test and their…

Elementary School Quality: The Mathematics Curriculum and the Role of Local Knowledge.

ERIC Educational Resources Information Center

Balfanz, Robert

This report considers how the mathematical knowledge children develop on their own outside of formal school instruction can be used to increase the distribution and level of mathematical knowledge attained by students in grades K-3. Included are preliminary results of an investigation of the counting and calculating abilities brought to…

Role of Gender and Linguistic Diversity in Word Decoding Development

ERIC Educational Resources Information Center

Verhoeven, Ludo; van Leeuwe, Jan

2011-01-01

The purpose of the present study was to investigate the role of gender and linguistic diversity in the growth of Dutch word decoding skills throughout elementary school for a representative sample of children living in the Netherlands. Following a longitudinal design, the children's decoding abilities for (1) regular CVC words, (2) complex…

Future Perfect?: Teachers' Expectations and Explanations of Their Latino Immigrant Students' Postsecondary Futures

ERIC Educational Resources Information Center

Dabach, Dafney Blanca; Suárez-Orozco, Carola; Hernandez, Sera J.; Brooks, Maneka Deanna

2018-01-01

Teacher expectancy research has demonstrated the greatest effects for members of racialized groups. Most research has focused on students' near-term abilities; missing are understandings of how teachers perceive their students' future trajectories. Drawing on social mirroring and attribution theories, this study investigates how 14 elementary,…

Determinants of Educational Performance in Southern Brazil.

ERIC Educational Resources Information Center

Hansen, David O.

The study examined the effects of socioeconomic origin (SES) and mental ability (MA) on levels of educational (EA) and occupational aspiration (OA), academic performance (AP), and significant others' influence (SOI) for 1,950 5th grade elementary and 4th year gymnastic students in Rio Grande do Sul, Brazil. Representative samples of approximately…

Practical Steps for Informing Literacy Instruction: A Diagnostic Decision-Making Model.

ERIC Educational Resources Information Center

Kibby, Michael W.

This monograph presents a diagnostic decision-making model for reading, elementary, and special education teachers to use as a guide in assessing and evaluating students' reading abilities to design and provide more appropriate reading instruction. The model in the monograph gives an overall perspective or gestalt of the components and strategies…

Computer Programming with Early Elementary Students with Down Syndrome

ERIC Educational Resources Information Center

Taylor, Matthew S.; Vasquez, Eleazar; Donehower, Claire

2017-01-01

Students of all ages and abilities must be given the opportunity to learn academic skills that can shape future opportunities and careers. Researchers in the mid-1970s and 1980s began teaching young students the processes of computer programming using basic coding skills and limited technology. As technology became more personalized and easily…

Misconceptions of Selected Science Concepts Held by Elementary School Students

ERIC Educational Resources Information Center

Doran, Rodney L.

1972-01-01

Describes a test, administered as a motion picture, designed to measure misconceptions about the particle model of matter held by students in grades two through six. Reliability values for tests of eight misconceptions are given and the correlations of misconception scores with measures of IQ, reading, mathematics, and science ability reported.…

Revista de Investigacion Educativa, 2000 (Journal of Educational Research, 2000).

ERIC Educational Resources Information Center

Revista de Investigacion Educativa, 2000

2000-01-01

Articles in this volume focus on the following: teacher evaluation and quality management in education; steps toward a comprehensive and systematic staff evaluation; opinions of university students on teaching methods at science faculties; design of a scale to assess the ability to jump for the use in elementary school physical education; effects…

School Bullying and Collective Efficacy: A Study of Elementary Schools

ERIC Educational Resources Information Center

Hyde, Tonya Nichelle

2014-01-01

Recently, widely publicized incidents of school violence have prompted questions about the abilities of school leaders to educate students in safe and socially productive environments. In many cases, incidents of school violence are linked directly to bullying episodes. The primary objective of this study is to examine the relationship between…

Advancing Scientific Reasoning in Upper Elementary Classrooms: Direct Instruction versus Task Structuring

ERIC Educational Resources Information Center

Lazonder, Ard W.; Wiskerke-Drost, Sjanou

2015-01-01

Several studies found that direct instruction and task structuring can effectively promote children's ability to design unconfounded experiments. The present study examined whether the impact of these interventions extends to other scientific reasoning skills by comparing the inquiry activities of 55 fifth-graders randomly assigned to one of…

Effects of Students' Race, Physical Attractiveness, and Dialect on Teachers' Evaluations

ERIC Educational Resources Information Center

DeMeis, Debra Kanai; Turner, Ralph R.

1978-01-01

Based on taped samples of the students' speech, 68 white elementary school teachers rated subjects on personality, quality of response, and current and future academic abilities. Black students, Black English-speaking students and unattractive students were rated consistently lower. Academic failure may result from evaluations based on race and…

Six Steps for Implementing Plyometric Training in Elementary Physical Education

ERIC Educational Resources Information Center

Howard-Shaughnessy, Candice; Bush, Gayle; Cherry, Starla

2013-01-01

Physical education should have a powerful and positive impact on students' ability and desire to be physically active for a lifetime. Increasing physical activity continues to be a national priority because of the positive physical and mental health benefits associated with an active lifestyle (Pangrazi & Beighle, 2010). To promote these…

The Study of Constructed-Response Assessment of Elementary Mathematics Education in Korea

ERIC Educational Resources Information Center

Kim, Min Kyeong; Cho, Mi Kyung

2015-01-01

Recently, many countries have considered various assessment methods in order to measure multiple ways of students' thinking skills and problem solving ability. Recently, the Ministry of Education, Science and Technology [MOEST] (2009) in Korea revised the mathematics curriculum, which now more focuses on enabling students to explain mathematically…

Engineering Encounters: From STEM to STEAM

ERIC Educational Resources Information Center

Cook, Kristin; Bush, Sarah; Cox, Richard

2017-01-01

Teaching STEAM (science, technology, engineering, art, and math) in elementary school could be even more promising than teaching STEM. This is due to its ability to cross multiple subject areas and its appeal to multiple types of learners. Intentional integration of the arts in science and engineering lessons has the potential to more deeply…

BioMusic in the Classroom: Interdisciplinary Elementary Science and Music Curriculum Development

ERIC Educational Resources Information Center

Carrier, Sarah; Wiebe, Eric N.; Gray, Patricia; Teachout, David

2011-01-01

Policymakers and industry leaders are calling for a 21st century education that is more interdisciplinary in nature, including the ability to solve problems and think creatively. Traditional teaching practices that present subjects as separate and distinct disciplines do not encourage students to make connections between subjects in school and in…

"That's a Hard Question": Undergraduate Students Talk about Culture

ERIC Educational Resources Information Center

Montague-Winebarger, Caitlin N.

