Are middle schools ill-suited for early adolescents, or can school characteristics account for any differences in student functioning? Achievement, school engagement, and perceived competence of children starting middle schools in 5th and 6th grades were compared to those of their same-grade peers in elementary schools in a national, longitudinal sample (NICHD Study of Early Child Care and Youth Development, n?=?855; 52% Female, 82% White). Classroom quality (observed and teacher-reported) and school characteristics (composition and size) were considered as explanations for any relationships between school-level and student functioning. Fifth grade middle school students did not differ from those in elementary school, but students entering middle school in 6th grade, compared to those in e...

Background: 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. Methods: 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, ...

The school pharmacist in our hospital pharmacy used three graded textbooks about medicine for students at the Sukagawa School for the Health-Impaired (Fukushima Medical University Hospital Branch (H. I. school)). A revised textbook for 4th-6th grade elementary school students containing 12 important items of information about medicine, a new picture textbook for 1st-3rd grade elementary school students, and a new textbook containing practical data for junior high school students were prepared by supplementing original information with illustrations, simplified expression and large type face. Additionally, the pronunciation of Chinese characters was included in the textbook for the 1st-3rd grade elementary school students. In this study, 9 students from H. I. school and 37 students from Koyase junior high school took part in a questionnaire and an examination evaluating the usefulness of the lectures, and these textbooks, in regard to the student's recognition and understanding of medicine. Most students answered that the lectures and textbooks helped them to understand medicine. Furthermore, the results of the examination indicated that the students had a general understanding of medicine. In conclusion, we suggest that it is important for students in compulsory education to learn about medicine, and that according to the preliminary result of questionnaires and examinations, both the lectures and textbooks were useful to help the students to understand more about medicine. PMID:11265120

This study investigated the effectiveness of 5E learning cycle on 6th-grade students' achievement of cell concepts, and their scientific epistemological beliefs. Epistemological Belief Questionnaire and the Cell Concept Test were administered as pre-test and post-test to a total of 153 sixth grade students in four intact classes of an elementary school. Two classes were randomly assigned as control and experimental groups. Experimental groups received 5E learning cycle instruction and control groups received traditional instruction. The data were analyzed using multivariate analysis of covariance. Results showed that treatment had a significant effect on the collective dependent variables. Univariate ANOVAs indicated a statistically significant mean difference between experimental and control groups regarding cell concepts achievement and epistemological beliefs in the favor of experimental groups. (Contains 2 tables.)

Abstract in portuguese O objetivo deste estudo foi investigar evidências de validade de instrumentos de avaliação da atenção. Participaram 255 estudantes de 5ª a 8ª série do ensino fundamental de uma escola pública do interior de SP, idades entre 10 e 17 anos, avaliados no Teste de Atenção por Cancelamento (TAC) e Teste de Trilhas - parte B (TT-B). Anova revelou efeito de série sobre os escores. No TAC-total houve aumento dos escores na 8ª em relação à 5ª série e a terceira pa (more) rte do teste foi a que melhor discriminou entre as séries. O TT-B discriminou a 5ª e 6ª em relação à 8ª série. Análises de correlação de Pearson entre os testes evidenciaram diversas correlações significativas, sugerindo que os instrumentos avaliam construtos distintos, porém relacionados. Este estudo complementa anterior e fornece evidências de validade de dois testes neuropsicológicos para avaliação da atenção em estudantes da 5ª à 8ª série do ensino fundamental. Abstract in english The study aimed to investigate validity evidences of instruments for attention assessment. Two hundred fifty five students participated, from 5th to 8th grades of a elementary public school of the interior of SP, ages between 10 and 17 years. They were evaluated in the instruments Cancel Attention Test (CAT) and Trail Making Test - part B (TMT-B). Anova revealed grade effect over scores. CAT-total score increased in the 8th regarding the 5th grade, and the third part of t (more) he test was that better discriminated between the grades. The TMT-B score discriminated the 5th and 6th grades regarding the 8th grade. Pearson correlation analyses between the tests showed diverse significant correlations, showing that the instruments evaluate distinct, but related constructs. This study complemented previous and supplies validity evidences of two neuropsychological tests for attention assessment in students of the 5th to the 8th grades of elementary school.

The province of Ontario has two publicly funded school systems: secular schools (known as public schools) that are open to all students, and separate schools that are open to children with Catholic backgrounds. The systems are administered independently and receive equal funding per student. In this paper we use detailed school and student-level data to assess whether competition between the systems leads to improved efficiency. Building on a simple model of school choice, we argue that incentives for effort will be greater in areas where there are more Catholic families, and where these families are less committed to a particular system. To measure the local determinants of cross-system competition we study the effects of school openings on enrollment growth at nearby elementary schools. We find significant cross-system responses to school openings, with a magnitude that is proportional to the fraction of Catholics in the area, and is higher in more rapidly growing areas. We then test whether schools that face greater cross-system competition have higher productivity, as measured by test score gains between 3rd and 6th grade. We estimate a statistically significant but modest-sized impact of potential competition on the growth rate of student achievement. The estimates suggest that extending competition to all students would raise average test scores in 6th grade by 6-8% of a standard deviation.

Aim There is currently no data available regarding hypersensitivity reactions to drugs in an adult population in Turkey. The aim of this study was to determine the prevalence of self-reported drug hypersensitivity reactions among adults in Turkey and related factors. Subjects and methods A structured self-administered questionnaire was sent to the parents of 6th grade elementary students who represented different socioeconomic levels of populations in Ankara/Turkey. Results A total of 1,370 adults (mean age: 23.88?±?6.48 years, female/male: 710/660) responded to the survey. The prevalence of self-reported drug hypersensitivity was 13.4% (183/1,370). The most frequently drugs involved were beta-lactams (n?=?63, 34.4%), followed by nonsteroidal anti-inflammatory drugs (n?=?52, 28.4%), genera...

We confronted 151, 5th and 6th elementary grade pupils with a quantitative problem in a mathematics or religion class, to examine the influence of the context on pupils' understanding and solution of such problems inside and outside the mathematics class. Pupils were first asked to solve a problem about fair sharing either during a mathematics or a religion class. Afterwards, they had to evaluate several (fictional) answers for this problem. We compared the responses and evaluations from both groups and found that (1) in the mathematics class pupils preferred precise numerical answers, while in the religion class pupils had a preference for a verbal description of the solution; (2) pupils in the mathematics class preferred answers motivated by calculations, while in the religion class, pupils favoured non-numerical arguments; (3) the concept ''fairness'' was interpreted and used differently in both conditions, leading to different preferential situational and mathematical models and solutions. (Contains 5 tables.)

This article features Campus Kids, a mentoring program located at Gonzaga University in Spokane, Washington. Gonzaga is a Jesuit University with a strong commitment to social justice and humanistic education. Campus Kids began, in the true sense of a community partnership, as an attempt to connect community resources (potential university undergraduate student role models) with community needs (elementary school students from nearby elementary schools considered at risk for academic failure). The goals of the program are to improve outcomes for 4th-6th grade students considered academically at risk by improving attendance and school performance, reducing the number of discipline problems, improving self-esteem, and increasing school engagement. These students are matched with undergraduate college students for weekly tutoring and planned activities on the college campus. Pairing youth at risk for academic failure with college students as mentors results in improved attendance and school performance for youth as well as a deeper understanding of poverty and social injustice and an increased sense of responsibility and commitment to action for college mentors. Campus Kids Mentoring Program offers an excellent example of best practices in mentoring, as noted in Elements of Effective Practice (MENTOR, 2003). These practices include Program Design and Planning, Program Management, Program Operations, and Program Evaluation.

This report describes a program for increasing levels of leisure time reading and heightened awareness of age and ability appropriate literature with an effort to encourage targeted students in grades 2, 3, and 6 to become lifelong readers. The targeted population lives in a growing rural, low to upper middle class community located in north central Illinois. Students had low levels of independent reading habits, documented through data from surveys and teacher observations. Analysis of probable cause data and professional literature revealed several possible causes for the lack of time students spend in leisure time reading. Children are being attracted regularly by electronic media entertainment and by extracurricular activities in an environment that does not promote leisure reading. In addition, children's unique differences have not been recognized in terms of their need for choice of reading material. Solution strategies consisted of providing sustained silent reading and emphasizing student choice--a vital feature of this intervention in terms of student selection of reading materials, response activities that recognize multiple intelligence and learning style theory, and decision making opportunities regarding participation in extrinsic reward programs. Motivational activities providing adult modeling in school and in the home were emphasized. Post intervention data indicated an increase in students' positive attitude and engagement in sustained silent reading, improved knowledge of a variety of genre and authors, and the development of multiple intelligences in sharing book responses with peers. Appended are: (1) Surveys (elementary reading attitude, 2nd/3rd grade literature awareness, 6th grade literature awareness, and parent pre-intervention); (2) bibliography; (3) chart of response choices using multiple intelligences; (4) parent permission form; (5) parent letter of introduction to project; (6) post-intervention parent letter; (7) parent post survey; (8) samples of post survey parent narrative responses--2nd/3rd grade; and (9) sample of 2nd grade quiet time reading log. (Contains 16 figures and 38 references.) (CR)

Abstract in english Background: In Chile, there is no information about the prevalence of smoking among basic and high school students. Aim: To study the prevalence of smoking among school age population. Material and Methods: A cross sectional survey was conducted during 2001, assessing tobacco use and smoking habit in a representative sample of 15.119 randomly selected students. Results: Sixty four percent of students had smoked at least once in their lifetime. Eighteen percent of students (more) smoked daily and 15%, occasionally. The figures for women were higher (19 and 18% respectively). The mean age for the first contact with smoking was 12.3 years and, for starting the smoking habit, 13.2 years. Smokers increased the amount of cigarettes during weekends. Higher prevalence rates of smoking were observed in students from the Southern region of the country and of lower socioeconomic levels. From the 3rd grade on, there is an increased risk of having contact with tobacco and smoking for the first time and from 6th grade on, this risk becomes permanent. The adjusted Odds Ratio to be a smoker is significantly higher when the mother is a current or irregular smoker (OR 1.9 95 CI; 1.7-2.0). Conclusions: High smoking prevalence rates were detected in this survey, mainly in women. The risk for smoking starts early during school life. Therefore, health promotion programs must include elementary and high school students (Rev Méd Chile 2004; 132: 171-82)

The present study investigated the family characteristics of bullies, victims, and positively behaving adolescents. The study was conducted in three elementary schools in Adana central province with students who were attending 6th-7th, and 8th grades. A who-is-who form prepared by the researchers was used for the determination of the family characteristics of the students in the sample. The form was completed by 1713 students. A total of 273 students (99 girls, 174 boys) are identified according to the results: 118 bully students, 81 victim students, and 74 positively behaving students. The Family Assessment Survey, developed by Epstein, Baldwin, & Bishop (1983) and translated into Turkish by Bulut (1990), was used to measure family functions. One way ANOVA and Logistic Regression Analysis were used for statistical analysis. In conclusion, it is determined that bully and victim students perceived their families more negatively than the other students in terms of problem solving, communication, affective responsiveness, affective involvement, behavior control, and general functioning. All the subscale scores of Family Assessment Survey were successfully classified 70.3% for bullies and 68.4% for victims. It is determined that problem solving, communication, and roles subscales of the Family Assessment Survey have significant support in explaining bullying. Communication, roles and behavior control subscales have significant support in explaining victimization.

Drawing on the expectancy-value model, stage-environment fit theory, and self-determination theory, this study examined the longitudinal associations between classroom characteristics, expectancies-values, high school course enrollment, and career aspirations in the domain of math. Data were collected on 3,048 youth who reported on their classroom experiences in 7th grade, expectancies-values in 6th, 7th, and 10th grades, and career aspirations in 12th grade. Student grades for math courses were collected from school records at 6th, 7th, and 10th grades, and their math course enrollment was collected from 9th through 12th grades. Results indicated that students' math classroom experiences predicted their expectancies and values, which, in turn, predicted the number of high school math courses taken and career aspirations in math. Gender and math ability differences are also discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved). PMID:22390667

The 1994 AINSE conference was held in Brisbane, at Griffith University in conjunction with the 6th APPC and the 11th Australian Institute of Physics Congress. It focused on physics of elementary particles and fields, nuclear reactions and scattering, neutrinos and dark matter. The proceedings booklet contains the conference programme and talks summaries. Seventy one papers out of the 73 contributions were indexed separately for inclusion in the INIS database.

Teachers differ greatly in how much they teach their students, but little is known about which teacher attributes account for this. We estimate the causal effect of teacher subject knowledge on student achievement using within-teacher within-student variation, exploiting a unique Peruvian 6th-grade ...

Solving Word Problems for Life, Grades 6-8 offers students who struggle with math a daily opportunity to improve their skills. The book offers 180 math word problems. The first 30 focus on 6th-grade math standards, the second 30 on 7th-grade standards, and the last 30 on 8th-grade standards. There is also a section of more difficult, extra-credit problems titled "Hard-Hat Thinking". All of the activities are designed to strengthen basic math skills and problem-solving ability. Six visual cuesÑa hammer for adding, a screwdriver for subtracting, gears for multiplying, a saw for dividin

"While it seems 'new and better' teaching methods are introduced every year, what ... More classroom activities and resources ... Time Required: 45 minutes in class (after preparation) ... Grade Level: elementary, middle school and high school ...

The authors describe a set of upper-elementary activities that focuses on how animals communicate. The activities describe procedures that students working in groups can use to investigate the topic of animal communication. An initial information sheet, resource list, and grading rubric are provided. The lesson plan was field-tested in an upper-elementary classroom.

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 and polaroid glasses were used for the examination of stereoscopic vision, while Cover test and Hirschberg's pupils reflex test were used for the evaluation of strabismus. In the area of non-verbal abilities was evaluated visual discrimination, visuomotor integration, constructive praxia, visual memory, strategy formation, non-verbal reasoning and the representational dimension of drawings. Subtests of ACADIA test of developmental abilities were used for the evaluation of non-verbal abilities (Atkinson et al., 1972). Statistically significant relations between strabismus and constructive praxia (p = 0.009), visual memory (p = 0.037), strategy formation (0.040) and the quality of drawings were determined by the results analysis. According to our findings, children with divergent strabismus achieve the best results. Children with stereoscopic vision generally achieve better results in all the examined areas of non-verbal abilities, and statistically significant relations were determined in the areas of visuomotor coordination (0.002), constructive praxia (0.026) and non-verbal reasoning (0.015), which are directly connected to visuospatial abilities. Children with convergent strabismus achieve significantly lower results in the areas of constructive praxia, visual memory, strategy formation and representational dimension of drawings, and children with the lack of stereoscopic vision--in the areas of visuomotor integration, constructive praxia and non-verbal reasoning. (Contains 2 tables.)

The relationship between Hawaiian cultural identity and student progress at Kamehameha Elementary School (KES) is the focal point of this study. As the student demographics continue to evolve at Kamehameha Schools, most recently with increasing numbers of children coming from orphan and indigent backgrounds, teachers want greater understanding of the ways that culturally relevant pedagogy (Ladson-Billings, 1995) and culturally based education can be used to facilitate learning. As a starting point, this study analyzed secondary, quantitative data of 267 5th and 6th graders to determine the degree to which the independent variables of cultural identity (as measured by a Hawaiian cultural identity survey) gender, SES, orphan status and length of enrollment at KES are related to the dependent variables--standardized assessments, grades and citizenship ratings. Results indicate relationships between the intensity of one's identity with Hawaiian culture and academic success is more prevalent for lower SES and orphan students than for the general population, however both positive and negative correlations were found for specific cultural measures. The findings also suggest significant negative differences in the academic experiences of boys compared to girls, children who are orphans compared to all others, and children receiving full financial aid compared to those not receiving full aid. While greater study is needed, these findings suggest that faculty examine instructional and outreach practices for these particular sub-groups of students, in order to achieve equitable educational outcomes for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.

The purpose of this study was to evaluate the psychometric properties of an audio computer-assisted self-interviewing Web-based software application called the Social Information Processing Application (SIP-AP) that was designed to assess social information processing skills in boys in RD through 5th grades. This study included a racially and ethnically diverse sample of 244 boys ages 8 through 12 (M = 9.4) from public elementary schools in 3 states. The SIP-AP includes 8 videotaped vignettes, filmed from the first-person perspective, that depict common misunderstandings among boys. Each vignette shows a negative outcome for the victim and ambiguous intent on the part of the perpetrator. Boys responded to 16 Web-based questions representing the 5 social information processing mechanisms, after viewing each vignette. Parents and teachers completed measures assessing boys' antisocial behavior. Confirmatory factor analyses revealed that a model positing the original 5 cognitive mechanisms fit the data well when the items representing prosocial cognitions were included on their own factor, creating a 6th factor. The internal consistencies for each of the 16 individual cognitions as well as for the 6 cognitive mechanism scales were excellent. Boys with elevated scores on 5 of the 6 cognitive mechanisms exhibited more antisocial behavior than boys whose scores were not elevated. These findings highlight the need for further research on the measurement of prosocial cognitions or cognitive strengths in boys in addition to assessing cognitive deficits. Findings suggest that the SIP-AP is a reliable and valid tool for use in future research of social information processing skills in boys. (Contains 2 footnotes and 6 tables.)

Acid rain is a complex environmental problem which affects the United States and many other countries around the world. The United States Environmental Protection Agency (EPA) was established in 1970 to address environmental issues, such as acid rain. Through its programs, EPA works to protect human health and the environment in the United States by developing and enforcing regulations and studying environmental conditions. As part of EPA's public outreach on acid rain, EPA first developed this guide in 1990. This revised guide is designed to help students better understand the science, cause and effect, and regulatory and citizen action that are part of understanding and addressing acid rain. This book is intended for teachers of students in 6th-8th grade. It is written at a 6th grade level and the language, concepts, and experiments may need to be adapted for other grades accordingly. Games, Additional Resources, Glossary and Participation and Completion Certificate are also included.

In this art activity related to bone anatomy, learners use the spongy part of a bone as a brush to create a work of art. This activity emulates the painting technique used by Native Americans of the Plains. Learners will discover that the spongy part of bones absorbs and holds paint very well. This activity is featured on p. 22 of the "Bones: More Than They Appear" unit of study for 4th, 5th, and 6th grade learners.

In this activity, learners do the "Macarena" dance but with a "bony" twist. Learners identify thirteen bones on their body including the tarsal (ankle), tibia (shin), and fibula (calf), while singing and dancing to the popular tune. This activity is featured on pp.26-27 of the "Bones: More Than They Appear" unit of study for 4th, 5th, and 6th grade learners.

The present aerospace engineering and science workforce is ageing. It is not clear that the US education system will produce enough qualified replacements to meet the need in the near future. Unfortunately, by the time many students get to high school, it is often too late to get them pointed toward an engineering or science career. Since some college programs require 6 units of high school mathematics for admission, students need to begin consciously preparing for a science or engineering curriculum as early as 6th or 7th grade. The challenge for educators is to convince elementary school students that science and engineering are both exciting, relevant and accessible career paths. The recent NASA Mars Rover missions capture the imagination of children, as NASA missions have done for decades. The University of Houston is in the process of developing a prototype of a flexible program that offers children an in-depth educational experience culminating in the design and construction of their own model rover. The existing prototype program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students will design and build a model of a Mars rover to carry out a student selected science mission on the surface of Mars. The model will be a mock-up, constructed at a minimal cost from art supplies. The students will build the models as part of a project on Mars. The students will be given design criteria for a rover and will do basic research on Mars that will determine the objectives and features of their rover. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The program culminates in a capstone event held at the University of Houston (or other central location in the other communities that will be involved) where the best models from each school or group are brought together for a celebratory showcase exhibit and judging. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning.

This study examined the relationship of basic educational skills in Vocabulary, Reading Comprehension and Math to program outcome and escape risk among male juvenile offenders in residential care. The records of 144 youth who were treated in a residential treatment center between 1978 and 1996 were reviewed along with subsequent adult and juvenile criminal histories. Results indicated Vocabulary skills were significantly related to program outcome. Youth with Vocabulary skills at or above a 9th grade level were more likely to graduate from the program whereas youth with Vocabulary skills below a 6th grade level were at higher risk for escape. Youth with Reading Comprehension skills at or above a 9th grade level were more likely to graduate and youth with Reading Comprehension skills below a 6th grade level were more likely to escape. Math Skills were not associated with successful completion of the program or escape. Youth with Math skills at or above the 9th grade level had the lowest recidivism rate while Vocabulary and Reading Comprehension levels were not associated with recidivism. The results are discussed in relation to the development of treatment programs for juvenile offenders. (Contains 4 tables.)