2012-01-01

In this project I examine the ability of undergraduate students to articulate a working definition of culture and cross-culture. The students were predominately elementary education majors, enrolled in one of two culture-based elective courses at the University of Alaska Fairbanks during the 2010-2011 school year. Through the use of…

Science Teacher Self-Efficacy and Student Achievement: A Quantitative Correlational Study

ERIC Educational Resources Information Center

Thompson, Benika J.

2015-01-01

A teacher's sense of self-efficacy may have significant influence on the pedagogical decisions in the classroom. An elementary school teacher's sense of self-efficacy in teaching science may negatively influence student achievement in science. Negative beliefs concerning science or the ability to teach and promote student learning in science may…

Using Elementary Mechanics to Estimate the Maximum Range of ICBMs

ERIC Educational Resources Information Center

Amato, Joseph

2018-01-01

North Korea's development of nuclear weapons and, more recently, intercontinental ballistic missiles (ICBMs) has added a grave threat to world order. The threat presented by these weapons depends critically on missile range, i.e., the ability to reach North America or Europe while carrying a nuclear warhead. Using the limited information available…

Multiple Activities Program: An Evaluation. ESEA Title I, September 1971 to August 1972.

ERIC Educational Resources Information Center

Texley, Lloyd C.; And Others

The multiple activities funded under Title I of the 1965 Elementary Secondary Education Act had two purposes. First, they supplemented the instructional program for educationally disadvantaged children by developing a curriculum and techniques which would raise their achievement level commensurate with their ability. Second, they supported this…

Perceived Effectiveness of Classroom Management Interventions with Attention Deficit/Hyperactivity Disorder (ADHD) Students

ERIC Educational Resources Information Center

Conforti, Darlene

2012-01-01

Many teachers are concerned about their ability to work effectively with students who have attention deficit/ hyperactivity disorder (ADHD). The purpose of this quantitative, descriptive study was to determine the perceived efficacy of common interventions used to address negative ADHD behaviors in the elementary and middle school classrooms. The…

Elaborer un exercice de grammaire (Working Out a Grammar Exercise)

ERIC Educational Resources Information Center

Principaud, Jeanne-Marie

1977-01-01

An elaboration of the official instruction on teaching French to native speakers in elementary school. The topics covered are: Methodological development of exercises; the linguistic ability and milieu of the students; operative criteria; and the question of a logical progression or spontaneous use of grammar exercises. (Text is in French.) (AMH)

Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Beyer, Carrie J.; Davis, Elizabeth A.

2012-01-01

Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study…

Yes You Can: Meeting Individual Needs in a Diverse Primary Classroom.

ERIC Educational Resources Information Center

LoGuidice, Tom; Anderson, Pam; Darden, Mary Anne; Gorgen, Denise; Kelm, Susan; Martin, Katherine; Molle, Debra; Roberts, Marcia; Wiegel, Penny

Mineral Point Elementary School in Wisconsin initiated an instruction and internship program among its first-grade teaching team. The program aimed to assure that first- and second-graders developed reading and language arts competencies, math readiness, and social and work habits that will lead to outstanding literacy abilities. A key factor in…

Increasing Effective Self-Advocacy Skills in Elementary Age Children with Physical Disabilities

ERIC Educational Resources Information Center

Avant, Mary Jane Thompson

2013-01-01

For students with physical and health disabilities, the development of self-advocacy skills is critical to their future success. Characteristics that may inhibit the development of self-advocacy skills in this population include reliance on others for assistance across multiple areas requiring physical abilities, deficits in communication skills,…

Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Allan, Darcey M.; Goodrich, J. Marc; Farrington, Amber L.; Phillips, Beth M.

2017-01-01

Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill…

Inattention, Hyperactivity, and Emergent Literacy: Different Facets of Inattention Relate Uniquely to Preschoolers' Reading-Related Skills

ERIC Educational Resources Information Center

Sims, Darcey M.; Lonigan, Christopher J.

2013-01-01

Although extant studies indicate that there is a strong association between attention deficit/hyperactivity disorder and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive/impulsive behaviors and emergent literacy in preschool children is less established. This study examined the…

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…

Leveraging Cultural Resources through Teacher Pedagogical Reasoning: Elementary Grade Teachers Analyze Second Language Learners' Science Problem Solving

ERIC Educational Resources Information Center

Buxton, Cory A.; Salinas, Alejandra; Mahotiere, Margarette; Lee, Okhee; Secada, Walter G.

2013-01-01

Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview…

Taiwanese Elementary Students' Creativity, Creative Personality, and Learning Styles: An Exploratory Study

ERIC Educational Resources Information Center

Tsai, Kuan Chen

2014-01-01

In the field of education, creativity has been viewed as an important ability for children's development. The recognition of different learning styles is also important for both teachers and learners. Although a handful of studies have examined the relationship between creativity and personality, or between creativity and cognitive style, few have…

Effective Reinforcement Techniques in Elementary Physical Education: The Key to Behavior Management

ERIC Educational Resources Information Center

Downing, John; Keating, Tedd; Bennett, Carl

2005-01-01

The ability to shape appropriate behavior while extinguishing misbehavior is critical to teaching and learning in physical education. The scientific principles that affect student learning in the gymnasium also apply to the methods teachers use to influence social behaviors. Research indicates that reinforcement strategies are more effective than…

Promoting Access: The Role of Organization and Awareness Factors. Elementary Subjects Center Series No. 1.

ERIC Educational Resources Information Center

Prawat, Richard S.

This review presents a framework that accommodates static and dynamic approaches to comprehension of students' transfer of knowledge and skill. The review focuses on three sets of variables considered fundamental to students' ability to access intellectual resources in potentially relevant situations: knowledge bases, strategies, and dispositions.…

Elementary Pre-Service Teachers: Can They Experience Mathematics Teaching Anxiety without Having Mathematics Anxiety?

ERIC Educational Resources Information Center

Brown, Amy Bingham; Westenskow, Arla; Moyer-Packenham, Patricia S.