Abstract in portuguese Numa investigação qualitativa recentemente concluída, realizada numa escola primária noturna da cidade do México, seguimos o caso de Lucina junto com mais quatro casos. A investigação efetuada alternou o uso de números naturais, fracionários e decimais; abordamos aqui exclusivamente o enriquecimento semântico e conceitual das frações, na resolução de problemas que permitem a reconstrução das experiências vitais do sujeito. O estudo estava integrado por um (more) questionário exploratório e duas entrevistas didática aplicada a esta mulher de 41 anos, do sexto ano, sendo as entrevistas a principal fonte de informação do mesmo. Selecionamos o caso de Lucina porque ela tinha regressado recentemente a escola, tinha exibido um sólido desempenho no questionário e um satisfatório nível de refelxão acerca da naturaza de suas próprias elaborações. Abstract in spanish En una indagación cualitativa recientemente concluida, realizada en una escuela primaria nocturna de la Ciudad de México, seguimos el caso de Lucina junto con cuatro casos más. La indagación efectuada alternó el uso de números naturales, fraccionarios y decimales; aquí abordamos exclusivamente el enriquecimiento semántico y conceptual de las fracciones, en la resolución de problemas que permiten la reconstrucción de las experiencias vitales del sujeto. El estudi (more) o estuvo integrado por un cuestionario exploratorio y dos entrevistas de corte didáctico aplicadas a esta mujer de 41 años, de sexto grado, siendo las entrevistas la principal fuente de información del mismo. Hemos seleccionado el caso de Lucina porque ella ha regresado recientemente a la escuela, ha exhibido un desempeño sólido en el cuestionario y un satisfactorio nivel de reflexión acerca de la naturaleza de sus propias elaboraciones. Abstract in english In a recently concluded exhaustive, qualitative investigation carried out in an evening primary school in Mexico City, we follow the case of Lucina along with four others. The research alternated the use of natural numbers, fractions and decimals; here we deal exclusively with the semantic and conceptual enrichment of fractions, in the resolution of problems which allow the reconstruction of vital experiences of the subject. The study was made up of an exploratory questio (more) nnaire and two didactical interviews with this 41-year-old woman who attends 6th grade elementary school, the interviews being the main source of information of the study. We have selected Lucina's case because she has recently returned to school, has shown a solid performance on the questionnaire and a satisfactory level of reflection on the nature of her own development.

This research seeks to reflect the diversity of the forms of attitude towards learning among gifted adolescents. We met, in their class environment, 255 academically gifted junior high school students (48 girls and 207 boys) aged 9 to 15 years (average: 12.5), enrolled in the French 6th to 3rd levels (British equivalents: Year 7 to Year 10 / USA: 6th to 9th grade). From a corpus consisting of 195 ''assessments of knowledge'' (Charlot et al., [1992] [17]), we conducted a lexicometric analysis using the Alceste software (Reinert [1990] [29]). The results lead to the highlighting of a typology of procedures and attitudes with regard to knowledge and learning, reflecting the heterogeneity of the relation to knowledge and learning among young gifted students. Such results support the stance of ...

Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n?=?38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System? (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2??2??(2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the T...

Shenandoah Elementary School is a rural educational facility located in the farmlands of Indiana. The Elementary Science Enrichment Program was established to create a learning atmosphere that encourages scientific thinking and problem-solving. Its inception was founded on the belief that the concepts and process skills inherent in the teaching of science are critical to the early intellectual development of elementary students. The program was established through speaking engagements at the local and state level which resulted in the necessary support to insure its continuation. All students in grades K-5 meet for weekly science activities in our elementary lab to investigate many exciting curricular areas including planaria regeneration, star life cycles, and acid rain telecommunications. This allows for in-depth exploration of the science process skills which culminate in a variety of products including student portfolios, hands-on assessments, simulations and global data communications. These activities are extended through family science and the modeling of science instructional techniques for classroom educators.

In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it i...

Social emotion learning (SEL) can be taught in schools. The present report describes a pilot trial of the PATHS Curriculum, a US developed evidence-based SEL program, among schools in Hong Kong SAR (China). Three elementary schools, 318 students in 12 first grade classrooms, participated in the stud...

In this study, 342 grade 4-6 elementary school students in Gyeonggi-do were recruited to determine their readiness to change food safety behavior and to compare their food safety knowledge and practices by the stages of change. The subjects were divided into three stages of change; the percentage of...

To study the self-perceptions of leadership held by intellectually gifted elementary students in Grades 4 through 6 the Leadership Strengths Indicator was administered to 21 girls and 13 boys. Significant differences favoring the girls were found on two of the cluster scales (V, Sympathetic and VII, Conscientious) and the total score. PMID:7991331

Notes several studies have demonstrated that word recognition is highly related to reading comprehension for children in the elementary grades. Investigates if similar processes operate in spelling, a task with some similar, although also different, orthographic demands. Uses normative sample of the Kaufman Test of Educational Achievement. Finds that different student processes are invoked in word identification and spelling. (NH)

The New York Academy of Medicine has pioneered a far-sighted effort which successfully introduced two model health education curricula into the New York City Public Schools at both the elementary and middle school levels. The curriculums for kindergarten through sixth grades, Growing Healthy, are cu...

Background: While higher smoking prevalences have been better described for adults and adolescents in the mountainous areas than in the plain area in Taiwan, no studies have previously examined whether this disparity begins with children in elementary schools. The purpose of this study was thus designed to explore clustering in smoking behavior among elementary school children attending mountain schools compared to those attending city schools. Methods: This study analyzed data obtained by a survey on smoking behavior collected during the School Smoking Survey Project performed in 13 elementary schools of Taoyuan County, Taiwan. Overall, 1585 third and fourth graders (mean age 8.9 years) participated in the study. A multilevel logistic regression analysis was performed to explore the effects of school location on individual smoking behavior among elementary school children while controlling for individual-level characteristics. Results: Overall, 34.9% of the elementary school students in the mountain schools reported having tried cigarette smoking compared to only 9.6% of students from city schools. Students attending mountain schools had a greater likelihood of reporting smoking than students attending city schools after controlling for individual-level characteristics (OR = 2.57, 95% CI = 1.10-5.99). Conclusions: A significant individual clustering in smoking behavior was found among third- and fourth-grade children attending mountain schools. The new findings suggest that the adult geographic smoking disparity begins in elementary school. Interventions aimed at reducing smoking disparity in adults need to target elementary schools in high-risk locations. (Contains 2 tables.)

While policymakers and researchers alike have focused on improving students' transition into high school, a new study of Florida schools suggests the critical transition problem may happen years before, when students enter middle school. The study, part of the Program on Education Policy and Governance Working Papers Series at Harvard University, found that students moving from grade 5 into middle school show a "sharp drop" in math and language arts achievement in the transition year that plagues them as far out as 10th grade, even risking thwarting their ability to graduate from high school and go on to college. Students who make a school transition in 6th grade are absent more often than those who remain in one school through 8th grade, and they are more likely to drop out by 10th grade. The Florida findings are "almost identical" to the results of a smaller, 2010 study of New York City public schools. In it, Columbia University researchers found that students who started in K-5 or K-6 schools performed slightly better than their K-8 peers in math and language arts in 5th grade, but when they moved to a middle school, the K-8 and middle school students changed places, and the achievement gaps between those groups increased through 8th grade.

We introduce and study the class of groups graded by root systems. We prove that if {\\Phi} is an irreducible classical root system of rank at least 2 and G is a group graded by {\\Phi}, then under certain natural conditions on the grading, the union of the root subgroups is a Kazhdan subset of G. As the main application of this result we prove that for any reduced irreducible classical root system {\\Phi} of rank at least 2 and a finitely generated commutative ring R with 1, the Steinberg group St_{\\Phi}(R) and the elementary Chevalley group E_{\\Phi}(R) have property (T).

This page contains a set of standards-aligned lessons for Grades 2-12 that allow students to explore the nanometer scale and learn how nanotechnology has impacted society. Lessons for elementary school promote understanding of how small a nano really is. For the middle grades, students apply this understanding in guided experiments. Learners in Grades 8-12 will learn how nanotechnology has impacted manufacturing and conduct experiments to test properties of materials at the nanoscale. This collection is part of TryEngineering.org, a website maintained by the Institute of Electrical and Electronics Engineers (IEEE).

The purpose of this study is to determine elementary school students' perceptions about environment through their drawings. The study was carried out during the spring semester of 2010-2011 academic year. A total of 429 elementary school students, including 68 fourth grade, 78 fifth grade, 97 sixth grade, 85 seventh grade, 101 eighth grade, participated in the study. The study was conducted by descriptive method and the data of the study were collected by draw-and-explain task. During the data collection students were asked to draw a picture of environment and explain their drawings. The results revealed that elementary school students usually draw humans, different kinds of plants and animals, constructions like houses and factories, abiotic factors such as mountains, lakes, sun in their drawings. Besides, 35.43% of students drew dirty, 59.21% of them drew clean and 5.36% of them drew both clean and dirty environments in their drawings. The results of the study also showed that with increasing age there is a decrease in the number of students drawing a clean environment and an increase in the number of students drawing a polluted environment. Students usually drew local environmental problems such as air pollution, soil pollution, water pollution and disordered urbanization. Based on the drawings it can be concluded that children see human as a part of the environment, think that they are affected by environmental problems as other living things and human based activities are the main causes of environmental problems. (Contains 3 figures.)

One hundred and forty-three Jewish and Arab 6th grade children in Israel participated in this study, which explored several attitude dimensions and willingness to communicate (WTC) in the language of the other. Analysis of variance indicated differences between groups, with Arab children having in general more positive attitudes and higher WTC in Hebrew, compared with Jewish children in regard to Arabic, as well as impact of school context. The results showed strong association between WTC, various attitude dimensions and familial and peer influence, and are discussed in terms of the position of the target languages in the Israeli socio-political context.

In this activity related to bones and the artist Georgia O'Keeffe, learners create artworks inspired by natural objects. Learners first research and discuss the artwork of O'Keeffe. Then learners create a work of art based on found objects in nature using various media (watercolor, chalk, colored pencil, etc.). Upon completion of the project, the artwork can be displayed in a mural. Use this activity to help learners investigate how bones and natural objects are used in art. This activity is featured on pp.43-44 of the "Bones: More Than They Appear" unit of study for 4th, 5th, and 6th grade learners.

This study examines epistemic thinking in action in order to shed light on the relation between students' personal epistemologies and their online learning practices. The study is based on observations of the learning behaviors of 6th-grade students (n = 38) during two online inquiry tasks. Data were collected through think-aloud protocols and retrospective epistemic interviews. The study examines how absolutist and evaluativist epistemic perspectives come into play in two key online inquiry strategies—evaluation of website trustworthiness and critical integration of multiple online sources. The study explores students' epistemic thinking on the cognitive and metacognitive levels and examines epistemic metacognitive knowledge about both persons and strategies. The findings demonstra...

Television viewing is associated with an increased risk in childhood obesity. Research surrounding food habits of tweens largely bypasses snacking preferences while watching television in the home. The aim of this cross-sectional study was to describe snacking prevalence by tween sex and to describe parental rules surrounding snacking while watching television at home. Survey data were obtained in 2008 from 4th- through 6th-grade students (n=1,557) who attended 12 New England schools. Complete self-reported measures (n=1,448) included demographics, household and bedroom television ownership, television watching frequency, snacking prevalence, snacking preferences, and parental rules regarding snacking while watching television. Comparisons were generated using ?2 analyses. Overall, ...

This study assessed the outcomes of adapting the culturally-grounded, middle school, substance-use prevention intervention, "keepin' it REAL" ("kiR"), to target elementary school students and to address acculturation. At the beginning of 5th grade, 29 schools were randomly assigned to conditions obtained by crossing grade of implementation (5th, 7th, 5th + 7th, and control/comparison) by curriculum version ["kiR-Plus" vs. "kiR-Acculturation Enhanced (AE)"]. Students (n = 1984) completed 6 assessments through the end of 8th grade. The "kiR" curricula generally appear no more effective than the comparison schools' programming. Students receiving either version of the "kiR" intervention in only the 5th grade report greater increases in substance use than did control students. Receiving the "kiR-AE" version twice (both 5th and 7th grades) has benefits over receiving it once. (Contains 2 tables and 1 footnote.)

Using longitudinal data collected over 2 years on a sample of 2,745 urban elementary school children (1st-6th graders, ages 6-11 years) from economically disadvantaged communities, effects of stressful experiences within 3 contexts (school, family, neighborhood), cumulative stress, and multiple context stress on 3 indices of children's adjustment (achievement, depression, and aggression) were examined. All 3 stressor contexts were related contemporaneously and longitudinally to negative outcomes across adjustment measures, with differential paths in each predictive model. Cumulative stress was linearly related to increases in adjustment problems but multiple context stress was not related to problematic adjustment beyond effects of cumulative stress alone. The important influence of life events stress on children's adjustment in disadvantaged communities is discussed.

Upper elementary teachers won't be surprised to learn that in every state, students enrolled in grades 3 through 8 bear the brunt of educational accountability. All states test all students at these grade levels in English/language arts and mathematics. Furthermore, an increasing number of states are testing students at selected elementary and middle school grade levels in science and, to a lesser extent, in social studies. Although all states test high school students, testing is done less uniformly; states vary on the grades and subjects tested. Finally, only six states test students at grade levels lower than grade 3 (California, Delaware, Georgia, Idaho, Iowa, Mississippi). Although the burden of educational accountability in the United States rests with children ages 8 through 12, not much research has evaluated the impact of educational accountability on schools, teachers, and students. Educators claim that accountability forces them to narrow the curriculum. In this article, the author illustrates that a comparison of teachers' schedules before and after NCLB shows little has changed. (Contains 1 table.)

Abstract in spanish El estudio que se informa examinó de qué manera el rendimiento académico en diversas áreas del aprendizaje tales como ortografía, lectura y aritmética estuvo asociado con diferentes variables relacionadas con niños (por ejemplo: género, inteligencia y edad). Asimismo, se consideraron algunas variables distales como estatus socioeconómico y tipo de colegio. En el estudio participaron 1.129 niños que cursaban 6to grado de educación primaria en Lima Metropolitana (more) (Perú). Los estudiantes completaron cuatro pruebas: En el área de lectura fueron examinados con un subtest de la prueba Procesos Lectores (PROLEC-SE) Lectura de Palabras y Pseudo - palabras (Cuetos & Ramos, 1999). En el área de Aritmética fueron evaluados con el Subtest de Facilidad Numérica de Ekstrom, French y Harman (1979) y en el caso de Ortografía se aplicó la Prueba de Rendimiento Ortográfico (Dioses, 2001). La variable inteligencia fue medida con la Prueba de Matrices Progresivas de Raven (Raven, J., Raven, J.C. & Court, 2004). Debido a la estructura jerárquica de los datos (estudiantes dentro de clases y clases dentro de escuelas) se aplicó análisis multinivel para cada variable académica (ortografía, lectura y aritmética). Los resultados revelaron un gran impacto en primer lugar del tipo de escuela: los alumnos de escuelas privadas rindieron mejor que los de escuelas públicas en todas las áreas académicas; en segundo lugar, la variable inteligencia juega un rol esencial, cuanto mayor es el coeficiente intelectual del estudiante, mejor es el rendimiento académico, y parcialmente del género; las niñas mostraron un mejor desempeño en comparación con los niños en el área de ortografía. Se discuten en detalle algunas repercusiones pedagógicas. Abstract in english Education is in general the basis for development in any country in the world. In the education al field, several international assessments (Pisa, 2006) reflect the great gap that yet subsists among developing countries, in which the case of Peru is not an exception. There have been many national and international academic achievement evaluations that examine the skills and knowledge of students not only in Peru but also in other Latin American countries in different acad (more) emic domains. One of these examples is the Regional Comparative and Explanatory Study (LLECE), in which Peru participated, in order to evaluate and compare the performance achieved by Latin American students of 3rd and 6th grade in core areas like Language, Mathematics, and Natural Sciences. Peru ranks, together with other Latin countries, with scores below the average (Regional Office for Education of UNESCO, 2008). The low ranking of the Peruvian educational system carries heavy implications and consequences, especially to the intellectual and social development of learning disabled Peruvian children. Understanding the relation between academic performance and child development is of paramount importance. The present study examines how spelling, reading and arithmetic performances are associated to various child variables (gender, intelligence, and age), and distal variables such as Socio-Economic Status (SES) or type of school. The subjects in the study were 1.129 elementary school children who were in the 6th grade (11 - 12 years old) in Metropolitan Lima, Perú. Children completed four different tests: In the reading area, the subtest of Procesos Lectores (PROLEC-SE; Cuetos & Ramos, 1999), Reading of Word and Pseudo-word; in the Arithmetic domain, the Number Facility from the Kit of Factor Referenced Cognitive Tests of Ekstrom, French, and Harman (1979) and in the spelling domain, the Spelling Achievement Test from Dioses (2001) was used. The Intelligence Quotient (IQ) was measured using Raven's Progressive Matrices Test (Raven, J., Raven, J.C., & Court, 2004, updated edition). Some preliminary analyses were conducted beforehand in order to overview and examine the structure of the data. Following this, and because of the hierarchical structure of the data (students within classes within schools) multilevel analyses were conducted. Results showed, first and foremost, a great impact of (a) type of school, private schools performed better than in the public sector; (b) intelligence, another essential variable (the higher the IQ the better the academic achievement), and partially of (c) gender, girls showed prevalence over boys in spelling. Likewise, we did not encounter any significant results of socio-economic status in the multilevel analysis. Based on these results, some practical and pedagogical implications were discussed, such as the fundamental effort to bring the lower achievement group into average levels of learning with remedial work, otherwise these students will lack the requisite skills needed to fulfill their secondary school academic expectations. Notwithstanding, we have to point out some limitations such as the lack of data from rural zones that could prevent us from comparisons between rural and urban zones. Future work is necessary in order to investigate academic performance associated with other variables that might influence the child's development, such as parenting behavior or psychosocial factors.

Background This study was conducted as part of a multisite effort to examine risk and direct protective factors for youth violence. Purpose The goal was to identify those factors in the lives of young people that increase or decrease the risk of violence. These analyses fill an important gap in the literature, as few studies have examined risk and direct protective factors for youth violence across multiple studies. Setting/participants Data on 4432 middle-school youth, from the CDC Multisite Violence Prevention Project were used. Main outcome measures Evaluations were made of effects of variables coded as risk and direct protective factors in the fall of 6th grade on violence measured in spring of 7th and 8th grades. Factors tested included depression, delinquency, alcohol and drug involv...

This study examined number sense strategies and misconceptions of 280 Taiwanese pre-service elementary teachers who responded to a series of real-life problems. About one-fifth of the pre-service teachers applied number sense-based strategies (such as using benchmarks appropriately or recognizing the number magnitude) while a majority of pre-service teachers relied on rule-based methods. This finding is consistent with earlier studies in Taiwan that fifth, sixth, and eighth grade students tended to rely heavily on written methods rather than using number sense-based strategies. This study documents that the performance of pre-service elementary teachers on number sense is low. If we want to improve elementary students? knowledge and use of number sense, then action should be taken to impro...

We examined theoretical issues concerning the development of reading fluency and language proficiency in 390 English Language Learners (ELLs,) and 149 monolingual, English-as-a-first language (EL1) students. The extent to which performance on these constructs in Grade 5 (i.e., concurrent predictors) contributes to reading comprehension in the presence of Grade 2 autoregressors was also addressed. Students were assessed on cognitive, language, word reading, and reading fluency skills in Grades 2 and 5. In Grade 2, regardless of language group, word and text reading fluency formed a single factor, but by Grade 5 word and text reading fluency formed two distinct factors, the latter being more aligned with language comprehension. In both groups a substantial proportion of the variance in Grade 5 reading comprehension was accounted for uniquely by Grade 2 phonological awareness and vocabulary. Grade 5 text reading fluency contributed uniquely in the presence of the autoregressors. By Grade 5 syntactic skills and listening comprehension emerged as additional language proficiency components predicting reading comprehension in ELL but not in EL1. Results suggest that predictors of reading comprehension are similar but not identical in ELL and EL1. The findings point to a more nuanced and dynamic framework for understanding the building blocks that contribute to reading comprehension in ELLs and EL1s in upper elementary school. They underscore the importance of considering constructs such as vocabulary, whose role is stable, and other components of language proficiency and reading fluency whose role becomes pivotal as their nature changes.