2011-01-01

Elementary pre-service teachers report high levels of mathematics anxiety (MA), but the construct less widely addressed is their mathematics teaching anxiety (MTA). This study investigated the frequency with which MA stemming from prior experiences leads to MTA. Fifty-three elementary pre-service teachers' written reflections were analyzed, using…

Urban Elementary Single-Sex Math Classrooms: Mitigating Stereotype Threat for African American Girls

ERIC Educational Resources Information Center

Bowe, Anica G.; Desjardins, Christopher D.; Covington Clarkson, Lesa M.; Lawrenz, Frances

2017-01-01

This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals).…

The Effect on Elementary Science Education Based on Student's Pre-Inquiry

ERIC Educational Resources Information Center

Kang, Houn Tae; Noh, Suk Goo

2017-01-01

In this research, after extracting the pre-inquiries (student-level question) for which students had curiosity in the elementary science and analyzing their correlation with the elementary science curriculum, highly correlated inquiries (meaningful pre-inquiries) were selected and applied in class. After organizing an experiment group and a…

Conceptualizing Routines of Practice That Support Algebraic Reasoning in Elementary Schools: A Constructivist Grounded Theory

ERIC Educational Resources Information Center

Store, Jessie Chitsanzo

2012-01-01

There is ample literature documenting that, for many decades, high school students view algebra as difficult and do not demonstrate understanding of algebraic concepts. Algebraic reasoning in elementary school aims at meaningfully introducing algebra to elementary school students in preparation for higher-level mathematics. While there is research…

Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments

ERIC Educational Resources Information Center

Avraamidou, Lucy

2014-01-01

Recommendations for reform in science education around the world set high goals for beginning elementary teachers. Concurrently, existing literature indicates a number of challenges that beginning elementary teachers face. In this paper an argument is put forward about the integration of informal science environments in elementary teacher…

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

NASA Astrophysics Data System (ADS)

Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom instruction to identify and understand what scaffolds are planned and implemented, and how that planning and implementation occurred through an instructional coaching partnership. Findings from this study showed the elementary science teacher planned and implemented a number of scaffolds for science academic language, focusing primarily on the use of sentence starters as a scaffolding strategy. The findings also indicated that the instructional coaching partnership played a vital role as the main resource that assisted the planning of scaffolds. These findings provide insights into the types of scaffolds that elementary science teachers can implement to scaffold science academic language, and the role that instructional coaching can play in supporting teachers as they work to provide instruction that scaffolds their students' language use and development.

High Dropout Rate among Elementary and Middle School Students in Changed Prefecture.

ERIC Educational Resources Information Center

Yan, Weizhi; Chen, Benxiang

1989-01-01

Examines the high dropout rate among elementary and middle school students in Changed Prefecture. Lists and discusses four factors that contribute to this situation. Describes student attitudes toward school: studying is useless, excessive amounts of school work are given, misunderstandings concerning job placement exist, and tuition is high. (KO)

The Relationship between Principals' Instructional Focus and Academic Achievement of High Poverty Students

ERIC Educational Resources Information Center

Aste, Mahri

2009-01-01

The purpose of the study was to determine the relationship between teacher perceptions of the frequency and effectiveness of principal instructional leadership behaviors and student achievement in high-poverty elementary schools. In order to accomplish the purpose, survey methodology was employed. Teachers from six high-poverty elementary schools…

78 FR 36211 - Extension of Employment Authorization for Syrian F-1 Nonimmigrant Students Experiencing Severe...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-17

... graduate students, as well as elementary school, middle school, and high school students. The notice, however, applies differently to elementary school, middle school, and high school students (see the... school, and high school students in F-1 status?''). F-1 students covered by this notice who transfer to...

A Phenomenological Study of Transformational and Transactional Leadership Behaviors of Principals in Highly Rated Louisiana Schools Serving Elementary through High School Grades

ERIC Educational Resources Information Center

Juneau, Cassidy

2014-01-01

The purpose of this phenomenological narrative was to examine the experiences of principals in highly rated schools serving elementary through high school grades in central and southwest Louisiana in regards to transformational and transactional leadership. Highly rated schools are defined as schools achieving an A or B rating under the Louisiana…

Supporting Elementary Education in-Service Teachers' Proficiency in Planning STEM-Centric Lessons

NASA Astrophysics Data System (ADS)

Bowers, Sharon W.

The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated the Maryland State STEM Standards of Practice (SOP), targeting integration of STEM content, inquiry learning, students' abilities to collaborate as a STEM team and students' strategic application of technology. Data collection, in the form of reviewing and analyzing study participants' lesson plans and self-reflections, was completed by three independent assessors. The researcher examined the interrater reliability among the three assessors using the Fleiss' kappa statistic. A 0.91 proportion of agreement consensus was documented among the three assessors. A test of hypothetical value was conducted using the nonparametric Wilcoxonsigned- rank Test. Interpretation of the Wilcoxon-signed-rank Test results suggest that the sample population demonstrated proficient planning abilities for the four targeted Maryland State STEM SOP. Findings from this research add to the field's knowledge of elements in the promotion of graduate coursework that leads to elementary in-service teachers' proficiency in planning STEM-centric lessons, however the findings also have broader implications for teacher education at large. The McDaniel College ESIL model could frame K-12 teacher education for both preservice and in-service teachers. The pragmatic, hybrid experience maximizes flexibility, promotes analytical thinking and self-reflection and builds communication skills. The introduction and development of inquiry and design-based learning through the 7E Learning Cycle develops the teachers' understanding of practices promoted not only within the Maryland State STEM SOP, but also within the Next Generation Science Standards. The McDaniel College ESIL model also builds upon the collective efforts of academia, a non-profit STEM research facility, and local school divisions to align efforts that may lead to transformational changes for education. Essential ingredients for systemic change are embedded within the McDaniel ESIL model.

Improving Elementary Science Education in a Developing Country: A Case Study From Fiji

ERIC Educational Resources Information Center

Taylor, Neil; Maiwaikatakata, Tema; Biukoto, Emele; Suluma, Wili; Coll, Richard K.