Evaluations of the quality of School-Based Health Center (SBHC) care, both satisfaction and outcomes, have been developed by several state SBHC initiatives. However, few of these patient satisfaction surveys have been rigorously evaluated. An adolescent patient satisfaction based on a grading rubric familiar to the adolescents was developed and used to assess care at a nurse-managed teen health center. Satisfaction data on 190 encounters were collected in one SBHC using a report card rubric. The adolescent patients represented grades 6th through 8th, and were almost equally distributed between girls (55.9%) and boys (44.1%). This SBHC was a part of a university consortium of nurse-managed centers. Results demonstrated high satisfaction (approximately 3.7 out of 4) with care using a reliable tool (a = .84) designed for adolescents, which incorporated a grading rubric for the evaluation criteria. The nurse practitioner received high marks for listening to the students and treating the students with respect. Yet, statistical differences by grade level were found. The satisfaction tool was found to be reliable (alpha = .84) and consistent with adolescent's perspectives on satisfaction with health care. The study is the first published report that specifically examined student satisfaction with care in a nurse-managed SBHC. Overall satisfaction with care received high "grades" from both first time and repeat users, and from boys and girls. PMID:17542231

The mission of the Merck Institute for Science Education is to improve the quality of science education during the formative years of kindergarten through eighth grade. To accomplish this mission, the Institute has three primary goals: Transform the teaching of science to communicate the excitement and relevance of science; Reform the education of teachers to instill in tomorrow`s teachers an understanding and appreciation of science; and Create a consensus on the importance of elementary science education among leaders in education, business, and science. Merck has made a minimum ten year commitment of funding and resources to the Institute. The Institute will work very closely with faculty, administration, and community leaders in target school districts to enhance science education in the elementary grades of their schools. Once the Institute`s goals have been achieved in these initial partner districts, the Institute will replicate its programs in other districts.

The curriculum guide sets forth the course of study at the Wisconsin School for the Visually Handicapped. An initial section presents the school's philosophy regarding the need for specialty skills to be incorporated into regular academic instruction. The content of the primary and elementary programs (kindergarten through grade 6) is reviewed in terms of language arts, mathematics, social studies, science, music, physical education, and for the elementary students, functional (daily living skill) instruction and cooperative programing (mainstreaming in a public school setting). Description of the program for grades 7-12 includes minimal requirements for graduation as well as electives and such additional offerings as occupational and physical therapy, vocational guidance and evaluation, forensics team, cross country team, and visual efficiency training. Course descriptions are presented for English, social studies, mathematics, science, business education, industrial technology, and music. Also included are descriptions of classes in such other topics as home economics/daily living, braille, and orientation and mobility. (CL)

This paper articulates the necessity of improving identification protocols for inclusion of low-socioeconomic gifted Latino students in Gifted and Talented Programs in all levels of education ranging from elementary and continuing on to the college level. Non-verbal tests, observation instruments, grade-to-grade portfolios, performance projects, and extensive interviewing are suggested in lieu of biased standardized tests as identification variables. In addition, teacher professional development opportunities as well as the inclusion of multicultural curriculum will promote an appreciation of Latino culture as well as encourage and include intellectually gifted Hispanic students. Reference to collectivistic societal constructs impacting on positive Latino student engagement is discussed. This article will appeal specifically to those individuals entrusted with recruitment for elementary and secondary Gifted and Talented Programs as well as College Honors Programs. In addition, the notion that the identification of giftedness is culture dependent is of importance to the general public in our endeavor to become a multicultural globalist society. PMID:22303650

Project Inquiry-Based Mathematics was a National Science Foundation Math-Science Partnership implemented in a Great Plains city school district with a significant K-12 Native American population. One goal of the project was to reduce the achievement gap between Native American and non-Native students enrolled in district. This gap reduction was to be achieved using inquiry-based mathematics curricula along with cognitively guided instructional strategies, particularly at the elementary level. This study focuses on whether inquiry-based mathematics strategies were consistently implemented in three fifth-grade classrooms at K-5 elementary schools with significant Native American student populations. Test results of Native American students at these three schools are compared with the test results of Native American fifth grade students at a fourth school considered by district leadership to be an exemplar of inquiry-based math instruction. Possible reasons for the performance disparity are explored.

Deliciously ghostly, startling, and downright scary scripts will make you and your students listen, ponder, shiver, chuckle, or even jump! Based on 30 folktales, myths, ghost stories, and legends, these reproducible scripts have been evaluated using the Flesch-Kincaid Readability Scale and range from second to fifth grade levels. Elementary, middle school, and chapter teachers will find them invaluable for enhancing the language arts program and for use with developing and remedial readers. An introduction provides everything you need to get started.

The guide provides both general and specific behavioral objectives for French second language instruction in immersion contexts at each grade level in Alberta's elementary and secondary schools (K-12). An introductory section gives an overview of the curriculum's design and use of the guide, instructional and evaluation principles, and some major bibliographic resources. Subsequent sections present, in chart form, major performance objectives and targeted subskills for instruction in the areas of cultural and language appreciation, listening comprehension, reading comprehension, speaking, and writing. (MSE)

Although the teaching of photosynthesis occurs yearly in elementary classrooms, one thing that makes it challenging is the inclusion of English language learners (ELLs). This article presents several activities for teaching and assessing of photosynthesis in a third grade classroom. The activities incorporate the photosynthesis content, teaching strategies, and assessment techniques appropriate for ELLs, as well as for English-speaking students. (Contains 1 table, 6 figures, and 1 note.)

This brief report describes a cooperative classroom art therapy intervention in a public elementary school that provided conflict resolution education, social learning, and group cohesion among sixth-grade students. The organizing framework of a "circle justice" group explored the roles of fictional characters in conflict, including group discussion, writing, art-based reflection, and problem solving. Results indicated a culture change in the group that is essential for incorporating conflict resolution in the classroom. (Contains 5 figures.)

The aim of this study is to evaluate the changes in the curriculum of 1-5 grades in Elementary Schools and the efficiency of school administrator in managing change in the change process. The questionnaire was applied to the school administrators for the elementary schools of Usak province of Turkiye. The questionnaire comprises 3 open-ended questions.. Firstly, it was emphasized that lack of finances, resistance by the teachers and inadequate structures at schools such as building, equipments (tools, labs and computers) and physical infrastructures, were the main factors preventing changes and innovations at elementary schools. Secondly, it was found out that elementary school principals were not sufficient enough to carry out changes "completely". Lastly, elementary school teachers had possessed the following competencies which are necessary for having changes effectively at schools: "having leadership feature", having positive attitudes towards changes and innovations (such as believing and being receptive to have changes or innovations, and developing oneself", "having specific personal characteristics (such as honesty, foresight, dynamism, patience, convincing and determination" and "being able to get ready the school staff to the changes and innovations (giving necessary information to the staff and having functional meetings and seminars)". (Contains 5 tables.)

With this book as a guide, elementary school teachers can build classroom themes that offer students substantive encounters with knowledge, literature, and language. The book discusses a rationale for theme teaching; an explanation of the different kinds of themes; a variety of ways in which themes can be treated in the classroom; a detailed description of the various stages of assembling and carrying out a theme; and examples of themes in action in K-6 classrooms. The book begins with a comprehensive review of the existing literature on themes ("Theory and Practice of Teaching through Themes" by Sean A. Walmsley). Chapters in the book are: (1) "Insects: A Kindergarten Theme" (Bonnie Brown Walmsley and Anne-Marie Camp); (2) "Fish Hatchery: A First Grade Theme" (Debby Fabian and others); (3) "Indian Land: A Second Grade Theme" (Colleen McNall); (4) "Human Body: A Third Grade Theme" (Pam Brumbaugh); (5) "Architecture of Kinderhook, New York: A Third and Fourth Grade Theme" (Janice Fingar and Donna Beaudry); (6) "Whales: A Fourth and Fifth Grade Theme" (Mary Capobianco); (7) "Westward Movement: A Fifth Grade Theme" (Joanne Kelly Paulson); and (8) "Egyptian Mummies: A Sixth Grade Theme" (Tanya Willcox-Schnabl). (RS)

In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock-Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti's Verbal Efficiency Theory and examined the contribution of a set of skills that are important in early reading (i.e., rapid naming, phonological processing, orthographic processing, fluency, vocabulary, and working memory) to the three reading comprehension tests. Furthermore, because this set of skills undergo rapid development in the early years, we assessed them in two consecutive years, Grade 1 and Grade 2, before examining their prediction to the three reading comprehension tests in Grade 2. The findings showed that the three reading comprehension tests pose different demands to the young reader. Implications of these findings are discussed with respect to reading comprehension assessment and diagnosis of reading difficulties. (Contains 2 tables and 3 figures.)

We propose a generalization of non-commutative geometry and gauge theories based on ternary Z_3-graded structures. In the new algebraic structures we define, we leave all products of two entities free, imposing relations on ternary products only. These relations reflect the action of the Z_3-group, which may be either trivial, i.e. abc=bca=cab, generalizing the usual commutativity, or non-trivial, i.e. abc=jbca, with j=e^{(2\\pi i)/3}. The usual Z_2-graded structures such as Grassmann, Lie and Clifford algebras are generalized to the Z_3-graded case. Certain suggestions concerning the eventual use of these new structures in physics of elementary particles are exposed.

This report evaluates a pilot implementation of a modified version of the Summer Treatment Program (STP; Pelham et al. in Evidence-based psychotherapies for children and adolescents. The Guilford Press, New York, 2010) as an afternoon adjunct to a mandatory summer school curriculum in three inner city elementary schools (Summer School STP; SSSTP). Using preliminary post-test measures, the SSSTP was compared with afternoon adjunct programs implemented in two comparison schools. Students in pre-kindergarten through sixth grade who failed to meet grade-level requirements for grade promotion were required to attend the program and served as participants (SSSTP n?=?585; Comparison n?=?686). Measures collected include the following: student self-reports, teachers? program evaluations, staff eval...

Perceptions of instrumentality (PI) are the connections one sees between a current activity and a future goal. With high PI, one is motivated to persist with quality effort because the current activity, even when difficult, is perceived as aligned with, and progress toward, the goal. Conversely, with low PI, one is motivated to relinquish effort in pursuit of other, more meaningful goals. In view of the alarming dropout rates in this country, it appears that PI research has much to offer in understanding students' motivations to stay in school and hence to become employed in their field of choice. Because academic achievement motivation can be affected by gender and ethnicity, particularly for specific components of the curriculum, and because curricular content varies across grade levels and school settings, this line of research offers significant potential for understanding and improving student outcomes. This research examined the development of PI among suburban 6th, 8th, 10th and 12th graders from a school district in the southwestern United States. Twelve hundred students completed a one-time paper and pencil survey measuring the perceived instrumentality of mathematics, literacy and science courses in terms of the students' occupational choices. MANOVA was used to determine factors that may affect students' overall PI and individual subject PI. Grade, gender, ethnicity, occupational choice, expectancy and value were the independent variables. A school setting variable was examined for effects on 12th graders. For the 8th through 12th grade sample, significant main effects were observed for grade, gender, minority status, occupational choice and expectancy on PI. Results show that PI is highest in the 6 th grade. Males reported higher Math PI than females. Females reported higher Reading PI and Science PI than males. Minority students reported lower overall PI and Science PI than non-minority students. Students who aspire to professional careers report the highest PI; and students who expect to achieve their occupational choice score higher than those who do not. Among 12th graders, significant two-way interaction effects on PI were observed between school type and gender; school type and occupational value; and, occupational expectancy and value.

This study examined associations among peer victimization, psychosocial problems, physical symptoms, and school functioning across the 1st year in middle school. An ethnically diverse sample of urban 6th graders (N = 1,526) reported on their perceptions of peer victimization, psychosocial adjustment, and physical symptoms during fall and spring. Objective measures of school functioning (i.e., grade point average and absences) were also collected. In Model 1, peer victimization in the fall was associated with spring psychosocial maladjustment and physical symptoms, which in turn predicted poor spring school functioning. Model 2 suggested that psychosocial difficulties increase the risk of victimization, although physical symptoms did not predict victimization. No sex or ethnic group (African American, Asian, European American, and Latino) differences were found in the model structure or the strength of the path coefficients for either model, suggesting that the process is the same for boys and girls and students from different ethnic groups.

Noting that Alice in Wonderland's journey is not unlike the experience of an immigrant who relocates to a new country, this lesson plan uses passages from "Alice's Adventures in Wonderland," along with various history texts, class discussions of students' experiences, and primary source documents and images from the American Memory collections, to help students uncover the common themes of the immigrant experience. This 6-activity lesson plan for 6th through 8th grades is applicable for American History, Language Arts, and English as a Second Language. Through the lesson, students will be able to: understand common themes of the immigrant experience, such as pushes and pulls, encountering differences, and assimilation; identify the common themes of the immigrant experience in a primary source oral history or narrative; draw conclusions about the themes of the immigrant experience by analyzing primary source photographs; and reinforce and extend understanding of the immigrant experience by creating a primary source photographic exhibit. (PM)

We examined the role of identification with violent TV heroes, enjoyment of TV violence, and perceived reality in TV violence as mediators of the relationship between viewing TV violence and subsequent physical and verbal aggression. A sample of 722 4th, 6th, and 8th grade students from schools in the central region of Portugal completed measures assessing enjoyment of TV violence, perceived reality, aggression, identification with violent TV heroes, and exposure to TV violence. The results showed that the relationship between TV violence and physical aggression is mediated by enjoyment of TV violence, perceived reality in TV violence, and identification with violent TV heroes. The TV violence to verbal aggression relationship was also mediated by enjoyment of TV violence. PMID:22308762

Coping strategies employed by adolescents in response to negative peer experiences are related to their adjustment. This study examines the potential of forgiveness as a coping response for negative peer experiences in early adolescence. Participants were 616 6th through 8th grade students at a middle school (46% girls) who completed self-report measures of bullying and victimization experiences, general coping strategies in response to bullying, social anxiety, self-esteem, and a measure of forgiveness to a self-identified experience of being bullied or hurt by a peer. Forgiveness was positively associated with conflict resolution, advice and support seeking strategies, and negatively associated with revenge seeking. Forgiveness was also positively associated with concurrent self-esteem a...

We examined the moderating effects of mastery goals and academic contingency of self-worth (CSW-A) on how perfectionistic discrepancy associates with academic efficacy and satisfaction with life among gifted students in middle and high school. Participants in this study were 144 gifted students from 6th to 12th grade in a suburban Midwest U.S. school district. A significant three-way interaction effect was found among discrepancy, mastery goals, and CSW-A on academic self-efficacy. The findings suggest that having high mastery goals served as a protective factor against the negative impact of discrepancy on academic efficacy for gifted students, but only for those with low CSW-A. For gifted students with elevated CSW-A, discrepancy was not negatively associated with academic self-efficacy, regardless of their level of mastery goals. The implications for these findings are discussed. PMID:22774784

In Greece there is an almost total lack of special education after the primary school (6th grade). This is a descriptive study that aimed to examine social, academic and psychological characteristics of secondary school students with a history of special placement during primary school. It compared 86 students with a placement (group A) with their 1284 schoolmates with no such placement history (group B) with respect to scores on School Adjustment Scale, Academic Motivation Self-Rating Inventory and Youth Self-Report. Group A presented more family social, academic and psychological problems such as: One-parent family, lower socioeconomic status, poor adjustment, low motivation and (especially for boys) high internalizing and externalizing scores. The high rates of failure and dropout of these students indicate that in Greece there is a need to set up appropriate services to help secondary school students with learning difficulties.

The theory of sensation seeking has conceptualized this construct as a stable personality trait associated with a variety of problem behaviors. Reckless behavior theory posits that increases in reckless behavior during adolescence can be attributed, in part, to increases in sensation seeking. This study evaluated patterns of stability and change in sensation seeking among 868 urban, minority youth (53% female), followed longitudinally across middle school (6th?8th grades). Group-based trajectory analysis identified a stable low group (20%), a moderate increasing group (60%), and a stable high group (20%) each of which demonstrated unique associations with changes in problem behaviors. Stable low sensation seekers reported consistently low levels of aggression, delinquency, and substance us...

As research continues to document differences in the prevalence of mental health problems such as depression across racial/ethnic groups, the issue of measurement equivalence becomes increasingly important to address. The Mood and Feelings Questionnaire (MFQ) is a widely used screening tool for child and adolescent depression. This study applied a differential item functioning (DIF) framework to data from a sample of 6th and 8th grade students in the Seattle Public School District (N = 3,593) to investigate the measurement equivalence of the MFQ. Several items in the MFQ were found to have DIF, but this DIF was associated with negligible individual- or group-level impact. These results suggest that differences in MFQ scores across groups are unlikely to be caused by measurement non-equivalence.

WorldWide Telescope (WWT) offers an unparalleled view of the world's store of online astronomical data. This free software weaves astronomical images from all wavelengths into an interface that resembles their natural context-the Sky-while offering deep opportunities to teach and learn the science behind the images. The WorldWide Telescope Ambassadors Program (WWTA) is an outreach initiative run by researchers at Harvard University and Microsoft Research. WWT Ambassadors are experts on Astronomy and Physics who use WWT to educate the public about astronomy and science. Ambassadors and learners alike use WWT to create dynamic, interactive Tours of the Universe, which are shared in schools, public venues, and online. Ambassador-created Tours are being made freely available and will ultimately form a comprehensive learning resource for Astronomy and Astrophysics. In this poster, we present summary results of WWTA's work in 6th-grade classrooms, reaching 400 students over the past 2 years. The WWTA Pilot compared learning outcomes for 80 students who participated in WWTA and 70 students at the same school and grade who only used traditional learning materials. After the six-week unit, twice as many "WWT” as "non-WWT” students understand complex three dimensional orbital relationships; and tremendous gains are seen in student interest in science overall, and astronomy in particular. In anonymous written surveys, 90% of the 6th-graders described WWT as "awesome,” "cool,” or "a fun way to learn science,” and said they would recommend WWT to their best friend. We outline new plans to develop and field-test WWT-based interactive visualization labs that teach students standards-based middle school space science topics, and we describe the development of an online community that serves as a resource for Ambassadors, teachers, and students across the US and beyond. Learn more about WWTA at: wwtambassadors.org

The aim of this study was to determine the effect of the writing anxiety that is one of the factors affecting the written expression skills of secondary school students according to several variables. Population of the study consisted of students studying in the 6th, 7th and 8th grade of secondary schools in Canakkale in the academic year of 2011 to 2012. Likert type "The Scale of Writing Anxiety" developed by Yaman (2010) was conducted to 1060 students selected randomly. Regarding the data analysis of total scores according to the variables of gender and the state of whether keeping a diary or not, statistics of "t"-test was accounted and significant level of 0.05 was taken as criterion. For the analysis of total scores of aspects related to grade level of students, their states of loving Turkish lesson, readability of handwriting and number of books read in a month, the statistics of one-way variance analysis--ANOVA "F"-test and Scheffe test to determine between which scores there is a significance were accounted. As a result of the research, it was found that anxiety levels of the students were low. Gender, grade level, keeping a diary or not, loving Turkish lesson or not, number of books read in a month and state of expression their handwriting as readable and nice are the important factors affecting anxiety levels of the students. (Contains 8 tables.)

Compromise in any context is often hard to accept. It feels like a person is giving up on his or her ideals. This is especially true in dealing with politics. Legislative and congressional bills can be written with the highest of ideals in mind. By the time the bill progresses through committees and the floor debate process, it can look like a political platypus. In this article, the author shares the lessons she learned about political compromise after a 2001 Texas legislature passed a law requiring a specific amount of minutes of physical activity for children in elementary grades. The bill required that elementary students should spend 150 minutes of physical education each week. However, by the time the bill was passed by the Senate and the House, the required hours for physical education became 135 minutes per week.

This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that focuses on the hydro-cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interco...

Chemical principles are taught in elementary education across much of the United States because the "National Science Education Standards" include concepts about the nature of matter, states of matter, and changes in matter among other science concepts within the first to fifth grade levels. "Chemicals" is a word related to the nature of matter that is used not only in formal instruction, but also in everyday conversations. Children's prior knowledge about chemicals gained from everyday experiences will influence how they learn about chemical principles. The research described herein reveals insights into one child's conceptual structure related to the word "chemical," which includes how she uses the word both inside and outside of school. Hannah was purposefully chosen for this case study because she exemplified "children's science." Her understanding of chemicals as cleaners, in foods, and used for a purpose were primarily gained from everyday experiences. The implications of these findings are discussed with respect to both future research and elementary science education.