2008-01-01

Improved science education is seen as an important goal for many developing countries. The role of elementary science is of particular importance, given that research has shown a high correlation between economic growth and the time spent on elementary science education. However, the teaching of science in many developing countries is dominated by…

Teachers' Perceptions of Policy Influences on Science Instruction with Culturally and Linguistically Diverse Elementary Students

ERIC Educational Resources Information Center

Shaver, Annis; Cuevas, Peggy; Lee, Okhee; Avalos, Mary

2007-01-01

This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of…

A Qualitative Analysis of Mexican-Immigrant Mothers' Involvement in a High-Performing Low-Income Elementary School

ERIC Educational Resources Information Center

Russell, Isela

2013-01-01

This qualitative study explores how low-income first- and second-generation Mexican-immigrant mothers, the largest sub-group of the Latino population, support the academic success of their children who are in a low-income successful elementary school. The specific setting was Roosevelt Elementary located in North Texas. Participants were selected…

Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

ERIC Educational Resources Information Center

Zahn, Brian

2011-01-01

This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

The Interaction between Teaching Practices and the Change in Motivation of Elementary-School Children.

ERIC Educational Resources Information Center

Karsenti, Thierry P.; Thibert, Gilles

This study took an in-depth, global look at the entirety of the teaching practices of six elementary school teachers in Canada who are known to be highly motivating instructors. The study investigated the interaction between teaching practices and the change in elementary-school student motivation. Three teachers were chosen for their reputation…

Synthesizing Experiences in Arts Methods Courses: Creating Artists' Maps in Preservice Elementary Teacher Education

ERIC Educational Resources Information Center

Huxhold, Dianna; Willcox, Libba

2014-01-01

Each semester, preservice elementary generalist teachers navigate to and through the multiple sections of our art methods courses. These elementary education majors bring concerns relating to dominant education discourse such as high stakes testing and accountability measures that relate to how they will be evaluated as future teachers. Often,…

The relation between children’s constructive play activities, spatial ability, and mathematical word problem-solving performance: a mediation analysis in sixth-grade students

PubMed Central

Oostermeijer, Meike; Boonen, Anton J. H.; Jolles, Jelle

2014-01-01

The scientific literature shows that constructive play activities are positively related to children’s spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children’s constructive play and their performance on mathematical word problems is, however, not reported yet. The aim of the present study was to investigate whether spatial ability acted as a mediator in the relation between constructive play and mathematical word problem-solving performance in 128 sixth-grade elementary school children. This mediating role of spatial ability was tested by utilizing the current mediation approaches suggested by Preacher and Hayes (2008). Results showed that 38.16% of the variance in mathematical word problem-solving performance is explained by children’s constructive play activities and spatial ability. More specifically, spatial ability acted as a partial mediator, explaining 31.58% of the relation between constructive play and mathematical word problem-solving performance. PMID:25101038

Cross-Grade Analysis of Chinese Students' English Learning Motivation: A Mixed-Methods Study

ERIC Educational Resources Information Center

Zhang, Qian-Mei; Kim, Tae-Young

2013-01-01

This mixed-methods study investigated the changes in Chinese students' motivation to learn English from elementary to high school and explored the reasons for these changes at different school levels. A motivational questionnaire was designed and administered to 3,777 elementary, junior high, and high school students, and follow-up interviews were…

Success in One High-Poverty, Urban Elementary School: A Case Study

ERIC Educational Resources Information Center

Holman, Shavonna Leigh

2011-01-01

The purpose of this qualitative study was to explore the efforts implemented in a high-poverty, urban elementary school in order to increase academic achievement. The central research question was: (1) How do teachers and administrators in a high-poverty, urban school describe the strategies they use to achieve academic success? The sub-questions…

Interlimb coordination and academic performance in elementary school children.

PubMed

da Silva Pacheco, Sheila Cristina; Gabbard, Carl; Ries, Lilian Gerdi Kittel; Bobbio, Tatiana Godoy

2016-10-01

The specific mechanisms linking motor ability and cognitive performance, especially academic achievement, are still unclear. Whereas the literature provides an abundance of information on fine and visual-motor skill and cognitive attributes, much less has been reported on gross motor ability. This study examined interlimb coordination and its relationship to academic performance in children aged 8-11 years. Motor and academic skills were examined in 100 Brazilian children using the Bruininks-Oseretsky Test of Motor Proficiency and the Academic Performance Test. Participants were grouped into low (<25%) and high (>75%) academic achievers. There was a significant difference between groups for Total Motor Composite (P < 0.001) favoring the high group. On regression analysis there was a significant association between academic performance and Body Coordination. Of the subtests of Body Coordination (Bilateral Coordination and Balance), Bilateral Coordination accounted for the highest impact on academic performance. Of interest here, that subtest consists primarily of gross motor tasks involving interlimb coordination. Overall, there was a positive relationship between motor behavior, in particular activities involving interlimb coordination, and academic performance. Application of these findings in the area of early assessment may be useful in the identification of later academic problems. © 2016 Japan Pediatric Society.

Improving Student Achievement through Organization of Student Learning.

ERIC Educational Resources Information Center

Brookbank, Donna; Grover, Susan; Kullberg, Karin; Strawser, Cathleen

This action research project investigated various reading strategies to increase reading comprehension and vocabulary skills. The targeted population consisted of students from three elementary schools and one junior high school, located in lower to middle socioeconomic neighborhoods. Two elementary schools and the junior high school are located…

Buckeye Union High School District. Report of Survey.

ERIC Educational Resources Information Center

Arizona State Univ., Tempe. Bureau of Educational Research and Services.

Embracing 4 Arizona elementary school districts (Arlington, Buckeye, Liberty, and Palo Verde) visited by consultants for evaluative purposes, this report presents information about and recommendations for the elementary schools in the Buckeye Union High School District. Summaries on the educational programs (language arts, social studies,…

Activities in Elementary Probability, Monograph No. 9.

ERIC Educational Resources Information Center

Fouch, Daniel J.

This monograph on elementary probability for middle school, junior high, or high school consumer mathematics students is divided into two parts. Part one emphasizes lessons which cover the fundamental counting principle, permutations, and combinations. The 5 lessons of part I indicate the objectives, examples, methods, application, and problems…

Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Wilkins, Jesse L. M.

2007-04-01

The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy: mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other sources.

Reading skills of students with speech sound disorders at three stages of literacy development.

PubMed

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

2013-10-01

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 and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). In a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.