BACKGROUND: The purpose of this study was to evaluate the effects of a nutrition education program designed to teach elementary school students and their parents, and to distinguish between more healthful and less healthful choices in diverse food categories. METHODS: Three schools were assigned to receive the Nutrition Detectives program and 2 comparable schools served as controls. A total of 1180 second, third, and fourth grade elementary school students were included, with 628 students in the intervention and 552 in the control group. The program, delivered by physical education instructors over several sessions totaling less than 2 hours, taught the children how to read food labels and detect marketing deceptions, while learning to identify and choose healthful foods. Parents were intr...

Catholic elementary schools must continue to invest in the professional development of math and science teachers in order to prepare students for the challenging work that lies ahead of them. The purpose of the study was to examine the degree to which the Initiative for Catholic Schools (ICS), a 2-year professional development program for science and math teachers, demonstrated positive outcomes within the context of Catholic elementary education across the five levels of impact for a professional development program: participants' reactions, participants' learning, organization support and change, participants' use of new knowledge and skills, and student learning outcomes. The results provide evidence of positive outcomes in the participants' reactions, participants' learning, organization support and change, and participants' use of new knowledge and skills. The impact on student learning outcomes was less consistent and varied by grade level. (Contains 2 figures and 4 tables.)

ObjectiveThis study examined students’ perceptions of and suggestions for the Northern Fruit and Vegetable Program, a free, school-based fruit and vegetable snack program implemented in elementary schools in 2 regions of northern Ontario, Canada. MethodsThis was a qualitative study involving 18 focus groups with students in 11 elementary schools in the Porcupine region and 7 schools in the Algoma region. One hundred thirty-nine students from grades 5-8 participated in this study. Inductive content analysis was used to identify key themes. ResultsChildren perceived the Northern Fruit and Vegetable Program to be a valuable program that allowed them to try new fruits and vegetables (FVs). Participants stated they now eat more FVs at home and at school. Participants would like the progr...

This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30--Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano). The first research forum (RF01) includes: (1) Seeing More and Differently (L. Brown and A. Coles); (2) Joint Reflection as a Way to Cooperation between Researchers and Teachers (A. Hospesova, J. Machackova, and M. Ticha); (3) Opening the Space of Possibilities (A. Lebethe, N. Eddy, and K. Bennie); (4) Diverse Roles, Shared Responsibility (J. Novotna and A. Pelantova); (5) Research with Teachers (L. Poirier); (6) Developing a Voice (G. Rosen); and (7) Learning about Mathematics and about Mathematics Learning through and in Collaboration (V. Zack and D. Reid). The second research forum (RF02) includes: Exemplification in Mathematics Education (L. Bills, T. Dreyfus, J. Mason, P. Tsamir, A. Watson, and O. Zaslavsky). The third research forum (RF03) includes: (1) Conceptual Change in Mathematics Learning (D. Tirosh and P. Tsamir); (2) Aspects of Students' Understanding of Rational Numbers (X. Vamvakoussi and S. Vosniadou); (3) Conceptual Change in the Number Concept (K. Merenluoto and E. Lehtinen); (4) The Linear Imperative (W. Van Dooren, D. De Bock, and L. Verschaffel); (5) Conceptual Change in Advanced Mathematical Thinking (I. Biza and T. Zachariades); (6) Students' Interpretation of the Use of Literal Symbols in Algebra (K. P. Christou and S. Vosniadou); (7) The Dilemma of Mathematical Intuition in Learning (L. B. Resnick); and (8) Designing for Conceptual Change (B. Greer). Short oral communications papers include: (1) The Mathematics Teachers' Conceptions about the Possible Uses of Learning Objects from RIVED-Brazil Project (C. A. A. P. Abar and L. S. de Assis); (2) On the Way to Understanding Integration (S. Abdul-Rahman); (3) The Impact of Graphic-Calculator Use on Bedouin Students' Learning Functions (M. Abu-Naja and M. Amit); (4) How to Put It All Together? (M. Alagic); (5) Reading Mathematics Textbook as a Storybook (S. E. Anku); (6) Naming and Referring to Quantities When Solving Word Problems in a Spreadsheet Environment (D. Arnau and L. Puig); (7) If It Divides by 4, It Must Divide by 8 (J. Back); (8) Universal and Existential Mathematical Statements (R. Barkai, T. Dreyfus, D. Tirosh, and P. Tsamir); (9) Situtations, Linear Functions and the "Real World" (G. Benke); (10) The Relationship between High School Mathematics and Career Choices among High Achieving Young Women (S. B. Berenson, J. J. Michael, and M. Vouk); (11) Students' Understanding of Ambiguity in Symbols (K. P. Blair); (12) Reform-Oriented Teaching Practices and the Influence of School Context (J. Bobis and J. Anderson); (13) Approaching Linear (In)Dependence with Example-Generation (M. Bogomolny); (14) Metaphors in Teacher's Discourse (J. Bolite Frant, V. Font, and J. Acevedo); (15) Designing Instructional Programs that Facilitate Increased Reflection (J. Bowers and S. Nickerson); (16) Conformism in Teaching Mathematics (A. Braverman, P. Samovol, and M. Applebaum); (17) Constructing Multiplication (J. Brocardo, L. Serrazina, and I. Rocha); (18) The Trigonometric Connection (S. A. Brown); (19) Student Beliefs and Attitudes from Poetry Writing in Statistics (M. Bulmer, B. Lea, and K. Rolka); (20) The Teaching of Proof in Textbooks (R. Cabassut); (21) Classroom: A Learning Context for Teachers (A. P. Canavarro); (22) An Investigation of Differences in Performance in Mathematics between Parallel Students and Normal Entry Students at the Polytechnic--University of Malawi (P. C. Chamdimba); (23) A Study on Eliciting the Formula for the Area of Triangle from Students' Structuring of Tile Arrays and Figure Reconstructions (J.-H. Chen and S.-K. S. Leung); (24) Decision Making at Uncertainty (E. Chernoff and R. Zazkis); (25) A Study on Implementating Inquiry-Based Teaching to Facilitate Secondary School Students' Learning in the Retaking Mathematics Course (E.-T. Chin, C.-Y. Chen, C.-Y. Liu, and C.-P. Lin); (26) Girls Excelled Boys in Learning Geometric Transformation Using Tessellations (S. Choi-Koh and H. Ko); (27) A National Survey of Young Children's Understanding of Basic Time Concepts (J. Chung and C.-C. Yang); (28) An Exploration of the Mathematical Literacy of Irish Student Primary School Teachers (D. Corcoran); (29) Mathematics Teachers' Knowledge and Practice (J. P. da Ponte and O. Chapman); (30) Psychological Aspects of Students Thinking at the Stage of Graphical Representation in the Process of Investigation of Functions (M. Dagan); (31) Formative Feedback and Mindful Teaching of Undergraduate Mathematics (G. E. Davis and M. A. McGowen); (32) Mathematics Education in the South and Western Pacific (A. J. Dawson); (33) Teacher Meditation of Technology-Supported Graphing Activity (R. Deaney, S. Hennessy, and K. Ruthven); (34) A Categorization of Difficulties Encountered by 13-to-15-Year-Olds while Selecting Inverse Algebraic Operation (A. Demby); (35) "It's Infinity" (T. Dooley); (36) What Is to Be Known? (J.-P. Drouhard); (37) "The Most Normal Path" (M. Droujkova, S. Berenson, G. Mojica, K. Slaten, and H. Wilson); (38) Exploratory Mathematics Talk in Friendship Groups (J.-A. Edwards); (39) Conceptual Basis of Proof (L. D. Edwards); (40) In-Service Education under Market Conditions (L. R. Ejersbo); (41) Statements of Problems and Students' Choices between Linear or Non-Linear Models (C. Esteley, M. Villarreal, and H. Alagia); (42) Equity and Quality Mathematics Education (G. Frempong); (43) Is Sensitivity for the Complexity of Mathematics Teaching Measurable? (T. Fritzlar); (44) By Using the Outcome-Based Approach to Strengthen Students' Learning Capabilities (A. T.-F. Fung and K.-M. Leung); (45) Patterns of Students' Interactions while Doing Geometric Proofs in Groups (F. L. Gallos); (46) Dialogue: A Tool for Creating Mathematical Proof (S. Gholamazad); (47) Beginning Teachers in Mathematical Inquiry (B. Graves and C. Suurtamm); (48) Learning Trajectory of Fraction in Elementary Education Mathematics (S. Hadi); (49) Elementary Education Students' Affect towards and Advancement in Mathematics (M. S. Hannula, R. Kaasila, E. Pehkonen, and A. Laine); (50) Pre-Service Mathematics Teachers (B. Hartter and J. Olson); (51) Effectiveness of Video-Case Based Elementary Mathematics Teacher Training (R. Huang and J. Bao); (52) Improving Students' Level of Geometrical Thinking through Teacher's Regulating Roles (M. Imprasitha); (53) What's the Connection between Ears and Dice (I. Jan and M. Amit); (54) Tactile Perception in 3D Geometry (D. Jirotkova and G. Littler); (55) High Achieving Students' Conceptions of Limits (K. Juter); (56) Reading Visual Representations of Data with Kindergarten Children (S. Kafoussi); (57) Students' Use of Gestures to Support Mathematical Understandings in Geometry (L. H. Kahn); (58) Mathematical Abilities for Developing Understanding of Formal Proof (E. Kapetanas and T. Zachariades); (59) An Analysis of Connections between Errors and Prior Knowledge in Decimal Calculation (J. Kim, J. Pang, and K. Song); (60) Insights into Primary Teachers' Interpretations of Students' Written Answers in Mathematics (A. Klothou and H. Sakonidis); (61) The Role of Proof (S. Kmetic); (62) A Comparison of Mathematically Gifted and Non-Gifted Students in Intuitively Based, Probabilistic Misconception (E. S. Ko, B. H. Choi, and E. H. Lee); (63) Exploring Teaching and Learning of Letters in Algebra (A. Kullberg and U. Runesson); (64) Teaching Mathematics to Indigenous Students and Pupils from Multicultural Backgrounds (E. K. Lam); (65) Limitations of a Partitive Fraction Scheme in Developing Multiplicative Reasoning about Fractions (H. S. Lee); (66) Teachers' Reflection and Self-Assessment through the Use of a Videotape of Their Own Mathematics Instruction (S. Lee and J. Pang); (67) A Case Study on the Introducing Methods of the Irrational Numbers Based on the Freudenthal's Mathematising Instruction (Y. R. Lee); (68) A Case Study of an Elementary School Teacher's Professional Development on Mathematics Teaching in Context (Y.-C. Leu, C.-H. Hsu, and W.-L. Huang); (69) "But after All, We'll Need This for School" (N. Leufer and S. Prediger); (70) Developing Primary Students' Cognitive Skills through Interactive Mathematics Lessons (K.-M. Leung); (71) A Study on the Effects of Multiple Representation Curriculum on Fraction Number Learning Schemes for Fourth Grade Children (S.-K. S. Leung and I.-J. Wang); (72) Teachers' Knowledge about Definitions (E. Levenson and T. Dreyfus); (73) Supporting Teachers on Maintaining High-Level Instructional Tasks in Classroom by Using Research-Based Cases (P.-J. Lin); (74) Towards an Anti-Essentialist View of Technology in Mathematics Education (B. Lins and C. H. de Jesus Costa); (75) Comparing Teaching of Common Mathematical Tasks in Different Countries (G. Littler and M. Tzekaki); (76) New Approach of Neurocognition in Mathematical Education Research and further Implications (C. Liu, F.-L. Lin, and C.-N. Dai); (77) Reasoning and Generalizing about Functional Relationship in a Grade 2 Classroom (S. London McNab); (78) The MathematicalPerformances in Solving the Norming Problem (H.-L. Ma); (79) The Education of Reasoning (E. Macmillan); (80) The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics (A. Mahajne and M. Amit); (81) An Approach to Eary Algebra Using Technology as an Enhancement (C. A. Maher and G. Gjone); (82) Teachers' Beliefs and Competencies of Creative Mathematical Activities (B. Maj); (83) Manipulative Representation (N. Mark-Zigdon and D. Tirosh); (84) Language, Power and Mathematics Learning (M. Mathye and M. Setati); (85) Children Learning as Participation in Web-Based Communities of Practice (J. F. Matos and M. Santos); (86) Recognizing Mathematical Competences (J. F. Matos, M. Santos, and M. Mesquita); (87) Mathematics Teachers' Preparation Program (A. S. Md. Yunus, R. Hamzah, H. Ismail, S. K. S. Hussain, and M. R. Ismail); (88) Mathematics Register Acquisition (T. Meaney); (89) Development of Spatial Abilities (H. Meissner); (90) An Encounter between Queer Theory and Mathematics Education (H. Mendick); (91) Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching (J. Mgombelo and C. Buteau); (92) Talking Mathematics in a Second Language (H. Miranda); (93) Objects in Motion (I. Miranda, L. Radford, and J. G. Hernandez); (94) Researching the Appearance of Mathematical Argumentation (C. Misailidou); (95) Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals (I. A. C. Mok and M. Y. H. Park); (96) Out-of-School Experts in Mathematics Classes (J. Monaghan); (97) A Sequel to Trends in International Mathematics and Science Study (TIMSS), 2003, in Botswana (S. M. Montsho); (98) The Pattern and Structure Mathematics Awareness Project (PASMAP) (J. Mulligan and M. Mitchelmore); (99) Primary Pupils' Mathematics Achievement (C. Opolot-Okurut); (100) Images of Functions Defined in Pieces (R. Ovodenko and P. Tsamir); (101) A Comparative Analysis of Elementary Mathematics Textbooks of Korea and Singapore (J. Pang and H. Hwang); (102) Substitutions on Algebraic Statements, Based on Associations in Natural Reasoning (M. Panizza); (103) Virtual Learning Environments and Primary Teachers' Professional Development (M. C. Penalva-Martinez and C. Rey-Mas); (104) Cypriot Preservice Primary School Teachers' Subject-Matter Knowledge of Mathematics (M. Petrou); (105) Phenomenological Mathematics Teaching (P. Portaankorva-Koivisto); (106) Using the Debate to Educate Future Teachers of Mathematics (J. Proulx); (107) Surprise on the Way from Change of Length to Change of Area (N. Prusak, N. Hada, and R. Hershkowitz); (108) Discovering of Regularity (by 11-Years-Old Children) (M. Pytlak); (109) Using Manipulatives to Teach Students in College Developmental Math Classes about Fractions (S. L. Reynolds and E. B. Uptegrove); (110) Sixth Graders' Ability to Generalize Patterns in Algebra (F. Rivera and J. Rossi Becker); (111) Variety of Representational Environments in Early Geometry (F. Roubicek); (112) From Research on Using Problems Related to Functional Equations as Multifunctional Tools for Revealing Subject Mater Knowledge of Functions in Future Mathematics Teachers (M. Sajka); (113) Expert and Novice Primary Teachers' Intervening in Students' Mathematical Activity (H. Sakonidis, M. Kaldrimidou, and M. Tzekaki); (114) Examining Teachers' Reflections about Mathematics Teaching, Learning, and Assessment (V. M. Santos-Wagner); (115) Analyzing Students' Thought Process in Revealing Correspondence between Formulas and Geometrical Objects (P. Satianov and M. Dagan); (116) "No Need to Explain, We Had the Same" (K. Schreiber); (117) Characteristics of Malaysian Students' Understanding about Functions (S. A. Sh. Abdullah); (118) Mathematical Induction via Conceptual Representation (A. Sharif-Rasslan); (119) Exploring the Meanings of Events in Mathematics Classroom from Learners' Perspective (Y. Shimizu); (120) A Study on the Law of Large Numbers Instruction through Computer Simulation (B.-M. Shin and K.-H. Lee); (121) Mathematics Learning Quality for Gifted Junior High School Students in Taiwan (H.-Y. Shy, C.-H. Liang, and W.-M. Liang); (122) A Preservice Teacher's Growth in Subject Matter Knowledge while Planning a Trigonometry Lesson (K. M. Slaten); (123) Comparing Numbers: Counting-Based and Unit-Based Approaches (H. Slovin); (124) Mathematically Gifted 6th Grade Korean Students' Proof Level for a Geometric Problem (S Song, Y. Chong, J. Yim, and H. Chang); (125) Probability Reasoning Level of Gifted Students in Mathematics (S. Song, K. Lee, G. Na, and D. Han); (126) Analysis of Mathematically Gifted 5th and 6th Grade Students' Process of Solving "Straight Line Peg Puzzle" (S. Song, J. Yim, Y. Chong, and J. Kim); (127) Standard Mathematics Discourses of Developmental Algebra Undergraduates (S. K. Staats); (128) Novice Students, Experienced Mathematicians, and Advanced Mathematical Thinking Processes (E. Stadler); (129) The "Soil" of Extended Problems: The Cultural Background of the Chinese Mathematics Teaching Practice (X. Sun and N.-Y. Wong); (130) Immersion in Mathematical Inquiry: The Experiences of Beginning Teachers (C. Suurtamm and B. Graves); (131) The Whole Idea (S. Tobias); (132) The Teaching Modes (R. A. Tomas Ferreira); (133) Didactic Decisions (J. Trgalova and I. Lima); (134) Evaluating a Large-Scale National Program for Incorporating Computational Technologies to Mathematics Classrooms (M. Trigueros and A. I. Sacristan); (135) Symmetry: Equality or a Dynamic Transformation? (K. Tselepidis and C. Markopoulos); (136) Teaching Children to Count (F. Turner); (137) Student Conceptions and Textbook Messages (B. Ubuz); (138) Students' Errors in Transforming Terms and Equations (A. Ulovec and A. Tollay); (139) Mathematics with Technology (S. Ursini, G. Sanchez, and D. Santos); (140) Francisca Uses Decimal Numbers (M. E. Valedmoros Alvarez and E. F. Ledesma Ruiz); (141) Development of Numerical Estimation in Grade 1 to 3 (M. van Galen and P. Reitsma); (142) Mathematics Education and Neurosciences (MENS) (F. van Nex and T. Gebuis); (143) Symbolizing and Modeling to Promote a Flexible Use of the Minus Sign in Algebraic Operations (J. Vlassis); (144) An Analysis of Preservice Teachers' Estimation Strategies within the Context of Whole Numbers, Fractions, Decimals, and Percents (T. N. Volkova); (145) What Does It Mean to Interpret Students' Talk and Actions? (T. Wallach and R. Even); (146) The Research of Co-Teaching Math between Experienced and Preservice Teachers in Elementary School (J.-H. Wang); (147) The Influence of Teaching on Transforming Math Thinking (T.-Y. Wang and F.-J. Hsieh); (148) Searching for Common Ground (J. Watson, L. Webb, L. King, and P. Webb); (149) Are Beliefs and Practices Congruent or Disjoint? (L. Webb and P. Webb); (150) Working Memory and Children's Mathematics (M. Witt and S. Pickering); (151) Mathematics Education Reform in the United States (T. Wood); (152) A Modeling Perspective on Problem Solving in Students' Mathematics Project (F.-M. Yen and C.-K. Chang); and (153) Development of a Questionnaire to Measure Teachers' Mathematics-Related Beliefs (S.-Y. Yu and C.-K. Chang). Poster presentations include: (1) A Comparative Analysis of Mathematics Achievement and Attitudes of Male and Female Students in Botswana Secondary Schools (A. A. Adeyinka); (2) Logical-Mathematical Learning for Student with Down's Syndrome (R. M. Aguilar, A. Bruno, C. S. Gonzalez, V. Munoz, A. Noda, and L. Moreno); (3) The Math Fair as a Bridge between Mathematics and Mathematics Education, the University and Elementary or Junior High School (M. Beisiegel); (4) One Teaching Episode from a Learner's, an Observer's and a Teacher's Point of View (H. Binterova and J. Novotna); (5) A Framework for Studying Curricular Effects on Students' Learning (J. Cai and J. C. Moyer); (6) Preservice Elementary Teachers' Conceptual Understanding of Word Problems (O. Chapman); (7) Mathematics Education and School Failure (P.Chaviaris and S. Kafoussi); (8) Enhancing the Seventh Graders' Learning on Equality Axiom and Linear Equation through Inquiry-Oriented Teaching and Integrated Mathematics and Science Curriculum (K.-J. Chen, S.-Y. Yu, E.-T. Chin, and H.-L. Tuan); (9) To Conjecture the Staff Development Model of Mathematical Teacher According to Spark's Theory (Y.-T. Chen and S. Leou); (10) Discovery of Implementing Teaching by Discussion in Mathematics Classrooms (J. Chung); (11) Modeling Teachers' Questions in High School Mathematics Classes (S. Dalton, G. Davis, and S. Hegedus); (12) My Assistant, a Didactic Tool of Mathematics for Primary School Teachers (N. de Bengoechea-Olguin); (13) A Model to Interpret Teacher's Practices in Technology-Based Environment (N. C. Dedeoglu); (14) The Gnomon (P. Delikanlis); (15) The Teacher's Proactive Role in the Context of Word Problem Solving by Young Beginners in Algebra (I. Demonty); (16) Students' Geometrical Thinking Development at Grade 8 in Shanghai (L. Ding and K. Jones); (17) An Interdisciplinary Perspective on Learning to Teach Mathematical Writing (H. M. Doerr, K. Chandler-Olcott, and J. O. Masingila); (18) Multiplication Models (D. Droujkov and M. Droujkova); (19) Quantitative Grids and Cyclic Patterns (D. Droujkov and M. Droujkova); (20) Learners' Influence in Computer Environments (M. Droujkova nd D. Droujkov); (21) Alleviating Obstructions to Learning (D. Easdown); (22) Knowledge and Interpretation of Teachers to the School Content of Proportionality (H. Enriquez Ramirez and E. Jimenez de la Rosa Barrios); (23) Mathematical Flexibility in the Domain of School Trigonometry (C. Fi); (24) "Moving Fluidly among Worlds" (S. Gerofsky); (25) Making Practice Studyable (H. Ghousseini and L. Sleep); (26) Cognitive Roots for the Concept of Asymptote (V. Giraldo, M. Chaves, and E. Belfort); (27) Flemish and Spanish High School Students' Mathematics-Related Beliefs Systems (I. M. Gomez-Chacon, P. Op't Eynde, and E. De Corte); (28) Cube Nets (M.Hejny and D. Jirotkova); (29) From Word Notation of Relations between Constants and Unknown to Algebraic Notation (Pretest) (J. Herman); (30) Mathematics and Community Capacity Building (P. Howard and B. Perry); (31) A Study on the Mathematical Thinking in Learning Process (C.J.-Hsieh and F.-J. Hsieh); (32) A Case Study on Pre-Service Teachers Making Mathematical Model of Voronoi-Diagram (C.-T. Hu and T.-Y. Tso); (33) A Fast-Track Approach to Algebra for Adults (R. Hubbard); (34) The Validity of On-Screen Assessment of Mathematics (S. Hughes); (35) After Using Computer Algebra System, Change of Students' Rationales and Writing (I. K. Kim); (36) Using a Socrates' Method in a Course of Mathematics Education for Future Mathematics Teachers (N. H. Kim); (37) Beyond Visual Level (G. Kospentaris and T. Spirou); (38) Videopapers and Professional Development (T. Lima Costa and H. Nascentes Coelho); (39) Concurrent Calibration Design for Mathematics Learning Progress Investigation (C.-J. Lin, P.-H. Hung, and S. Lin); (40) Further Insights into the Proportion Reasoning and the Ratio Concept (C. Liu, F.-L. Lin, W. Kuo, and I.-L. Hou); (41) Coursework Patterns between Mathematics and Science among Secondary Students (X. Ma); (42) Beginning the Lesson (C. Mesiti and D. Clarke); (43) Development of Web Environment for Lower Secondary School Mathematics Teachers with 3D Dynamic Geometry Software (M. Miyazaki, H. Arai, K. Chino, F. Ogihara, Y. Oguchi, and T. Morozumi); (44) The Effect of the Teacher's Mode of Instruction inside Math Classrooms with a Computer (S. Mochon and M. E. F. Olvera); (45) Mathematics Education in Rural Schools (J. Mousley and G. Marks); (46) Mathematically Gifted Students' Conception of Infinity (G. Na and E. Lee); (47) A Good Moment in Time to Stop "Shying Away from the Nature of Our Subject"? (E. Nardi); (48) Toward Real Change through Virtual Communities (K. T. Nolan); (49) Powerful Ideas, Learning Stories and Early Childhood Mathematics (B. Perry, E.Harley, and S. Dockett); (50) Tracing the Development of Knowledge about Mathematics Teaching (C. Rey-Mas and C. Penalva-Martinez); (51) Preschool Children's Number Sense (L. de C. Ribeiro and A. G. Spinillo); (52) A First Approach to Students' Learning of Mathematical Contents (G. Sanchez-Matamoros and I. Escudero); (53) Young Children's Mathematics Education within a Philosophical Community of Inquiry (A. Sawyer); (54) Learning Mathematics in Austria (H. Schwetz and G. Benke); (55) The Influence of a Mathematician on His Students' Perceptions (A. Sharif-Rasslan); (56) Analysis on the Algebraic Generalization of Some Korean Mathematically Promising Elementary Students (S. Song, J. Yim, Y. Chong, and E. Park); (57) Students' Linguistic Strategies for Shared Authority in Undergraduate Algebra Discussions (S. Staats); (58) Contrasting Decimal Conceptions of Adult and School Students (K. Stacey and V. Steinle); (59) Mathematical Writing and the Development of Understanding (N. Stehlikova); (60) Enhancing Teachers' Professional Development through Developing Teaching Norms Based on Developing Classroom Learning Norms (W.-H. Tsai); (61) The Features in the Process of Mathematical Modeling with Dynamic Geometric Software (T.-Y. Tso); (62) Finding Instructive Characteristics of Picture Books that Support the Learning of Mathematics (S. van den Boogaard and M. van den Heuvel-Panhuizen); (63) High School Course Pathways of High Achieving Girls (P. H. Wilson, G. F. Mojica, K. M. Slaten, and S. B. Berenson); (64) The Developmental Stages of Representations of Simple Regular Space Figures of Elementary School Students (D.-B. Wu, J.-L. Ma, and D.-C. Chen); (65) How to Assess Mathematical Thinking? (S. Yesildere and E. B. Turnuklu); and (66) Lasting Effects of a Professional Development Initiative (S. Zehetmeier). (Individual papers contain references.)