Study of Bulk and Elementary Screw Dislocation Assisted Reverse Breakdown in Low-Voltage (less than 250 V) 4H-SiC p(+)n Junction diodes. Part 1; DC Properties

NASA Technical Reports Server (NTRS)

Neudeck, Philip G.; Huang, Wei; Dudley, Michael

1998-01-01

Given the high density (approx. 10(exp 4)/sq cm) of elementary screw dislocations (Burgers vector = 1c with no hollow core) in commercial SiC wafers and epilayers, all appreciable current (greater than 1 A) SiC power devices will likely contain elementary screw dislocations for the foreseeable future. It is therefore important to ascertain the electrical impact of these defects, particularly in high-field vertical power device topologies where SiC is expected to enable large performance improvements in solid-state high-power systems. This paper compares the DC-measured reverse-breakdown characteristics of low-voltage (less than 250 V) small-area (less than 5 x 10(exp -4)/sq cm) 4H-SiC p(+)n diodes with and without elementary screw dislocations. Compared to screw dislocation-free devices, diodes containing elementary screw dislocations exhibited higher pre-breakdown reverse leakage currents, softer reverse breakdown I-V knees, and highly localized microplasmic breakdown current filaments. The observed localized 4H-SiC breakdown parallels microplasmic breakdowns observed in silicon and other semiconductors, in which space-charge effects limit current conduction through the local microplasma as reverse bias is increased.

Study of Bulk and Elementary Screw Dislocation Assisted Reverse Breakdown in Low-Voltage (<250 V) 4H-SiC p+n Junction Diodes - Part 1: DC Properties

NASA Technical Reports Server (NTRS)

Neudeck, Philip G.; Huang, Wei; Dudley, Michael

1999-01-01

Given the high density (approx. 10(exp 4)/sq cm) of elementary screw dislocations (Burgers vector = lc with no hollow core) in commercial SiC wafers and epilayers, all appreciable current (greater than 1 A) SiC power devices will likely contain elementary screw dislocations for the foreseeable future. It is therefore important to ascertain the electrical impact of these defects, particularly in high-field vertical power device topologies where SiC is expected to enable large performance improvements in solid-state high-power systems. This paper compares the DC-measured reverse-breakdown characteristics of low-voltage (less than 250 V) small-area (less than 5 x 10(exp -4) sq cm) 4H-SiC p(+)n diodes with and without elementary screw dislocations. Compared to screw dislocation-free devices, diodes containing elementary screw dislocations exhibited higher pre-breakdown reverse leakage currents, softer reverse breakdown I-V knees, and highly localized microplasmic breakdown current filaments. The observed localized 4H-SiC breakdown parallels microplasmic breakdowns observed in silicon and other semiconductors, in which space-charge effects limit current conduction through the local microplasma as reverse bias is increased.

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

PubMed Central

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

2015-01-01

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 and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages. PMID:23833280

Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades

ERIC Educational Resources Information Center

Droop, Mienke; van Elsäcker, Willy; Voeten, Marinus J. M.; Verhoeven, Ludo

2016-01-01

The purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel…

Patterns of Instructional Discourse that Promote the Perception of Mastery Goals in a Social Constructivist Mathematics Course

ERIC Educational Resources Information Center

Morrone, Anastasia Steffen; Harkness, Shelly S.; D'Ambrosio, Beatriz; Caulfield, Richard

2004-01-01

Elementary education students enrolled in an experimental mathematics course participated in this study. The course is taught using a social constructivist approach and is designed to improve students' mathematical problem-solving ability and deepen their understanding of mathematics. The research question for the present study is as follows: In…

Non-Algorithmic Quantitative Problem Solving in University Physical Chemistry: A Correlation Study of the Role of Selective Cognitive Factors

ERIC Educational Resources Information Center

Tsaparlis, Georgios

2005-01-01

This work provides a correlation study of the role of the following cognitive variables on problem solving in elementary physical chemistry: scientific reasoning (level of intellectual development/developmental level), working-memory capacity, functional mental ("M") capacity, and disembedding ability (i.e., degree of perceptual field…

Piaget's Geographical Spatial Stages: An Examination of Their Relationship to Elementary Children's Classification-Class Inclusion Abilities.

ERIC Educational Resources Information Center

Rand, David C.; Towler, John O.

This study examines the relationship between a child's concept of geographic and territorial relationships and his competence on classification and class inclusion measures. Jean Piaget's stages of development and studies conducted by other investigators (Jahoda, 1964; Stoltman, 1971; Rand and Towler, 1973; Flavell, 1963; Asher, et al, 1971;…

Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom

ERIC Educational Resources Information Center

Hofer, Mark; Swan, Kathleen Owings

2006-01-01

Educators are simultaneously bombarded with both calls to integrate technology in meaningful ways into their teaching and to promote more student-centered activities which combine both content learning and higher-order thinking. This is no small task given the range of student abilities and interests, the increasing emphasis on state standards and…

Implementing International Virtual Elementary Classroom Activities for Public School Students in the U.S. and Korea

ERIC Educational Resources Information Center

O'Neill, Eunhee Jung

2007-01-01

In today's global society, individuals with an understanding of different cultures that have the ability to apply this understanding to real world problem solving are more likely to become leaders. Preparing students for a global society is becoming a significant part of education. While many international online exchange projects have been…

Architecture: A Nexus of Creativity, Math, and Spatial Ability

ERIC Educational Resources Information Center

Senne, Jessica; Coxon, Steve V.

2016-01-01

The United States is dependent on innovations in science, technology, engineering, and math (STEM) fields for the growth of its economy and improvements to quality of life, but too few students are prepared for them. To help meet the challenges in filling the STEM pipeline, teachers of gifted elementary students can nurture important talents,…

Twenty-First Century Skills and School Programs: Implementation at a Suburban Elementary School

ERIC Educational Resources Information Center

Uduigwome, George Esele

2012-01-01

Under-utilization of human potential coupled with the need to maintain alignment with the demands imposed by globalization (e.g. sustainable development, citizenship, self-actualization, ability to respond to the emergence of cutting-edge technologies) have led to calls for policy and practice reorientations in the field of education. In response,…

Identifying Academically Gifted English-Language Learners Using Nonverbal Tests: A Comparison of the Raven, NNAT, and CogAT

ERIC Educational Resources Information Center

Lohman, David F.; Korb, Katrina A.; Lakin, Joni M.

2008-01-01

In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and…

Global Dimensions in U.S. Education: The Elementary School.

ERIC Educational Resources Information Center

Torney, Judith V.; Morris, Donald N.

This is one of four studies which review the state of the art of globalized curriculum development. This new view requires teachers and children to have an ability to deal with tremendous complexity, see situations in new ways - outside past experience - and to perceive system dynamics instead of structural statics. It is a much broader…

The Use of Digital Storytelling to Improve the Effectiveness of Social and Conflict Resolution Skill Training for Elementary Students

ERIC Educational Resources Information Center

Lipschutz, Betsy D.

2010-01-01

School safety is one of the most important issues facing administrators, teachers, and parents. Several risk factors have been identified as antecedents to aggression including poor social skills, difficulty dealing with anger and frustration, and inadequate problem solving abilities. "No Child Left Behind" requires all schools receiving…

Using Miscue Analysis to Assess Comprehension in Deaf College Readers

ERIC Educational Resources Information Center

Albertini, John; Mayer, Connie

2011-01-01

For over 30 years, teachers have used miscue analysis as a tool to assess and evaluate the reading abilities of hearing students in elementary and middle schools and to design effective literacy programs. More recently, teachers of deaf and hard-of-hearing students have also reported its usefulness for diagnosing word- and phrase-level reading…

Hearing, Seeing, and Signing in Elementary Physical Education

ERIC Educational Resources Information Center

Holland, Sara A.

2006-01-01

Educators now understand that new methods of representing and reproducing knowledge are emerging. Using only a single mode of communication to teach may limit a student's ability to engage in the topic and remember what is being taught. Sign language is a visual language and it is also kinesthetic--two traits that make it especially useful in…

The Cognitive and Attitudinal Effects of a Conservation Educational Module on Elementary School Students

ERIC Educational Resources Information Center

Dimopoulos, Dimitrios; Paraskevopoulos, Stefanos; Pantis, John D.

2008-01-01

The ability of the National Marine Park of Zakynthos (NMPZ) in Greece to protect an important sea turtle rookery will ultimately depend on the level of local support and involvement that it receives. Therefore, it is essential for environmental educators to generate among local inhabitants, starting at early ages, positive attitudes concerning the…

Reasoning as a Metaphor for Skill Development in the Social Studies Curriculum.

ERIC Educational Resources Information Center

Hartoonian, H. Michael

The paper suggests ways to coordinate basic social studies skills to achieve the goal of developing reasoning ability in elementary and secondary students. The first three sections present a rationale for teaching the reasoning process in the social studies curriculum. The author stresses that in order to be an effective thinker, one should be…

Working to Improve Literacy Learning for All Students through School Leadership: An Analytic Autoethnography

ERIC Educational Resources Information Center

Carrico, Happy

2009-01-01

Teachers' expertise in literacy education has a direct impact on children's success in elementary school, yet school principals can also serve a major role by supporting the teachers' abilities to develop literacy expertise by facilitating the implementation of practices grounded in literacy theory and supporting teachers as they acquire and apply…

Cognitive Abilities That Mediate SES's Effect on Elementary Mathematics Learning: The Uruguayan Tablet-Based Intervention

ERIC Educational Resources Information Center

Valle-Lisboa, Juan; Cabana, Álvaro; Eisinger, Robert; Mailhos, Álvaro; Luzardo, Mario; Halberda, Justin; Maiche, Alejandro

2016-01-01

In unequal societies the effectiveness of formal education depends on the socioeconomic status (SES) of students. Studies have shown that poverty affects the development of the brain in ways that might compromise future learning, thus increasing the differences between groups with different SES. Interest is growing in the development of tools that…

The Chinese Bilingual Pilot Program, ESEA Title VII, 1974: Program Guide.

ERIC Educational Resources Information Center

San Francisco Unified School District, CA.

The 1965 Elementary Secondary Education Act Title VII Chinese Bilingual Pilot Program is a bilingual/bicultural program the purpose of which is to provide for the special educational needs of children who have limited English-speaking ability, who come from environments where the dominant language is one other than English, and who come from…

Increasing Early Opportunities in Engineering for Advanced Learners in Elementary Classrooms: A Review of Recent Literature

ERIC Educational Resources Information Center

Dailey, Debbie; Cotabish, Alicia; Jackson, Nykela

2018-01-01

Present and future challenges in our society demand a solid science, technology, engineering, and mathematics (STEM) knowledge base, innovative thinking, and the ability to ask the right questions to generate multiple solutions. To prepare innovators to meet these challenges, we must recognize and develop their talents. This advancement and growth…

Utah Elementary School Principals Preparation as Technology Leaders

ERIC Educational Resources Information Center

Esplin, Nathan L.

2017-01-01

The rapidly expanding use of technology in education has brought about the need for principals to be prepared as technology leaders. Although, there is a need for principals to be prepared as technology leaders, many currently are not prepared for this role. It is crucial that principals are prepared in order ability to lead their school in…

Predictive Utility and Causal Influence of the Writing Self-Efficacy Beliefs of Elementary Students.

ERIC Educational Resources Information Center

Pajares, Frank; Valiante, Gio

According to self-efficacy theorists, people's judgments of what they can accomplish are influential arbiters in human agency and, as such, powerful determinants of their behavior. In large part, this is because these self-efficacy beliefs are said to act as mediators between other acknowledged influences on behavior, such as skill, ability,…

Evaluation Report of the Harlandale Independent School District's Bilingual Education Program.

ERIC Educational Resources Information Center

Harrison, Helene W.

The 1973 report evaluates the Bilingual Education Program of Harlandale Independent School District. The bilingual program is designed for Spanish speaking pupils in grades K-5 (1,517 children in 8 of the district's 15 elementary schools) who have limited English-speaking ability. The 1972-73 project involved (1) development and revision of…

Influencing Greek Pre-Service Teachers' Efficacy Beliefs and Self-Confidence to Implement the New "Studies for the Environment" Curricula

ERIC Educational Resources Information Center

Malandrakis, George

2018-01-01

This study explores the effect of an innovative course examining Greek elementary student teachers' (STs') efficacy beliefs and self-confidence for curriculum-based teaching on "Studies for the Environment" topics. These two variables are influencing teachers' ability to teach environmental issues for young children. Five new factors…

Addressing Challenges in Urban Teaching, Learning and Math Using Model-Strategy-Application with Reasoning Approach in Lingustically and Culturally Diverse Classrooms

ERIC Educational Resources Information Center

Wu, Zhonghe; An, Shuhua

2016-01-01

This study examined the effects of using the Model-Strategy-Application with Reasoning Approach (MSAR) in teaching and learning mathematics in linguistically and culturally diverse elementary classrooms. Through learning mathematics via the MSAR, students from different language ability groups gained an understanding of mathematics from creating…

Changes in K-12 Education: Implications for the BC Post-Secondary System

ERIC Educational Resources Information Center

McQuarrie, Fiona A. E.