Abstract in spanish El aspecto de la metacognición que Flavell y sus colaboradores denominaron "conocimiento metacognitivo" es el objeto del presente trabajo. En él nos hemos centrado en el conocimiento referido a la comprensión de textos escritos, es decir, a la metacomprensión. Nuestro objetivo fue medir el efecto que una diferencia de dos años, asociados a los niveles de escolaridad correspondientes, tiene sobre el conocimiento de estrategias y sobre el conocimiento acerca de la tare (more) a y del texto, considerados como pre-requisitos del conocimiento estratégico condicional. Las estrategias cuyo conocimiento pesquisamos, fueron clasificadas en estrategias de comprensión de textos escritos, estrategias de planificación, de evaluación y remediales, asociadas estas últimas a la regulación de la lectura. Para obtener los datos cuantitativos construimos un cuestionario de selección múltiple de 49 preguntas con seis alternativas cada una, graduadas según su acercamiento a un conocimiento experto. Este instrumento de autoadministración fue aplicado a 1.194 sujetos, de 6 y 8 años de educación básica de 9 establecimientos educacionales, diferenciados según dependencia administrativa (municipalizados, particulares subvencionados y particulares pagados) como indicador del estrato sociocultural de las familias. El alfa de Cronbach arrojó resultados aceptables en cuanto a la confiabilidad del instrumento considerado como un todo. Un análisis de varianza mostró diferencias significativas en las variables curso, sexo y dependencia tomadas en forma separada. El análisis de los resultados abre interesantes interrogantes que exigen nuevas aproximaciones, algunas de las cuales ya estamos iniciando. Abstract in english The aspect of metacognition described by Flavell and his collaborators as metacognitive knowledge is the object of this paper. Specific attention was given to the comprehension of written texts, i.e. metacomprehension. The main objective was to measure the effect that two years´ difference, associated with the corresponding schooling levels, could have on metacognitive knowledge in relation with comprehension, planning, evaluation and remedial strategies and (with refere (more) nce to the prerrequisites of conditional knowledge) knowledge about the task and the text. To obtain quantitative information, we constructed a multiple choice questionnaire ­49 questions, with six alternatives each­ graded according to how close they were to expert knowledge. This self-assessment instrument was applied to 1194 subjects in 6th and 8th grade, in nine different schools, grouped into three categories (municipal, subsidized and private), reflecting the socio-cultural level of the students´ families. The Cronbach alpha indicator gave acceptable results on the reliability of the instrument as a whole, both for 6th and 8th grade. A variance analysis showed significant differences related with the grade, gender and dependence variables, taken separately. Deeper analysis of the interaction between these three variables opens interesting new fields for research, some of which are already under way.

Abstract in spanish La investigación realizada tuvo como objetivo establecer si existía o no relación entre el lenguaje comprensivo y la memoria auditiva inmediata en estudiantes de 5.° y 6.° grado de primaria de zona rural y urbana de Lima. Para la realización del proyecto se evaluó a 230 estudiantes de 5.° y 6.° grado de primaria, de ambos sexos, cuyas edades fluctuaron entre los 9 y 12 años de edad, procedentes de diversos centros educativos estatales de la zona rural y urbana d (more) e Lima, a quienes se aplicó la Batería de Woodcock de Proficiencia del Idioma adaptada por Tapia (1998) y el Test de memoria auditiva inmediata propuesta por Cordero y adaptada por Dioses (2002). Al ser procesados los resultados por el Chi cuadrado se encontró que las variables Lenguaje Comprensivo y Memoria Auditiva Inmediata se encuentran correlacionadas. Al ser procesados los datos, con la Prueba de U de Mann-Withney, se ha encontrado diferencias altamente significativas en el lenguaje comprensivo en función del lugar de residencia. Los estudiantes procedentes de la zona urbana obtienen mejores resultados en casi todos los subtest, en comparación con los estudiantes de zona rural. Se ha encontrado diferencias altamente significativas en la memoria auditiva inmediata en función del lugar de residencia. Los estudiantes procedentes de la zona urbana obtienen mejores resultados en la memoria auditiva inmediata global y en la memoria numérica y asociativa que los estudiantes de zona rural; no existiendo diferencias significativas respecto de la memoria lógica, los estudiantes de zona rural y urbana responden en forma similar. El lenguaje comprensivo de los estudiantes se muestra diferente en función del sexo. Las mujeres obtienen mejores resultados que los varones en el subtest de análisis de palabras. No hay diferencias significativas al comparar varones con mujeres en memoria auditiva inmediata. Por último, se encontró diferencias significativas en el lenguaje comprensivo y la memoria auditiva inmediata en función del grado de instrucción; a mayor grado de instrucción, mejores resultados en lenguaje comprensivo y memoria auditiva inmediata. Abstract in english This research had as propose establish if it existed or no relationship between Comprehensive Language and Immediate Auditory Memory in Primary School Pupils of the 5 th and 6 th Grades of rural and urban zones from Lima. It is tested to 230 pupils of Primary Schools of 5th and 6th Grades, female and male, whose ages fiuctuated between 9 and 12 years oíd, and they had carne from several state management's educational institutions, of rural and urban zones from Lima, to t (more) hose who are tested them with Woodcock Language Proficiency Battery - Spanish Form (WLPB), adapted by Tapia (1998) and Cordero Immediate Auditory Memory Test adapted by Dioses (2002). In the processing of results by Square Chi it is founded a correlation between Comprehensive Language and Immediate Auditory Memory variables, these dates with Mann-Withney U Test showed highly significant differences in Comprehensive Language based on the residence places; pupils coming from the urban zone obtained better results in almost all subtests, in comparison with the pupils of rural zone. It has had highly significant differences in Immediate Auditory Memory as residence places too, pupils had carne from urban zone obtained better results in a global Immediate Auditory Memory and numeric and associative memory than pupils carne from rural zone; there is not been significant differences about Lógical memory, because pupils from rural and urban zones answered in a similar form. Comprehensive Language among pupils was different as sex. The women obtained better results than men in the subtest of word analysis, and they are not been significant differences between men and women in immediate auditory memory. Finally, there are been significant differences in the Comprehensive Language and Immediate Auditory Memory based on the educational grades, pupils in 6th Grade had better results in Comprehensive Language and Immediate Auditory Memory than pupils in 5th Grade.

A survey was conducted with over 500 children in grades K-5 to examine whether exposure to socially aggressive content was related to children's use of social aggression. The results of the survey revealed a significant relationship between exposure to televised social aggression and increased social aggression at school, but only for girls and not for boys. Although this relationship was dependent on the sex of the child, the study is the first to provide evidence that viewing social aggression on television is related to an increased tendency for elementary school children to perpetrate such behaviors in the classroom. The findings are discussed in terms of social cognitive theory and information processing theory.

North Carolina PE teacher Marty Mentzer's Basketball Poets club has helped her elementary school students shoot for a new level of achievement. Combining two seemingly diametric opposites--the love of literature and the love of sharp-elbowed lunges toward a suspended hoop--her four-year-old Basketball Poets club has managed to raise kids' achievement levels and has become a model for movement-boosted learning at schools across the region. The program integrates and permeates all levels of reading, writing, social studies, science, and art. The students critical-thinking skills and problem-solving capabilities are improved. There is strong evidence that this program assists students with positive end-of-grade test results.

Abstract Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class-wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off-task behaviors. Results indicated that both interventions effectively decreased off-task behavior at the class-wide level. Implications and suggestions for future research on evidence-based behavioral interventions are discussed. 2011 Wiley Periodicals, Inc.

AbstractObjective: To assess the efficacy of a hearing conservation program in changing acoustic risk taking and hearing conservation behaviors in elementary school children. Study Design: Prospective, randomized, mixed design controlled study. Methods: Participants were grade six students from 16 Vancouver School Board schools. Differences between the intervention and control group responses on a behavioral questionnaire were measured at baseline, and then at 2 weeks and 6 months after administration of a hearing conservation program (Sound Sense ). Results: The intervention resulted in significant interactions for improved earplug use at dances (P = .019), rock concerts (P = .001), with percussion musical instruments (P = .002), and electric guitars (P = .028) at 2 weeks postintervention...

Objective: This study used a larger sample size, added a long-term observation of the effect of intervention, and provided an integrated intervention of acupressure and interactive multimedia of visual health instruction for school children. The short- and long-term effects of the interventions were then evaluated by visual health knowledge, visual acuity, and refractive error. Design: A repeated pretest-posttest controlled trial was used with two experimental groups and one control group. Setting: Four elementary schools in northern Taiwan. Participants: 287 School children with visual impairment in fourth grade were recruited. Method: One experimental group received the integrative intervention of acupressure and interactive multimedia of visual health instruction (ACIMU), and another re...

The purpose of this paper is to examine the impact of implementation of the Science Writing Heuristic (SWH) approach at 5th grade level in the public school system in Iowa as measured by Cornell Critical Thinking student test scores. This is part of a project that overall tests the efficacy of the SWH inquiry-based approach to build students' content knowledge, argumentation skills, and interest in science to construct the foundation of science literacy with elementary school children, so that all students "become familiar with modes of scientific inquiry, rules of evidence, ways of formulating questions and ways of proposing explanations". (Contains 1 figure and 1 table.)

The first goal of this Project is the development of elementary school mathematics curricula sensitive to indigenous mathematical thought and experience. A necessary prerequisite for the achievement of this goal is to recapture and honor the mathematics developed and practiced in the Micronesian communities. This is the Project's second goal. The third goal of the project is to build local capacity by offering advanced degree opportunities to the indigenous mathematics educators who transform what they find in their local cultural practices into grades 1, 4, and 7 mathematics curriculum units.

This interdisciplinary activity promotes science, technology, and language arts and is well suited for upper elementary grade students. In the activity, students' research about a teacher-assigned weather phenomenon facilitates their study of the weather. When they have completed their research, students word process a paper summarizing their findings and generate graphical representations of a weather phenomenon using Microsoft Paint software. The paper and the computer-generated graphical representation measure learning and provide insight into the level of student understanding that other assessment tools, such as quizzes, tests, and questioning techniques, do not provide. (Contains 2 figures.)

This study describes six first-grade students' use of metacognitive strategies. The students (4 boys and 2 girls) represented low, average, and above-average readers and were enrolled in a rural Midwestern elementary school. A variety of data were collected throughout the year: (a) an informal reading inventory and metacognitive awareness interview were conducted at the beginning and end of the year; and (b) during the school year, think-aloud interview protocols, running records, anecdotal notes, and retellings were conducted. The analysis revealed that these first graders were reporting and using a variety of strategies to read.

Researchers have demonstrated that cognitive-behavioral intervention strategies - such as social problem solving - provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had ...

We examine the relationship between children???s kindergarten attention skills and developmental patterns of classroom engagement throughout elementary school in disadvantaged urban neighbourhoods. Kindergarten measures include teacher ratings of classroom behavior, direct assessments of number knowledge and receptive vocabulary, and parent-reported family characteristics. From grades 1 through 6, teachers also rated children???s classroom engagement. Semi-parametric mixture modeling generated three distinct trajectories of classroom engagement (n???=???1369, 50% boys). Higher levels of kindergarten attention were proportionately associated with greater chances of belonging to better classroom engagement trajectories compared to the lowest classroom engagement trajectory. In fact, improvem...

This study investigated mechanisms behind proactive and reactive aggression, by examining whether four types of self-serving cognitive distortions and the personality traits agreeableness and conscientiousness differently predicted proactive and reactive aggression. Self-report questionnaires and a peer nominations method were administered to 173 sixth grade children (age 10?13) of regular elementary schools in the Netherlands. Negative binomial regression analyses showed that proactive aggression was predicted by self-centered and disagreeable tendencies, whereas reactive aggression was predicted by the misattribution of blame to others and the self-regulatory aspects of agreeableness and conscientiousness. Findings emphasize the need to differentiate proactive and reactive aggression in ...

Abstract in spanish Se informan resultados de un estudio sobre la introducción temprana en el pensamiento algebraico realizado con nueve estudiantes de 5° y 6° grados de primaria, de entre 10 y 11 años de edad, en el cual se contemplan dos rutas de acceso al álgebra: el razonamiento proporcional y los procesos de generalización. El marco teórico-metodológico utilizado se basa en la teoría de los modelos locales desarrollada por Filloy (1999) y Filloy, Rojano y Puig (2008). El trabaj (more) o experimental involucró actividades con lápiz y papel y con el programa Logo. Los resultados revelan que, al término del estudio, los alumnos participantes lograron comprender ideas básicas de variación proporcional, describir un patrón y formular una regla general, a medida que transitaban del pensamiento aditivo al multiplicativo. Abstract in english Results are reported of a study on early algebraic thinking performed with 9 students of 5th and 6th degree of elementary school, 10 to 11 years old. Two routes of access to algebra are explored: proportional reasoning and generalization processes. The methodological theoretical framework is based on the theory of local models developed by Filloy (1999) and Filloy, Rojano and Puig (2008). The experimental activities involved pencil and paper and the Logo environment. Resu (more) lts reveal that at the end of the study the participant pupils came to understand basic ideas of proportional reasoning describe a pattern and discover a general rule, as they transit from an additive to a multiplicative thinking.

Abstract Objectives The purpose of this study was to assess readability of patient and health care professional targeted dietary supplement (DS) leaflets used for diabetes mellitus (DM) and chronic fatigue syndrome (CFS) with a novel measurement tool and Flesch-Kincaid Grade Level (FKGL). Methods Patient and professional leaflets for DS used to treat DM and CFS from the Natural Medicines Comprehensive Database (NMCD) and Natural Standard (NS) databases were evaluated. Leaflets were analyzed using FKGL and the author-developed health information readability analyzer (HIReA). HIReA integrates lexical, semantic, syntactic, cohesion, and style features and yields values of ?1 (very hard) to 1 (very easy). Results Patient-targeted leaflets substantially exceeded the consensus readability level (6th grade) as assessed by both FKGL (grade 13.0767) and HIReA (?0.2360). Professional leaflets were similarly more difficult to read as scored by HIReA (?0.7065) and FKGL (grade 14.7429). Most and least difficult-to-read sections in patient leaflets (NS/NMCD) were Related Terms (?0.8863)/Other Names (?0.8146), and Safety Concerns (0.0821)/Scientific Evidence (0.0629), respectively. Overall, leaflets in NS (?0.5721) were more difficult to read than those in NMCD (?0.3704). These differences appeared to be less pronounced when FKGL was used to assess the readability, indicating its lack of preciseness. Conclusions Readability for patient targeted DS leaflets is far more difficult than recommended levels. HIReA is a more precise method to measure readability than FKGL. The disparity between targeted levels of readability and measured levels may contribute to a lack of understanding by patients, with a resulting negative impact on adherence and outcomes. PMID:11599985

Effective teaching and learning of science depends on the selected teaching method touching students' most learning senses. This study investigated the effects of cooperative learning on eighth grade students' achievement and attitude toward science. Participants were 68 students from two different eighth grade classrooms in an elementary school. The classrooms were selected randomly as the experimental group and the control group. In the experimental group cooperative learning was employed, while in the control group direct instruction took place in order to teach the unit "Reproduction and Development of Living Organisms." The experiment was completed within a five-week period. In order to assess the treatment effects on the students, Science Achievement Scale (SAS) and Attitude Scale toward Science (ASTS) were administered as pre- and post-tests to both groups. The results of t-tests demonstrated that the students in the experimental group had better performance on post-SAS and post-ASTS scores. (Contains 2 figures and 4 tables.)