2016-01-01

It is generally assumed by educators that the K-12 curriculum--the curriculum used in primary, elementary, and secondary education--will affect students' post-secondary educational experiences and their ability to enter the workforce. This report takes a multi-faceted approach to addressing the impact of changes in the K-12 curriculum on students'…

How Much Does the 24 Game Increase the Recall of Arithmetic Facts?

ERIC Educational Resources Information Center

Eley, Jonquille

2009-01-01

Sixth grade students come to MS 331 with strong mathematics backgrounds from elementary school. Nevertheless, students often come with a dearth of skills when performing basic math computations. The focus of this study is to investigate the use of the 24 Game in quickening the ability of sixth graders to perform basic computations. The game…

A Districtwide Study of Automaticity When Included in Concept-Based Elementary School Mathematics Instruction

ERIC Educational Resources Information Center

McGee, Daniel; Richardson, Patrick; Brewer, Meredith; Gonulates, Funda; Hodgson, Theodore; Weinel, Rebecca

2017-01-01

While conceptual understanding of properties, operations, and the base-ten number system is certainly associated with the ability to access math facts fluently, the role of math fact memorization to promote conceptual understanding remains contested. In order to gain insight into this question, this study looks at the results when one of three…

The Principal's Influence on the Novice Teacher's Professional Development in Literacy Instruction

ERIC Educational Resources Information Center

Kindall, Heather D.; Crowe, Tracey; Elsass, Angela

2018-01-01

Effective teachers and principals, who are viewed as their building's curriculum leader, are of vital importance to the literacy success of elementary-age students. This article will explore the influences of school leadership and professional development which teachers say can positively or negatively impact their ability to effectively teach…

Using the Networked Peer Support Strategy to Enhance Reading Comprehension for Students with Various Thinking Styles

ERIC Educational Resources Information Center

Lee, Chien I.; Chang, Chih C.

2017-01-01

How to enhance students' reading comprehension as well as reading interest is a currently serious problem for elementary school students. Students can learn various knowledge through reading, as a result of this reason, the advantage and disadvantage of reading ability could directly affect the learning efficiency. This study proposes networked…

Elementary and Secondary Education: Flexibility Initiatives Do Not Address Districts' Key Concerns about Federal Requirements. Report to Congressional Requesters.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

The Government Accounting Office (GAO) was asked to: (1) describe major federal requirements that affect school districts; (2) identify key issues school districts face in implementing these requirements; and (3) analyze the impact of the Department of Education's flexibility initiatives on school districts' ability to address these implementation…

Mathematics and Science Curricula in Elementary and Secondary Education for American Indian and Alaska Native Students.

ERIC Educational Resources Information Center

Preston, Vera

Issues related to the improvement of mathematics and science education pertain to Native students as well as to the general population. Native students are most successful at tasks that use visual and spatial abilities and that involve simultaneous processing. Instruction should build on Native students' strengths. Experiential learning and…

The Right to Research

ERIC Educational Resources Information Center

Appadurai, Arjun

2006-01-01

This paper argues that research be recognised as a right of a special kind--that it be regarded as a more universal and elementary ability. It suggests that research is a specialised name for a generalised capacity to make disciplined inquires into those things we need to know, but do not know yet. I maintain that knowledge is both more valuable…

Fostering Intrinsic Motivation, Learning Goals, and Fluid Beliefs of Intelligence among Struggling Readers: An Intervention Study

ERIC Educational Resources Information Center

Orkin, Melissa

2013-01-01

Beginning in elementary school, those students who struggle to acquire basic reading skills tend to demonstrate a stronger tendency towards task avoidance. As a result of their avoidant behaviors, students' reading ability progresses at a slower rate, which leads to further task evasion. The current study addressed task avoidance among…

The Effects of Integrated Literacy Interventions on Middle School Achievement

ERIC Educational Resources Information Center

Glass, Jamie; Carney, Eve; Fisher, Alexandria

2017-01-01

While districts and schools continue to place more emphasis on personalized instruction and tiers of literacy interventions, more students are continuing to reach middle school without the ability to read on grade level. Much of the emphasis on the attainment of literacy skills occurs in the elementary grades. As a result, middle grades' literacy…

Jottings: An Approach to Guiding Reading in the Elementary Classroom

ERIC Educational Resources Information Center

Knight, Jennifer A.; Justesen, Hilary A.

2018-01-01

Comprehension is the overall goal of reading. One approach to help students increase their comprehension is to discuss a text in small-group settings. Yet, many students struggle to fully engage in meaningful discussions within these groups. Students' ability to retain and share what they read is one reason for this lack of discussion. Teaching…

Indirect and Direct Relationships between Self-Regulation and Academic Achievement during the Nursery/Elementary School Transition of French Students

ERIC Educational Resources Information Center

Hubert, Blandine; Guimard, Philippe; Florin, Agnès; Tracy, Alexis

2015-01-01

Research Findings: Several recent studies carried out in the United States and abroad (i.e., Asia and Europe) have demonstrated that the ability of young children to regulate their behavior (including inhibitory control, working memory, attentional control) significantly predicts their academic achievement. The current study examined the…

NWEA Recommendations for Transitioning Students from MPG to MAP 2-5

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2014

2014-01-01

In order to determine which test is more appropriate to administer to elementary grade students, it is important to consider the purpose of the test in conjunction with the ability and grade level of the students. Northwest Evaluation Association™ (NWEA™) designed Measures of Academic Progress® (MAP®) tests mindful of the amount of learning that…

The Contribution of Perceived Fit between Job Demands and Abilities to Teachers' Commitment and Job Satisfaction

ERIC Educational Resources Information Center

Bogler, Ronit; Nir, Adam E.

2015-01-01

The current study aims at exploring the common means that may improve organizational effectiveness by focusing on two main facets of organizational qualities: teacher commitment and job satisfaction. Data were collected from 841 randomly sampled teachers employed in 118 elementary schools in Israel. A quantitative questionnaire, which included…

Methods of Work with Pupils-Immigrants at Russian Language Lessons in Primary School

ERIC Educational Resources Information Center

Zakirova, Venera G.; Kamalova, Lera A.

2016-01-01

In this article, the authors begin by outlining the basic principles of teaching children-migrants at the elementary school level. These principles include: (1) Learning Russian is focused on the development of children's ability to communicate; (2) Language is learned by migrant children as a mean of communication; (3) Students can see the…

EFFECTS OF THREE DIFFERENT STIMULI ON THE CREATIVITY OF CHILDREN'S COMPOSITIONS.