According to the Lexical Restructuring Model (Metsala & Walley, 1998), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a ...

This longitudinal study linked concepts of familism and social capital to investigate emotional support and educational guidance from parents, siblings, friends, and teachers in predicting Latino early adolescents' math grades during their transition from elementary school to junior high. Thirty-one Latino youth were interviewed twice and their school transcripts analyzed. Youth reported that parents and siblings provided the most support and guidance across these years, followed by friends, and to a lesser extent, teachers, who primarily helped with homework. However, only families' support, guidance, and income predicted math grades. Implications for research, policy, and practice highlight immigrant Latino families with modest schooling as resources and how Latino youth draw resources from families, friends, and schools. (Contains 6 tables and 4 notes.)

This paper focuses on a research programme that aims to explore students? mental models when acting within elementary situations of uncertainty before stochastics have been addressed in school. In order to frame our research, we begin by reporting briefly on the recent history of research in stochastics education. Then, we discuss the main aspects of our theoretical foundation concerning the research programme. Afterwards we restrict our discussion to an exploratory study aiming to further develop our theoretical framework, describing the development of tasks representing situations of uncertainty and the method of the exploratory study involving students of grade 4 and grade 6. Finally, from the perspective of theory development, we discuss the results of analysing students? solutions gai...

For a sample of low-income, Spanish-speaking Mexican-American families (n=72), we investigated associations between family involvement in school-based activities and children's literacy in their preferred language (English or Spanish) during early elementary school. We gave special attention to the potential moderating role of teacher fluency in Spanish. Between kindergarten and third grade, family involvement in school-based activities increased for children who displayed early literacy problems. The rate of increase was greater for children who consistently had bilingual teachers than for children who did not. In turn, increased family involvement predicted better literacy skills at third grade, particularly for children who struggled early. We discuss these results in light of recent re...

Evaluation of the physical fitness level of children and adolescents must include consideration of individual growth rates. This study evaluates the relationship between height and physical fitness in a large sample of 6-17 yr students. Physical fitness test scores were calculated for every 1 cm height group and used to generate quadratic regression equations. Physical fitness data reported by the Ministry of Education, Culture, Sports, Science and Technology in Japan (MEXT) were compared with estimated values obtained using our regression equations. The differences between the values reported by MEXT and our estimated values were very small. Comparison of physical fitness T-scores calculated based on school grade averages with T-scores based on means calculated using our regression equations indicated that shorter height students had lower T-scores if school grade averages were used for the calculation. In conclusion, in elementary and junior high school students, it is important to evaluate physical fitness level relative to individual physical growth.   

Abstract This study examined the nature of science (NOS) views of lower elementary grade level students, including their views of scientists. Participants were 23 third-grade African American students from two Midwest urban settings. A multiple instrument approach using an open-ended questionnaire, semi-structured interviews, a modified version of the traditional Draw-A-Scientist Test (DAST), and a simple photo eliciting activity, was employed. The study sought to capture not only the students' views of science and scientists, but also their views of themselves as users and producers of science. The findings suggest that the young African American children in this study hold very distinct and often unique views of what science is and how it operates. Included are traditional stereotypical ...

INTRODUCTION: The objective was to study the correlation between male and female smoking prevalence in elementary school classes at grade nine through group-level analysis. MATERIAL AND METHODS: Data was collected by the 1998 Danish contribution to the cross-national study Health Behaviour in School-Aged Children. A standardised questionnaire was applied. This study included ninety school classes at grade nine (1515 students) from a random sample of schools in Denmark. The outcome measure was the proportion of male and female smokers in the school classes. RESULTS: The proportion of male and female smokers within the school classes did not correlate. For both boys and girls there was a high variation in the proportion of smokers between the school classes. DISCUSSION: The smoking-related social processes that exist in the school classes probably operate in a sex-differentiated manner. The effect of the classroom environment on the students' smoking behaviour must be considered differently for boys and girls. Udgivelsesdato: 2002-Dec-2

Abstract in portuguese O propósito deste estudo foi lançar alguma luz sobre a forma como os leitores exploram e constroem significados em um texto hypermedia. Participaram 120 alunos, 60 de sexta série e 60 de nona série, de uma instituição privada de Medellín, Colômbia. Durante três semanas, em doze sessões de leitura de duas horas cada uma, leram três livros em formato hypermedia, um sobre ciências naturais, outro sobre ciências sociais, e um terceiro sobre literatura e comunica? (more) ?ão. A análise dos resultados evidencia que existem diferenças nas estratégias de exploração que utilizam estudantes de sexta série e nona série de educação básica para apoiar a construção de significados quando lêem textos em hypermedia sobre temas diversos. As descobertas desta investigação podem orientar os docentes para que utilizem de maneira mais eficiente e criativa recursos em hypermedia em propostas didáticas que buscam melhorar a aprendizagem e a compreensão de leitura. Abstract in spanish El propósito de este estudio fue arrojar alguna luz sobre la forma como los lectores exploran y construyen significados en un texto hipermedial. Participaron 120 alumnos, 60 de grado sexto y 60 de grado noveno, de una institución privada de Medellín, Colombia. Durante tres semanas, en doce sesiones de lectura de dos horas cada una, leyeron tres libros en formato hipermedial, uno sobre ciencias naturales, otro sobre ciencias sociales, y un tercero sobre literatura y com (more) unicación. El análisis de los resultados evidencia que existen diferencias en las estrategias de exploración que utilizan estudiantes de grados sexto y noveno de educación básica para apoyar la construcción de significados cuando leen textos hipermediales sobre temas diversos. Los hallazgos de esta investigación pueden orientar a los docentes para que utilicen de manera más eficiente y creativa recursos hipermediales en propuestas didácticas que buscan mejorar el aprendizaje y la comprensión lectora. Abstract in english This study was aimed at clarifying how readers explore and construct meaning in a hypermedial text. 120 students participated in the study (60 from the 6th grade and 60 from the 9th grade) from a private institution in Medellín, Colombia. They read books in hypermedial format over a three-week period during 12 reading sessions lasting 2 hours each; one book was about natural science, another about social science and a third about literature and communication. Analysing t (more) he results revealed differences in exploration strategies used by 6th and 9th grade basic education students in helping to construct meaning when reading hypermedial texts on different topics. The findings from this research could be used for orientating teachers so that they use hypermedial resources in a more efficient and creative way when seeking to improve learning and reading comprehension.

Teaching demography is appropriate for all ages depending on how lessons are designed and concrete information is provided. The advice for teaching elementary students is to begin in the 3rd or 4th grades by integrating demography into concepts about the world and the geography of different countries and regions. Population size distribution and structure are appropriate topics. In grades 4-6, tools for understanding size can be integrated into math classes, i.e., reading graphs, learning percentages, and working with place values in the billions. Science classes might focus on environmental problems due to population pressure. Resources from the Population Reference Bureau that are helpful are noted. Comparisons can be made between countries, regions, and states. An assignment might be to create a statistical portrait of a child in a selected country. Population growth might be demonstrated with each child representing a unit, such as 500 million persons; the class should stand in rows in a pyramidal shape expressing different time frames and population growth. Secondary school education may provide conceptualization of complex charts of population growth and global issues. Teenagers are able to manipulate data better even though the materials used are the same for elementary grades. The example is given of a 10th grade class using the tabled data and the MacAtlas software to construct a choropleth map of population concentration in Africa. The indicator was analyzed and compared with 6 countries outside Africa. At the college level it is expected that few have a grasp of population concepts. Students might be asked to analyze projections, discuss data collection processes, or speculate about future trends in any set of indicators. An assignment might be to break the classes into groups representing regions of the world, and select countries that fit the definition of developed or developing (least or moderately). More detailed mapping work is also possible. Regardless of age group, the emphasis should on linking the abstractions of demography to concrete reality. PMID:12286489

Goals 2000 set forth a bold vision for U.S. students: they would be "first in the world in science and mathematics" by the year 2000. Performance indicators such as the TIMSS-R (1999) and NAEP (2000) reports suggest that U.S. students have not yet reached that goal. This study intended to learn how specific assessment strategies might contribute to improved student performance in science. This quasi-experimental study investigated the effects of formative assessment with reflection on students' motivational beliefs, self-regulatory skills, and achievement in elementary science. The study aimed to find out whether and how classroom applications of formative assessment during science instruction might influence fifth-grade students' attitudes and self-perceptions about science learning, self-regulatory learning behaviors, and achievement. To explore the effects of the assessment intervention, the study utilized a mixed methods approach involving quantitative and qualitative investigations of treatment and control groups during a four-week intervention period. Quantitative measures included student self-report surveys administered pre- and post-treatment and an end-of-unit science test. Qualitative measures included classroom observations, student interviews (post-treatment), and a teacher interview (post-treatment). Findings indicated that the fifth-grade students in this study had positive attitudes toward science and high levels of self-efficacy for science. Results suggested that these elementary students employed a wide variety of cognitive and metacognitive strategies to support science learning. Findings revealed that these fifth graders believed formative assessment with reflection was beneficial for science learning outcomes. Research results did not show that the formative assessment intervention contributed to significant differences between treatment and control groups. However, the data revealed different levels of academic achievement and self-regulation for students in specific instructional services subgroups (i.e., gifted, regular education, special education, and ESL). For example, high achieving students reported higher levels of self-regulatory learning behavior than other fifth grade students. Findings suggested that elementary science instruction that includes classroom applications of formative assessment with reflection may provide support for science learning and the development of self-regulatory learning behavior. However, widespread implementation of this practice in elementary science classrooms represents significant challenges for today's educators, due to time limitations and increasing accountability pressures in our nation's schools.

Developed in response to a ruling by the Louisiana State Board of Elementary and Secondary Education that freshmen entering high school in 1985-86 must have one-half credit in computer literacy as a graduation requirement, this curriculum guide outlines a basal course in computer literacy for ninth grade students. The course may also be offered to students at a higher grade level. A brief introduction presents 10 assumptions about the teachers, students, and materials involved in the computer literacy course. Presentation of the course content includes the course outline, course objectives, and activities covering the following topics: (1) the computer's impact on society today; (2) the development of computers; (3) microcomputer hardware, software, and applications; (4) elementary programing; (5) hardware and software selection; and (6) the computer's impact on society tomorrow. Each activity section contains at least two course objectives together with their relationship to the corresponding course content and student activities. A vocabulary list is also provided for each of the sections, as well as suggestions for individual projects for further student exploration and sample test items. A bibliography, which includes periodicals as well as monography, a set of evaluative techniques for the curriculum, and a list of suggested instructional software complete the document. (JB)

This study was performed to investigate the differences in food choice, nutrition labeling perceptions, and prevalence of obesity due to meal skipping in Korean elementary school children. A national survey was performed in 2010 to collect data on food intake frequency, understanding of nutrition labeling, and body mass index from 2,335 fifth grade students in 118 elementary schools selected from 16 metropolitan local governments by stratified cluster sampling. The data were analyzed using the SAS 9.1 and SUDAAN 10.0 packages. Students who consumed three meals for 6-7 days during the past week were classified into the regular meal eating (RM) group (n = 1,476) and those who did not were placed into the meal skipping (MS) group (n = 859). The daily intake frequency of fruits, vegetables, kimchi, and milk was significantly lower in the MS group compared to that in the RM group (P skipping was related to poor food choice, low perception of nutrition labeling, and a high prevalence of obesity in Korean fifth grade children.

Abstract in portuguese Objetivou-se modificar crenças e condutas das crianças no tocante ao manuseio da água de consumo, utilizando uma experiência de ensino-aprendizagem, mostrando em microscópio a água contaminada. Foram aplicados um pré-teste estruturado e um pós-teste (resolução de problemas) em 63 crianças (28 meninos e 35 Meninas), de sexta e sétima séries do primeiro grau. Essas crianças provinham, na sua totalidade, de população marginal do norte da Grande Buenos Aires, (more) Argentina. A média de idade foi de 12 anos e 8 meses e o desvio padrão de 1 ano e 1 mês. Cada conduta adequada foi avaliada com um ponto: higiene e proteção dos recipientes de coleta e armazenamento, tratamento da água (fervido ou cloragem da água) e período de conservação. À melhor crença foi atribuído dois pontos (evitar a contaminação que produz doença). Determinou-se o número de alunos que modificaram suas condutas e crenças no pós-teste e foi verificado se era significativa a diferença pela prova de X-quadrado. Comprovou-se que as crianças, em geral, não melhoraram suas condutas e crenças. Particularmente mantiveram-se as condutas adequadas de higiene; não se modificaram as de proteção do recipiente de coleta da água e se mantiveram os comportamentos inadequados na armazenagem. Somente foram obtidas condutas corretas no tratamento através da fervura e mais especificamente da cloragem da água (P Abstract in spanish Se propuso modificar las creencias y conductas de los niños con respecto al manejo del agua de consumo, utilizando una experiencia de enseñanza-aprendizaje, con mostración al microscopio del agua contaminada. Se administró una pre-encuesta estructurada y una post-encuesta (resolución de problemas) a 63 niños (28 varones y 35 mujeres) de sexto y séptimo grado de la escuela primaria. Estos niños provenían, en su totalidad, de una población marginal del norte del G (more) ran Buenos Aires, Argentina. El promedio de edad fue 12 años 8 meses y el ED = 1 año 1 mes. Cada conducta adecuada fue evaluada con un punto: higiene y protección de los recipientes de recolección y almacenamiento, tratamiento del agua (hervido o clorado) y periodo de conservación y cada creencia óptima, dos puntos (evitar la contaminación que produce enfermedad). Se determinó el número de alumnos que modificaron sus conductas y creencias en la post-encuesta y se halló si era significativa la diferencia por la prueba de Chi cuadrado (X²). Se comprobó que los niños, en general, no mejoraron sus conductas y creencias. Se mantuvieron las conductas adecuadas de lavado; no se modificaron las de protección del recipiente en la recolección del agua y se mantuvieron comportamientos inadecuados en el almacenamiento. Sólo se adquirieron conductas correctas en el tratamiento, a través del hervido y más específicamente del clorado (P Abstract in english It was studied a change in the children's beliefs and behaviour with regard to their handling of drinking-water by using a teaching-learning experience by means of microscopic observation of polluted water. A structured pre-test and a post-test on problem-solving were administered to 63 6th and 7th grade elementary school children (28 boys and 35 girls). An of these children came from an underprivileged population in the north of Buenos Aires, Argentina. Their average age (more) was of 12 years 8 months and SD = 1 year 1 month. Each adequate aspect of their behaviour scored one point: hygiene and protection of containers for collection and storage, water treatment (boiling or the addition of chlorine) and the conservation period. The best beliefs ("to avoid the water contamination that produces illness") scored two points. The number of pupils that changed their beliefs and behaviour in the post-test was established and the significant difference was found by means of Chi square test (X²). The children did not, in general, improve their behaviour or beliefs. They maintained adequate hygienic behaviour, but did not put into practice the protection of the containers used for the collection. Behaviour regarding storage was still inadequate. The pupils did acquire correct behaviour as regards treatment by the boiling of water or the addition of chlorine (P

This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that focuses on the hydro-cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry-based learning with lab inquiry-based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long-term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior-high/middle school level. (Contains 5 tables, 5 figures, and 1 note.)

In an effort to contribute information for science teachers and curriculum developers in Maine, this study generated base line data on 4th, 8th, and 11th grade students' knowledge of marine science and natural resources principles in relation to the Gulf of Maine. Five concept maps representing 15 major content principles were developed. Two hundred twenty-six students from 12 schools in Maine were interviewed on marine science, natural resources and decision-making concepts and principles. Student knowledge was then classified according to correct concepts, missing concepts and misconceptions. Similarities and differences between the three grade levels were analyzed and compared to results of the Maine Assessment of Educational Progress in Science. The results indicated that the students in the sample did learn a few basic marine and natural resource concepts in the elementary grades, but that there was little further assimilation of new concepts or differentiation of existing concepts as students progressed through the grades. The results are discussed with regard to possible implications for future marine science curricula. (TW)

Inequalities and achievement gaps in science education among students from different racial and socioeconomic backgrounds as well as between genders in the United States are due to not just access to resources, but also to the incongruence between identities of school science with identities salient to minority students. Minority girls are especially portrayed to be estranged from prototypical school science Discourse, often characterized as white, middle class, and masculine. This dissertation, based on a two-year ethnographic study in an urban middle school in New York City, describes the authoring of novel identities-in-practice of minority girls in a 6th grade science classroom. The findings indicate that minority girls draw from out-of-school identities salient to them to author novel identities-in-practice in the various figured worlds of the 6th grade science classroom. Through taking such authorial stances, minority girls exhibit agency in negotiating for wider boundaries in their school science participation and broker for hybrid spaces of school science where the school science Discourse was destabilized and challenged to be more inclusive of everyday funds of knowledge and Discourses important to the students. The findings also highlight the dialectic relationship between an individual students' learning and participation and the school science community-of-practice and the implications such a relationship has on the learning of both individual students and the collective community-of-practice. From year one findings, curricular adaptations were enacted, with teacher and student input, on lessons centering on food and nutrition. The adapted curriculum specifically solicited for nontraditional funds of knowledge and Discourse from students and were grounded strongly in relevance to students' out of school lives. The hybrid spaces collectively brokered for by the community-of-practice were transformed in three ways: physically, politically, and, pedagogically. Overall, the results from the study indicate that minority girls are not only successful in border crossing but in brokering for new worlds of science, and highlights the importance of incorporating nontraditional funds and Discourses and the important roles played by the community-of-practice as a whole to reshape the landscape of school science in genuine pursuit of the education goal "science for all".

Background: An elementary teacher study group supports each other in a year-long journey as they learn how to work through writer's workshop curriculum in order to implement Units of Study by Lucy Calkins at a K-6 school. Time spent in writing instruction has been largely neglected, and a teacher-researcher wants to document the support found from the study group as they work through new and complex curriculum as well as document student success in writing using Units of Study in the third grade teacher-researcher's classroom. Purpose: To document obstacles and successes of teachers and students as they implement a new, complex writing curriculum. Setting: K-6 public elementary school in an ethnically diverse urban setting, Glendale, CA and one third grade classroom of 22 students. Study Sample: 10 Teachers: New-24 years experience; 22 third grade students in a general education setting. Research Design: Other Quantitative; Qualitative; Interview. Findings: Teachers need support from experienced peers in utilizing writer's workshop Units of Study or they get stuck. Outcomes of study groups are largely positive due to support systems which are needed - especially for new teachers. Most students exposed regularly to Units of Study write a lot, write about topics they care about, and write more frequently due to largely positive feelings about writing. Conclusion: Units of Study: Writing Workshop by Lucy Calkins, though complex, help lead to student success in writing if teachers are supported as they learn how to implement it. Citation: Making Writer's Workshop Work: Implementing Units of Study, Findings from a Teacher Study Group, and Student Success in Writing Sandra Lynne Chaney. Appendixes include: (1) Interview Questions: Teacher; (2) Student Survey about Writing; (3) Parent Letter of Consent; (4) Letter of Consent; and (5) Teacher Survey. (Contains 17 figures.)

The existence of child abuse is unfortunately a reality of contemporary society. Although various organizations and researchers have been making progress in the struggle against abuse, it has not been decisively dealt with thus far. Most of the research on abuse has focused on the abuse of children in their family environment. Objective: The aim of the present study was the investigation of abuse in the school environment and the effects of the gender and school grade of pupils, as well as the gender of teachers on the various forms of abuse. Methods: The study utilized a questionnaire with a 5-point rating scale, with questions concerning physical abuse, emotional abuse and neglect, which was completed in class by a sample of schoolchildren. The sample consisted of 1,339 pupils in the 4th, 5th, and 6th grade of primary school in the Republic of Cyprus, who lived in both urban and rural areas. Two pilot studies were conducted initially to ensure the appropriateness of the questionnaire. Permission to conduct the study was gained by the headmasters of the schools, and authorization to participate in the study was granted by the students' parents. Results: More than half (52.9%) of the pupils reported neglect, almost a third (33.1%) reported emotional abuse, and almost one tenth (9.6%) reported physical abuse. The results of the statistical analysis revealed statistically significant differences between the 2 genders (p less than 0.001), with boys being the most vulnerable group, with regards to all forms of abuse, but no significant differences between the 3 grades and the teachers' gender (p greater than 0.05). There were no significant differences between the 2 genders, the 3 grades and the teachers' gender with regards to the frequency of any form of abuse (p greater than 0.05). Conclusions: The gender of the pupils seems to be related to abuse, since more boys than girls reported being victims of abuse, while abuse is not depended on the school grade, or the teacher's gender. The findings from this study may justify some concern on behalf of the Ministry of Education, but also from educators and parents in the Republic of Cyprus. (Contains 2 tables.)