ERIC Educational Resources Information Center

MAY, FRANK B.; TABACHNICK, B. ROBERT

THIS STUDY BEGAN AN ATTEMPT TO DETERMINE THE BASIC CHARACTERISTICS OF EFFECTIVE MOTIVATING STIMULI FOR USE IN ELEMENTARY SCHOOL WRITING PROGRAMS. IN PARTICULAR, IT DEALT WITH THE EFFECTS OF ORGANIZED AND UNORGANIZED STIMULI ON THE CREATIVE WRITING ABILITY OF THIRD- AND SIXTH-GRADE STUDENTS. THE CHILDREN WERE DIVIDED INTO SIX GROUPS. ONE GROUP OF…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Verbal Memory and Semantic Organization of Children with Learning Disabilities

ERIC Educational Resources Information Center

Polychroni, Fotini; Economou, Alexandra; Printezi, Anna; Koutlidi, Ifigeneia

2011-01-01

The present study examined the verbal learning performance and the semantic organization used by Greek reading-disabled readers as compared to a control group using a list-learning task. The sample consisted of 45 elementary school children with reading difficulties and 45 comparison children matched for age and gender. Tests of reading ability,…

Preservice Teachers' Ability To Determine Miscues and Comprehension Response Errors of Elementary Students.

ERIC Educational Resources Information Center

Traynelis-Yurek, Elaine; Strong, Mary W.

2000-01-01

Examines the results of instruction in administering the Informal Reading Inventory (IRI) in three teacher training programs. Focuses on the examination of the scoring of the IRI in simulation exercises by preservice teachers after instruction in the administration and scoring of the IRI. Concludes that the preservice teachers did not accurately…

Curriculum Design for Inquiry: Preservice Elementary Teachers' Mobilization and Adaptation of Science Curriculum Materials

ERIC Educational Resources Information Center

Forbes, Cory T.; Davis, Elizabeth A.

2010-01-01

Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study…

Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making

ERIC Educational Resources Information Center

Park, Vicki; Datnow, Amanda

2017-01-01

Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional decision making. Drawing on data from a qualitative case study of four elementary schools, we examine the logic and patterns of teacher decision making about differentiation and ability…

Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

ERIC Educational Resources Information Center

Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

2016-01-01

This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…

Elementary Students' Sleep Habits and Teacher Observations of Sleep-Related Problems.

ERIC Educational Resources Information Center

Amschler, Denise H.; McKenzie, James F.

2005-01-01

Sleep affects the health and well-being of children and plays a key role in preventing disease and injury, stability of mood, and ability to learn. Unfortunately, children often do not get adequate sleep on a regular basis. This study surveyed 199 fifth-grade students regarding their sleep habits using the Sleep Self-Report (SSR) instrument…

Integration of Phonics into Elementary Reading Programs

ERIC Educational Resources Information Center

Bast, Jenna M.

2013-01-01

Understanding phonics is an important part of a young student's ability in learning how to read. The problem is that there is no set system that teachers follow in teaching phonics skills. The purpose of this study is to discover the ways that first grade teachers teach phonics to their students to help promote students success in reading. The…

Emotional Experience, Expression, and Regulation of High-Quality Japanese Elementary School Teachers

ERIC Educational Resources Information Center

Hosotani, Rika; Imai-Matsumura, Kyoko

2011-01-01

The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers' emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited…

Teaching Elementary Particle Physics: Part I

ERIC Educational Resources Information Center

Hobson, Art

2011-01-01

I'll outline suggestions for teaching elementary particle physics, often called "high energy physics," in high school or introductory college courses for non-scientists or scientists. Some presentations of this topic simply list the various particles along with their properties, with little overarching structure. Such a laundry list approach is a…

Diversified Satellite Occupations Program. Interim Report.

ERIC Educational Resources Information Center

Call, John Reed

This interim report, covering the period of September 1970 to June 1971, describes a program conducted for elementary, junior high, and senior high grades. The elementary program was designed to help students develop an understanding of occupational competence. The prevention of dropouts and individualizing instruction were concerns of the junior…

Principal Perceptions as Literacy Leaders at High-Need Elementary Schools

ERIC Educational Resources Information Center

Lear, Janet M.

2017-01-01

This dissertation study explores the perceptions of principals as literacy leaders and the enactment of these perceptions in high-need elementary schools. Literacy leadership, as perceived by principals, was analyzed based on interview data from six participants. Individual cases were studied for the unique characterizations each participant…

Its Seat Is in the Heart.

ERIC Educational Resources Information Center

Mesplay, Gail

2001-01-01

Presents several practical ideas for making peace a priority within the classroom. Shares stories of a high school and an elementary school where peace projects have flourished. The elementary project involved planting a tree germinated from a Japanese tree that had survived the atomic bomb. The high school project involved apprenticing teenagers…

Altering Methods to Fill the English Curriculum Gap in Japan

ERIC Educational Resources Information Center

Zinck, Gerald W.

2017-01-01

In the Japanese English education system, a distinct disconnect exists between the elementary and secondary education curricula. Elementary schools across Japan offer English classes, but adjusting to junior high English classes is often difficult for students. While the Japanese government reformed junior high school tests to aid student…

Eastern Kentucky Teacher and Administrative Stress

ERIC Educational Resources Information Center

Wright, Sam; Ballestero, Victor

2011-01-01

The purpose of this research was to survey selected Eastern Kentucky Principals (Elementary, Middle, and High School) to collect data about stress in public schools. A stress survey (Appendix C) was sent to randomly selected elementary, middle, and high school principals located in the Eastern Kentucky region serviced by Morehead State University…

The Mathematics Teacher Development with Peer Tutoring Program.

ERIC Educational Resources Information Center

Duffie, William B.; Guida, Frank V.

This project addresses the problem of inadequate mathematics high school teacher staffing and the shortage of mathematics specialists in the elementary school. Regular elementary school teachers interested in becoming certified as high school mathematics teachers, and who had taken at least three college-level mathematics courses, were invited to…

Metacognition: Metacognitive Skills and Strategies in Young Readers.

ERIC Educational Resources Information Center

Warian, Christine

A study examined metacognition and teachers' perceptions of metacognitive instruction in elementary, middle, and high school. After an initial review of the literature, a survey instrument was developed and distributed to 288 teachers from elementary, middle, and high schools in a suburban area (Middlesex County, New Jersey). These teachers (both…