The University of Chicago Consortium on Chicago School Research and the American Institutes for Research (AIR) partnered to examine five different models initiated by the Chicago Public Schools (CPS) in 36 schools. CPS was an early adopter of dramatic intervention strategies in low-performing schools, and the reforms in this study were implemented between 1997 and 2010. All of the schools were identified as chronically low performing and were reformed in ways consistent with the elements described in the school improvement models recommended by the federal government. The goals of the study were to make clear how school reform occurred in Chicago--showing the actual changes in the student population and teacher workforce at the schools--and to learn whether these efforts had a positive effect on student learning overall. Since 1997, CPS has initiated five distinct reforms that aim to dramatically improve low-performing schools in a short time. These initiatives are Reconstitution (seven high schools), School Closure and Restart (six elementary schools and two high schools), placement into the School Turnaround Specialist Program (STSP) model (four elementary schools), placement into the Academy for Urban School Leadership (AUSL) model (ten elementary schools and two high schools), and placement into the CPS Office of School Improvement (OSI) model (two elementary schools and three high schools). Main findings from the study include: (1) Elementary/middle schools that went through reform made significant improvements in test scores compared with similar schools that did not; however, large improvements did not occur immediately in the first year; (2) High schools that underwent reform did not show significant improvements in absences or ninth grade on-track-to-graduate rates over matched comparison schools, but recent high school efforts look more promising than earlier ones; (3) Schools that underwent reform generally served the same students as before intervention, with the exception of one model of reform; (4) Schools under the Closure and Restart model experienced substantial changes to their student body composition; (5) The vast majority of teachers in schools under Closure and Restart, AUSL and OSI models were not rehired after reform; and (6) The teacher workforce after intervention across all models was more likely to be white, younger, and less experienced, and was more likely to have provisional certification than the teachers who were at those schools before the intervention. School-by-School Changes in Student Achievement are appended. (Contains 1 table, 9 figures and 6 endnotes.)

Research has established that curriculum-based measurement (CBM) procedures yield outcomes that are sensitive to a variety of educational conditions including the level of skill acquisition, context of assessment, duration of assessment, format of probe construction, and relative motivation of the target student. This study was designed to compare performance on multiple-skill mathematics CBM (M-CBM) across three assessments conditions: novel, reward, and neutral. A novel assessment condition was established when the examinee had not been exposed to the assessment conditions within temporal proximity of an administration. A reward condition was established when the examinee received contingent access to desirable stimuli or events dependent on performance. Finally, the neutral condition was established when the conditions were familiar (i.e., not novel) and there was no contingent access to rewards (i.e., not reward). Ninety elementary students across four grades (second grade, n = 24; third grade, n = 25; fourth grade, n = 14; fifth grade, n = 28) were assessed on three consecutive days. Results of repeated measures analysis of variance and follow-up planned analysis of main effects suggested that the median level of M-CBM performance on the first day of assessment (novel condition) was reduced by a statistically significant amount in comparison to either reward or neutral conditions. The difference approximated 3 digits correct per minute. There were no significant differences in performance between neutral and reward conditions. These outcomes suggest that M-CBM is an indicator of optimal performance after the initial day of assessment. Implications and limitations are discussed. (Contains 1 figure, 3 tables, and 1 footnote.)

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 promote school success. Subjects were 157 working- and middle-class families with a first-born child between the ages of 11 and 16 who was enrolled in the public schools. Families completed a measure of the extent and degree of the adolescent's involvement in 10 different household responsibilities; a checklist concerning 17 areas of decision-making on a variety of day-to-day issues used to assess the nature of the family's decision-making style; and adolescents' characterizations of their parents' warmth and use of psychological control. Schools provided information on the adolescents' grades, attendance, and standardized achievement test scores. The results revealed that the adolescents obtained higher grades and attended school more often when their parents used democratic, rather than authoritarian, decision-making practices; when their parents were warm; and when their parents were not overly controlling psychologically. Adolescents from authoritative households (as opposed to either authoritarian or permissive households) performed better in school than their peers, even after controlling for social class and achievement test scores. School grades and attendance records examined one year after the study suggest that authoritative parenting actually promotes school success among high school students. (NB)

The use of CT in the diagnosis and management of liver trauma is responsible for the shift from routine surgical versus non-surgical treatment in the management of traumatic liver injuries, even when they are of high grade. The main cause of compli cation and of death in liver trauma is related to vascular injury. The goal of this review focussed on the vascular complications of liver trauma is to describe the elementary lesions shown by CT in liver trauma including laceration, parenchymal hematoma and contusions, partial devascularisation, subcapsular hematomas, hemoperitoneum, active bleeding, pseudoaneurysm of the hepatic artery, bile leak, and periportal oedema, to illustrate the possible pitfalls in CT diagnosis of liver trauma and to underline the key-points which may absolutely be present in a CT report of liver trauma. Then we will remind the grading system based on the CT features and we will analyze the interest and limitations of such grading systems. Last we will discuss the diagnostic strategy at the early phase in patients with suspected liver trauma according to their clinical conditions and underline the conditions of arterial embolization, and then we will discuss the diagnosis strategy at the delayed phase according to the suspected complications.

This article presents a case study of egalitarian educational practices evident in a rural school that served a large proportion (40%) of Amish students. The Amish are a pacifist Christian sect widely misunderstood as quaint and even backward; their traditional work is small-scale farming. In 1972 the Amish wrested the national right--via a US Supreme Court case--to educate their children only through 8th grade, and in their own schools. Given this struggle, the fact that some Amish families would elect to send their children to public schools (which their taxes support) might be regarded as surprising. The school--one of six in a larger study--described in this article took careful measures, however, to welcome Amish children and families, even to the extent of establishing a unique seventh and eighth grade curriculum for them (and thus returning seventh and eighth grade instruction to an elementary school setting). The focus of this study was to characterize (primarily via the analysis of interview transcripts) the school's educational practice. Four themes emerged from the analysis of transcripts: (1) "in league with parents," (2) "teaching agrarian values," (3) "educating for community participation," and (4) "embracing all children." These themes were, in fact, the obverse of those that characterized the other five schools represented in the overall data set, making it by far the most egalitarian school studied. (Contains 5 footnotes.)

The aim of this study was to investigate whether organic school meals can be an effective strategy to pro- vide healthy food to children and promote their healthy eating habits. Furthermore, the study aimed to examine pupils’ attitudes predicting intention and behaviours in relation to organic food and health. An observational cross-sectional study was designed, and the participants were 6th grade Danish pupils from two schools with organic food provision and two schools with non-organic food provision. The pupils were asked to complete an online adapted food frequency questionnaire, after which selected pupils were invited to focus group interviews. More positive school lunch habits were observed in pupils in the organic schools than in the non-organic schools. Generally all the pupils had positive attitudes towards organic food and health and this had a significant impact on their intention to consume organic food but not on their behaviour. In addition, all participants were willing to adopt healthier eating habits in the future both at school and in the home. These findings suggest that children attending schools where meals include organic ingredients might be more aware of healthy foods, organic foods and healthy eating habits.

This article examines the role of gesture in the shared meaning-making processes of 6th-grade students studying plate tectonics using a data visualization tool; specifically, a geographic information system. Students' verbal and gestural characterizations of key concepts of plate motions (i.e., "subduction", "rift", and "buckling") were transcribed and coded across episodes of small-group work during the course of the unit, tracking emergent concepts and their subsequent refinements. The emergence histories of these concepts showed that they were initiated in gesture before they were conveyed in speech. Once they appeared in speech, speech and gesture figured prominently in the further elaboration, modification, and refinement of the key concepts. Gestures introduced by 1 member of the group were picked up and used by peers. Gestures were found to afford joint attention to concepts and negotiation of meaning in the group (e.g., through manual manipulation, imitation, and correction of gestures). These interactions appeared to advance the group's shared understanding of plate tectonics, and to mediate individual student learning. The findings suggest that explicit attention to gesture in instruction and assessment may impact the development of domain understandings in science investigations. (Contains 3 tables, 9 figures and 2 footnotes.)

BACKGROUND: Given the increasing prevalence of obesity among Iranian adolescents and the role of consumption of unhealthy snacks in this issue, interventions that focus on factors influencing food choice are needed. This study was designed to delineate factors associated with unhealthy snack use among female Iranian adolescents. METHODS: The theory of Planned Behavior served as the framework of the study. Qualitative data were collected via nine focus group discussions in two middle schools (6(th) to 8(th) grades) in a socio-economically diverse district in the city of Tehran in spring 2008. The study sample included 90 female adolescents aged 12-15 years. The sampling strategy was purposive method. Data analyzed using the "framework" method. RESULTS: Major factors identified by the respondents were taste, peer pressure, parental influence, easy access to unhealthy snacks, limited availability of healthy snacks, appeal of snacks, habit, high price of healthy snacks, and media advertisements. Nutritional value and healthiness was not one of the first priorities when buying snacks, as adolescents thought it was too early for them to worry about illness and adverse consequences of eating junk foods. CONCLUSIONS: For developing culturally sensitive evidence-based interventions that can motivate adolescents to choose healthy snacks, a broad range of factors should be taken into account. PMID:23113027

The current study examined the effects of applying relaxation breathing training (RBT) as a means to reduce music performance anxiety (MPA) in young, talented musicians. A group of 59 young musicians from 3rd to 6th grade participated in this study, and all of them started RBT twice a week for 2 months prior to the examination. Four tests--2 mos, 1 mos, half an hour and 5 min before the examination--were conducted to examine the level of MPA after the application of RBT. Results show that the degree of MPA 5 min before the trial was lower than the degree of performance anxiety half an hour before the jury (t = -3.683, p RBT was associated with a decrease in MPA. Although a series of RBT exercises was applied, results indicated that when approaching the date of examination, the degree of performance anxiety still increased and reached its maximum half an hour before the jury. The recommendation for future studies is to combine the application of RBT with other methods to expand its effect in reducing MPA. PMID:20795337

Abstract in portuguese O trabalho de investigação aqui apresentado teve um duplo objetivo: explorar as dimensões da competência social em crianças portuguesas e adaptar um instrumento de avaliação válido para a investigação e intervenção nesta área e utilizável em contexto escolar. Nesse sentido, o presente estudo examinou a estrutura fatorial e a consistência interna da escala para professores do Social Skills Rating System - nível básico, de Gresham e Elliott (1990) em 342 al (more) unos do 3º e 6º anos de escolaridade. Este instrumento destina-se a avaliar a competência social, baseando-se numa perspectiva multidimensional. Os resultados apóiam uma concepção multifacetada da competência social e são semelhantes aos apresentados em estudos prévios. Abstract in english The present study had two main goals: (a) to explore the dimensionality of social competence in portuguese students, and (b) to adapt an assessment tool of student social behaviors, useful for research and intervention in the school context- the SSRS (Gresham & Elliott, (1990). To achieve this, we examined the reliability, and the structural configuration of the SSRS' (Teacher form) constructs, in a sample of 342 3rd and 6th grade students, focusing on whether the respons (more) es of Portuguese students reflected the posited multidimensional pattern. Results strongly supported a multifaceted view of social skills, and were compatible with previous empirical findings.

Written for teachers who lead their 6th grade students on a 3-day field experience program at the Rogers Environmental Education Center in Sherburne, New York, this manual provides objectives, materials, and procedures for activities which help students learn about the natural environment--pond life, trees, ecology of the forest floor, stream flow, food chains, food supply, animal tracks, and contour mapping. Projects require from 1-3 hours to complete and use the Center's library and laboratory as well as various outdoor sites. Pond life study includes an introduction to pond ecology, collecting and identifying sample plants and animals, using a microscope and bioscope, and discussing student observations. Forest study incorporates constructing a Biltmore stick to measure tree diameter, estimating tree height, inferring growth conditions from cross sections of trees, and making an inventory of life and signs of life within a 5-foot-square plot of the forest floor. Lessons in stream flow include directions for making and racing cork boats and using flow meters. Other activities include an auction to create awareness of environmental values and simulation games to illustrate the dynamics of food chains and food supply. Four problem-solving situations are included, each demanding group cooperation to meet a physical challenge. (JHZ)

The author reports on a Republican presidential debate which revives the contention over requiring middle school girls to be vaccinated against the virus that causes cervical cancer. At the September 12 debate, U.S. Representative Michele Bachmann, of Minnesota, and Rick Santorum, a former U.S. senator from Pennsylvania, attacked Texas Governor Rick Perry for a 2007 executive order he issued that would have required 6th grade girls to be vaccinated against the human papillomavirus, or HPV, before starting school. They said the governor's mandate represented the government intruding into a decision best left to parents. The issue came up again at a debate in Orlando in which Governor Perry defended his actions, saying parents always had a choice in whether to get the vaccine for their daughters. His order was later overturned by the Texas legislature but, even if it had taken effect, Texas would not be the only state today with requirements on the books aimed at either requiring HPV vaccinations or some form of HPV-prevention education targeted to preteens. Virginia and the District of Columbia now require the vaccine for young girls, though many more states have considered and dropped the idea since the vaccine was first introduced in 2006.

The use of information and communication technologies has become ubiquitous among adolescents. New forms of cyber aggression have emerged, cybergrooming is one of them. However, little is known about the nature and extent of cybergrooming. The purpose of this study was to investigate risk factors of being cybergroomed, to identify various coping strategies and to explore the associations between being cyberbullied and cybergroomed. The sample consisted of 518 students in 6th to 10th grades. The computer assisted personal interview method (CAPI method) was implemented. The «Mobbing Questionnaire for Students» by Jäger et al. (2007) was further developed for this study and served as the research instrument. While being a girl, being cyberbullied and willingness to meet strangers could be identified as risk factors; no significant age differences were found. Furthermore, three types of coping strategies - aggressive, cognitive-technical and helpless - with varied impacts were identified. The findings not only shed light on understanding cybergrooming, but also suggest worth noting associations between various forms of cyber aggression. PMID:23079362

Abstract in spanish Este estudio tuvo por objetivo explorar la naturaleza de los procesos de pensamiento matemático presentes en el discurso de profesoras y profesores que enseñan en el segundo ciclo de educación básica de escuelas públicas en Chile. Se codificaron 77 videos de clases de profesores participantes en el Sistema de Evaluación Nacional Docente del Gobierno de Chile, en base a una rúbrica que distinguía 4 formas de pensamiento matemático: resolución mecánica de problem (more) as, resolución razonada de problemas, presentación mecánica de la información y presentación razonada de la información. Se realizaron análisis descriptivos y análisis multivariados de varianza. Los resultados evidencian que el pensamiento matemático docente está focalizado en la presentación mecánica de información y la resolución mecánica de problemas. Los profesores que enseñan en 5° y 6° grado dedican significativamente menos tiempo a resolución de problemas que los profesores que enseñan en 7° y 8° grado. Los resultados son coherentes con evidencia proveniente de otros estudios que muestran la adherencia de los profesores chilenos a una pedagogía intuitiva externalista, centrada en la práctica repetida de procedimientos. Abstract in english The goal of this study was to explore the nature of the processes of mathematical thinking evidenced in the discourse of teachers working at Chilean middle-school level public schools. Seventy seven classroom videos filmed as a part of the Chilean Government National Teaching Assessment System were coded according to a rubric that distinguished 4 forms of mathematical thinking: mechanic problem solving, reasoned problem solving, mechanic information presentation, and reas (more) oned information presentation. Descriptive analysis and multivariate analyses of variance were performed. The results evidence that teachers' mathematical thinking is focused on mechanic information presentation and mechanic problem solving. Teachers working in 5th and 6th grade classrooms significantly allocate less time to problem solving than teachers working in 7th and 8th grade classrooms. These results are coherent with previous evidence showing that Chilean teachers adhere to an intuitive pedagogy focused on the repeated practice of procedures.

In a study of intracranial metastases, 46 cases having satisfactory clinical, operative and histological proofs were analyzed by computerized tomography at Presbyterian Medical Center from May, 1982 to February, 1986. The results were as follows: 1. The male to female ratio of intracranial metastases were 67:33. The 5th decade group (34.8%) was the most prevalent age group, followed by the 6th decade (21.7%) and 7th decade (21.7%). 2. The number of lesions was found be: single -25 cases (54.3%); multiple -21 cases (45.7%). 3. The source of intracranial metastases found to be: lung 15 cases (32.6%); unknown 12 cases (26.0%); chorioca 3 cases (6.5%); liver 3 cases (6.5%); stomach 2 cases (4.3%); parotid, breast, kidney, prostate, melanoma, rectal ca, rhabdomyosarcoma, nasal ca, lymphoma, testicular ca, cervix, each 1 case (2.2%). 4. The locations of the intracranial metastases were as follows: Cerebral hemisphere 37.7% in parietal region Cerebral hemisphere 15.9% in in frontal region Cerebral hemisphere 13.4% in occipital region Cerebral hemisphere 10.5% in temporal region Cerebellar hemisphere 3.2% Cerebellopontine angle 3.2% Intraventricular 4.8% Meninges 4.8% Skull vault 6.5% 5. Peritumor edema was found to be: Grade II-17 cases (37.0%): Grade III-14 cases (30.4%); Grade I-8 cases (17.4%); Grade 0-7 cases (15.2%) in that order. 6. The chief complaints of intracranial metastases on admission, were as follows: Headache 30 cases (65.2%); Vomiting 11 cases (23.9%); deteriorated mental state 10 cases (21.7%); Hemiplegia 7 cases (15.2%); visual disturbance 6 cases (13.0%); hemiparesis 4 cases (8.7%); seizure 4 cases (8.7%); other symptoms were less frequent. 7. On pre-contrast scan, hyperdense lesions were present in 18 cases (39.1%); hypodense lesions in 15 cases (32.6%); mixed density in 8 cases (17.4%); isodensity was present in 5 cases (10.9%). On post-contrast scan, ring enhancement was seen in 19 cases (41.3%); nodular enhancement in 17 cases (37%), mixed ring-nodular enhancement in 8 cases (17.4%); only hypodense 2 cases (4.3%)

This final report describes a 3-week workshop for elementary school teachers that had three components: (1) a review of the basic physical principles governing energy and its use; (2) an introduction to the many available teacher resources concerning energy; and (3) a one-week practicum where the teacher participants were able to field-test some of the materials they developed with elementary-age children. Lectures and demonstrations covered such basic topics as mechanics, heat, electricity, energy resources and uses. Teachers were provided with a wide variety of free or inexpensive printed materials and classroom resources. Some of these resources served as the basis for the construction of lesson plans or student activities. Audio-visual resources were previewed and evaluated. Participants performed several experiments and constructed many learning activities for use with elementary children. Field trips to solar and underground homes, to surface and deep coal mines, and to a hydro electric plant gave participants first-hand energy experiences. During the final week of the workshop, teachers participated in a practicum experience with sixty children enrolled in a special Energy Week program sponsored by The College of Education and The Alabama Museum. Four classrooms of fifteen children each were taught by teams of teachers who planned lessons, activities and field trips appropriate for the age of the children. The twenty-four participants are teachers in grades K-6 and represented school systems from across Alabama. They developed plans for teaching energy in their classroom. A final meeting on January 22, 1983 will provide an opportunity for participants to share their teaching experiences.

The purpose of this study was to investigate how Hispanic ESL/literacy learners used their socio-historical experiences and multimodal resources to mediate interpretation and representation of "Cinderella". Eighteen third-grade pupils "read" the video and re-created their understandings in pictures and sentences. The findings suggest that (a) "Cinderella" should be studied in ESL/literacy curricula as an object of social knowledge and critical analysis, (b) ESL/literacy teachers can use the self-reflective approach to facilitate a critical interpretation of popular cultural texts, and (c) reconceptualizing elementary ESL/literacy classrooms as semiotic spaces allows pupils to interpret videos with a wide range of multimodal resources, and in the process, become consumers and producers of systems of communications.

Background, aims, and scope Preschool indoor air quality (IAQ) is believed to be different from elementary school or higher school IAQ and preschool is the first place for social activity. Younger children are more susceptible than higher-grade children and spend more time indoors. The purpose of this study was to compare the indoor air quality by investigating the concentrations of airborne particulates and gaseous materials at preschools in urban and rural locations in Korea. Methods We investigated the concentrations of airborne particulates and gaseous materials in 71 classrooms at 17 Korean preschools. For comparison, outdoor air was sampled simultaneously with indoor air samples. Airborne concentrations of total suspended particulates, respirable particulates, lead, asbestos, total v...

Written for teachers to use with migrant children in elementary grades, this bilingual English/Spanish social studies resource booklet provides an encyclopedia-style overview of Brazil's history, geography, economy, and culture. Topics include Brazil's form of government; geographic regions; holidays; climate; people; music; carnaval celebration; agriculture; mining; industry; transportation; communications; Portuguese women; and the piranha and anaconda, inhabitants of the Amazon Basin and River. Separate sections profile Emperors Dom Pedro I and II, author Joaquim Maria Machado de Assis, and the mysterious Zumbi, ruler of Palmares. Consisting mainly of narrative text, the booklet includes maps, illustrations, recipes, quizzes, fact sheets, word searches and other activity pages, useful Portuguese words and phrases, and a 12-item bibliography. (NEC)

This study examined preservice teachers' problem-solving skills through the use of an online video case study. Eighty preservice teachers participated in the study with a three-level video presentation by a two-grade-level between-subjects factorial design. The study incorporates a content analysis framework to examine both the components and the levels of teaching knowledge elicited during a problem-solving activity. The findings provided explanations for preservice teachers' ability to use their teaching knowledge in video-based problem solving. The elementary education preservice teachers generated pedagogical and content solutions at a higher level than the secondary education preservice teachers. This paper also discusses findings and implications. (Contains 10 tables, 5 figures, and 2 footnotes.)

This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to paraphrase, self-question, and summarize. The study involved 1041 fourth-grade elementary students from 21 schools distributed in three regions in central Chile. Participant teachers integrated this program into the Spanish language curriculum, instructing their students during thirty sessions of 90 min each during one school semester. Pretest-to-posttest gains in reading comprehension scores were significantly greater for students instructed with this pro...

Objective The role of preschool-onset (PO) psychiatric disorders as correlates and/or risk factors for relational aggression during kindergarten or first grade was tested in a sample of 146 preschool-age children (age 3 to 5.11 years). Method Axis-I diagnoses and symptom scores were derived using the Preschool Age Psychiatric Assessment. Children's roles in relational aggression as aggressor, victim, aggressive-victim, or nonaggressor/nonvictim were determined at preschool and again 24 months later at elementary school entry. Results Preschoolers diagnosed with PO psychiatric disorders were three times as likely as the healthy preschoolers to be classified aggressors, victims, or aggressive-victims. Children diagnosed with PO disruptive, depressive, and/or anxiety disorders were at least s...

This article examines how academic disengagement (being off task, unenthusiastic and uncurious about learning) is facilitated by the hidden curriculum (the values, norms and beliefs transmitted via the structure of schooling), and mediated by race, ethnicity and gender for students in a working class elementary school. Additionally, we contextualize how a teacher was challenged by the hidden curriculum in her attempt to make her classroom environment engaging for all students. Participants included a young white female teacher and 21 second grade, low-income students, of whom approximately 50% were white and 50% were Black or Latino/a. A teacher interview and fieldnotes covering 8 hours a week over 3 months comprised the data. Results indicated that students were required to show their eng...

The purpose of this study was to compare different conceptual change methods within a topic on ?sound propagation?. The study was conducted with 80 grade 5 students (aged 11?12?year old) drawn from four cohort classes in an elementary school on the north coast of Black Sea Region in Turkey. While one class was assigned as a control group, the others formed experimental groups (one with a conceptual change text, one with analogies presented as computer animations and one with a combination of conceptual change text, analogies and computer animations). A questionnaire with 10 two-tier questions was administered as a pretest a week before the teaching intervention, and the same test was re-administered immediately after the intervention as a post-test. The questionnaire was also employed as a...

Vocabulary knowledge is strongly associated with reading achievement and becomes increasingly predictive of overall reading proficiency as children progress through the elementary grades. Children who are d/Deaf and hard of hearing often begin schooling with small meaning vocabularies, a disadvantage that puts them at risk of struggling to learn to read. Recent research on vocabulary intervention with young children who have typical hearing demonstrates the effectiveness of targeted, contextualized instruction on children's word learning and provides insights for early childhood educators of young d/Deaf and hard of hearing children. In the present essay, which is grounded in the qualitative similarity hypothesis (Paul, 2010, in press; Paul & Lee, 2010) and sociocultural theories of learning, the author argues for evidence-based vocabulary interventions for young d/Deaf and hard of hearing children that are rooted in the contemporary research literature. PMID:22524095

Many U.S. states and cities spend substantial funds to reduce class size, especially in elementary (primary) school. Estimating the impact of class size on learning is complicated, since children in small and large classes differ in many observed and unobserved ways. This paper uses a method of Hoxby (2000) to assess the impact of class size on the test scores of grade 3 and 5 students in Minnesota. The method exploits random variation in class size due to random variation in births in school and district catchment areas. The results show that reducing class size increases mathematics and reading test scores in Minnesota. Yet these impacts are very small; a decrease of ten students would increase test scores by only 0.04-0.05 standard deviations (of the distribution of test scores). Thus class size reductions are unlikely to lead to sizeable increases in student learning. (Contains 2 figures and 13 tables.)

The Technology Enhanced Elementary and Middle School Science II project (TEEMSS), funded by the National Science Foundation, produced 15 inquiry-based instructional science units for teaching in grades 3?8. Each unit uses computers and probeware to support students? investigations of real-world phenomena using probes (e.g., for temperature or pressure) or, in one case, virtual environments based on mathematical models. TEEMSS units were used in more than 100 classrooms by over 60 teachers and thousands of students. This paper reports on cases in which groups of teachers taught science topics without TEEMSS materials in school year 2004?2005 and then the same teachers taught those topics using TEEMSS materials in 2005?2006. There are eight TEEMSS units for which such comparison data are ava...

The Delaware School Climate Survey-Student (DSCS-S) was developed to provide schools with a brief and psychometrically sound student survey for assessing school climate, particularly the dimensions of social support and structure. Confirmatory factor analyses, conducted on a sample of 11,780 students in 85 schools, showed that a bifactor model consisting of five specific factors and one general factor (School Climate) best represented the data. Those five factors are represented in five subscales of the DSCS-S: Teacher-Student Relations, Student-Student Relations, Fairness of Rules, Liking of School, and School Safety. The factor structure was shown to be stable across grade levels (i.e., elementary, middle, and high school), racial-ethnic groups (i.e., Caucasian, African American, and His...

The University of Virginia's (UVA) Department of Spanish, Italian and Portuguese created two new hybrid courses for elementary Spanish which supplement 3 hours a week of class time with 2 hours of mandatory, web-based practice activities to respond to a need to make better use of personnel resources at the university. This article reports on the results of a pilot project comparing the impact of the hybrid course model versus the traditional classroom model on student grades. We also conducted two surveys of students and Teaching Assistants about the perceived impact of web-based grammar and vocabulary drills on in-class activities and student performance. The studies described here, albeit small, support the findings of more extensive surveys of hybrid language courses. We posit that the computer can be well used in hybrid language courses at the level of routinized, lower level skills of cognition while supporting higher level functions, such as communication and writing. (Contains 1 table and 5 notes.)

In our complex, interdependent world, it is critical that educators prepare students for global citizenship. One way to develop students' awareness and understanding of the world is through global literature. Through exposure to this type of literature, students gain multiple perspectives and learn about the social, political, and moral conditions under which people around the world live. They also develop respect and understanding of socially and politically oppressed peoples and learn why it is important to promote social justice. The authors discuss global literature for elementary students and describe an example of a lesson taught in a third-grade classroom using these books. Finally, the authors share the outcomes of the lesson based on their observations and analysis of the students' oral responses and written reflections. (Contains 1 figure.)

A multiple baseline design across three grade level groups with a comparison group was employed to investigate the effectiveness of yoga for improving time on task with 10 elementary school children who evidenced attention problems. A yoga videotape, published by Gaiam, was used that required the children to follow an adult instructor and three children who engaged in deep breathing, physical postures, and relaxation exercises for 30 minutes, twice a week, for a period of 3 weeks. Time on task was defined as the percentage of intervals observed that the students were orientating toward the teacher or task, and performing the requested classroom assignments. The results indicated effect sizes that ranged from 1.5 to 2.7 as a function of the intervention. Effect sizes at follow-up decreased, but ranged from 0.77 to 1.95. Peer comparison data indicated that classmates' time on task remained essentially unchanged throughout the three phases of the study. (Contains 1 table and 1 figure.)

This study brings an anthropological perspective informed by sociolinguistic discourse analysis to examine how teachers, students, and scientists constructed ways of investigating and knowing science. The teaching and learning processes for a group of third grade students and how, in the following academic year, these same students drew upon their prior experience to investigate animal behavior in a marine sciences observation tank is described. An ethnographic logic-of-inquiry was used to examine the ways in which cultural practices of science were interactionally constructed by the class members. Research findings include identification of specific instructional strategies used to model scientific inquiry; ways in which the student drew upon, appropriated, and reconstructed scientific practices; and opportunities afforded students when investigating inquiries into unknown science. The implications of this study for the teaching of science in elementary classrooms are discussed. (Contains 60 references and 6 figures.) (Author/NB)

Reader response theory and research on book interest underpinned a study of the appeal of celebrity-authored children's storybooks to elementary school students. We engaged fifth-grade students in selecting and reading from a set of 41 celebrity-authored books and completing reader response forms. Utilizing the survey research design and a combination of quantitative and qualitative procedures, we analyzed the students' responses. The data revealed that the students focused on how and the extent to which the contents of the books "spoke" to them rather than on the celebrity status of the authors. Implications are drawn for book selection criteria not only for children's reading but also for the literature that might be promoted in children's literature courses and reading courses in university settings. (Contains 5 tables.)

The present study used two letter detection tasks, the classic missing letter effect paradigm and a single word versus familiar word compound version of this paradigm, to study bottom-up and top?down processes involved in reading in normally achieving as compared to low achieving elementary school readers. The research participants were children in grades first to sixth who had been taught to read by three approaches to reading instruction (ARI): the whole language/global approach, the phonic/synthetic approach or the eclectic approach. Thus, the study attempted to clarify how different ARIs activate these processes in these two types of readers. The main hypothesis was that since low achieving readers rely on top?down processes for word recognition (see, e.g., Stanovich, 1980), the whole ...

Motion is a topic that is taught from elementary grades through to university at various levels of sophistication. It is an area that can be challenging for learning in a conceptually meaningful way, and formal kinematics instruction can sometimes seem dry and boring. Thus, the nature of students' initial introduction to motion is important in sparking their interest, shaping their perspective, and developing conceptual understanding of motion. The kinematic concepts we want students to acquire for basic motions are: position, time, speed, direction, velocity, velocity change, change rate, and acceleration, all with respect to a frame of reference. In this article we describe a challenge game used as an "opener" to motion, in which students themselves essentially generate these concepts, in everyday language, from a perceived need for them.

ObjectiveDevelop, refine, and test psychosocial scales for associations with whole-grain intake. MethodsA cross-sectional survey was conducted in a Minneapolis/St. Paul suburban elementary school with children in fourth through sixth grades (n = 98) and their parents (n = 76). Variables of interest were child whole-grain intake, self-efficacy, outcome expectations, preferences, knowledge regarding whole-grain food, and whole-grain availability at home. Correlation analysis and one-way analysis of variance were used to analyze data. ResultsInternal consistency and test-retest correlation coefficients for child psychosocial scales were modest or acceptable (a = .55-.70). Parents reported a mean of 15 +- 7 whole-grain products available at home. Child mean daily intake of total grain was abou...

The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children's on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children's increase in on-task behavior and decrease in talking-out behavior. These improved children's classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers' classroom management strategies in improving children's classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.

In the present study, delayed menarche in Korean females was individually verified by the interval between age at menarche and the age at the maximum peak velocity (MPV) of height derived by the wavelet interpolation method (WIM). However, an evaluation system for delayed menarche has not been established for Korean females. For this reason, the evaluation system for delayed menarche is derived from regression analysis between age at menarche and age at MPV of height. Health examination records of 400 Korean females in their second year at a high school were reviewed from the first grade of elementary school until the second year of high school (from 1997 to 2008). The longitudinal data of height were obtained from the health examination records. The ages at menarche were researched by que...

Researchers have given increased attention to the teaching and learning of mathematics since the release of the National Council of Teachers of Mathematics (NCTM)'s Principles and Standards for School Mathematics (PSSM). Despite the clear and focused goals, recommendations, and standards set by the NCTM (2000), a majority of classrooms continue to fall short in implementation and direction, especially in urban high-poverty schools. Therefore, the authors investigated the pedagogical and instructional mathematics skills of 99 in-service teachers who taught in high-poverty elementary schools (Grades K-5). The results revealed that many pedagogical practices endorsed by NCTM's PSSM are being used by teachers to foster students' mathematics learning, some more frequently than others. If high-poverty schools are to achieve world-class status in mathematics, widespread efforts are needed to advance the implementation of pedagogical practices supported by PSSM. (Contains 1 table.)

The present research examines the developmental outcomes of elementary-aged students engaged in student voice efforts. Using a case study of fifth-grade girls, the authors compare their experiences to research examining secondary school. The authors find marked similarities in the growth of agency, belonging, competence--the ABCs of youth development. The authors also notice two additional dimensions--the need to engage in discourse that allows an exchange of diverse ideas while working toward a common goal. The authors also observed the emergence of civic efficacy, or a belief that one can make a difference in their social worlds. The authors also examine the contexts and conditions that support positive youth development in this case--scaffolding youth learning, establishing inquiry as the framework for teaching and learning, and establishing a clear vision of the school as a place that fosters student voice. (Contains 2 tables.)

Abstract We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide empirical evidence to show how a focus on the teacher can easily overlook the complex dynamics of the classroom. The data reveal that students had a substantive and generative role in the class's arrival at the different instantiations of scientific inquiry-the nature and form of inquiry-that were constructed each year. We argue that, in an environment where a teacher carefully attends and responds to student thinking, the nascent resources ...

The purpose of this study was to investigate how Hispanic ESL/literacy learners used their socio-historical experiences and multimodal resources to mediate interpretation and representation of Cinderella. Eighteen third-grade pupils ???read??? the video and re-created their understandings in pictures and sentences. The findings suggest that (a) Cinderella should be studied in ESL/literacy curricula as an object of social knowledge and critical analysis, (b) ESL/literacy teachers can use the self-reflective approach to facilitate a critical interpretation of popular cultural texts, and (c) reconceptualizing elementary ESL/literacy classrooms as semiotic spaces allows pupils to interpret videos with a wide range of multimodal resources, and in the process, become consumers and producers of s...

This paper describes an iteration of a design-based research project that involved integrating commercial physical activity data (PAD) sensors, such as heart rate monitors and pedometers, as technologies that could be used in two fifth grade classrooms. By working in partnership with two participating teachers and seeking out immediate resources in the classrooms and elementary school site, we devised a set of technology-supported learning activities in which students pursued investigations related to the distances that they walk, the relationship between heights and footsteps taken, and variations in heart rates among twins and with adults. In addition, we assessed the students? knowledge before and after the PAD technology supported learning intervention using both a written assessment a...

New computational forms are derived for the Green s function of an exponentially graded elastic material in three dimensions. By suitably expanding a term in the defining inverse Fourier integral, the displacement tensor can be written as a relatively simple analytic term, plus a single double integral that must be evaluated numerically. The integration is over a fixed finite domain, the integrand involves only elementary functions, and only low order Gauss quadrature is required for an accurate answer. Moreover, it is expected that this approach will allow a far simpler procedure for obtaining the first and second order derivatives needed in a boundary integral analysis. The new Green s function expressions have been tested by comparing with results from an earlier algorithm

This social studies curriculum with a science component contains two sections. The first section targets elementary schools and includes six lessons. The second section is intended for middle schools and high schools and contains four units. These two sections overlap with each other and can be used by teachers from any grade level. The content of the elementary school curriculum includes: (1) "The River Runs Wild and Scenic"; (2) "The River Flows through Life"; (3) "A Map of Our Own"; (4) "Stopping along the Lamprey: The Field Trip"; (5) "People of the River"; and (6) "A Message to the Lamprey River." The contents of the middle and high school curriculum include information on ongoing activities such as journal writing and field trips, background activities on watersheds and the Lamprey, research projects on wildlife, pollution issues, cultural and natural history, and land-use issues. The curriculum standards covered are also listed in each section. The featured videotape focuses on interactions between the river and people and the history of the river. (YDS)

The aim was to comprehensively examine school-based tobacco policy status, implementation and students' perceived smoking at school in regard to gender-specific differences in smoking behavior. We conducted a multilevel-based study to assess two-level effects for smoking among 2350 grades three to six students in 26 randomly selected elementary schools in southern Taiwan. A series of multilevel models were analyzed separately for male and female students. The school-level variables appear to be related to smoking behavior in male students. Among males, the risk of ever-smoking was significantly associated with those schools without antitobacco health education activities or curricula [adjusted odds ratio (aOR) = 6.23, 95% confidence interval (CI): 2.55-15.24], with a high perceived smoking rate (aOR = 3.08, 95% CI: 1.41-6.72) and located in a mountainous region (aOR = 2.53, 95% CI: 1.15-5.58). The risk of ever-smoking among females was significantly associated with those schools without antitobacco activities or curricula (aOR = 3.10, 95% CI: 1.27-7.55). As compared with female counterparts, the specific school that the male students attended had a positive significant effect on the risk of being ever-smokers. The findings suggest that effective tobacco policy implementation should be considered in elementary schools that are currently putting children at the greatest risk for cigarette smoking, especially in regard to male students. (Contains 5 tables.)

Abstract in spanish En el presente trabajo se analizan las formas de interacción que se desarrollan en aulas que integran niños con discapacidad intelectual. En particular, se estudió la comunicación verbal, no verbal y las acciones que tres maestros regulares realizaban con tres alumnos con esta discapacidad durante las clases de español, en una escuela primaria pública de tiempo completo. Los resultados muestran que el modelo de integración educativa tiene poco beneficio cuando se m (more) antienen las prácticas tradicionales. Los niños se integraron desde el inicio de la educación primaria, sin embargo, no habían consolidado habilidades de lectura y escritura, además de que requerían una supervisión constante. Por esta razón, los maestros se veían obligados a pedirles actividades de menor nivel al correspondiente a su grado escolar. Abstract in english This article analyzes the forms of interaction in classrooms that include children with intellectual disabilities. In particular, study was directed at verbal and nonverbal communication and the actions that three regular teachers carried out with three students with this sort of impairment, during Spanish class in a full-time public elementary school. The results show that the model of educational integration has little benefit when traditional practices are maintained. (more) Although the children had been integrated into the school at the beginning of their elementary education, they had not yet consolidated their reading and writing skills; in addition, they required constant supervision. For this reason, the teachers felt obligated to assign them activities of a lower level than the corresponding grade in school.

This testimony was presented before the Committe of the Whole Council of the District of Columbia on February 16, 2012. Experts in child development have long known that the earliest years of a child's life are a critical period of development across a range of domains: physical, socio-emotional, behavioral, and cognitive (Shonkoff and Phillips, 2000). Advances in brain science further demonstrate that there are important physiological processes taking place, starting in utero and continuing through the first years of life, that shape the neural networks in the brain responsible for cognition, emotions, and executive function (Center on the Developing Child at Harvard University, 2007, 2011). This process of early development lays a critical foundation for school readiness and educational progress in elementary school and beyond. These strands of research have prompted leaders in government, education, and business to take notice of policies that support or hinder children's development during these critical early years. This testimony highlights the differences in school readiness, the potential for high quality early learning experiences to prepare children for success in school, and the core building blocks of strong P-3 systems that address readiness gaps and support children's development as they progress through the early elementary grades. (Contains 2 footnotes.)

Modern agriculture poses ecological problems and opportunities, which defy simple democratic reform without an educated citizenry. Developing an educated citizenry can be accomplished by further developing agricultural literacy in elementary education. While benchmarks for agricultural literacy have been produced, relatively little attention has been focused on how students conceptualize the food system. Using Piaget's theories of schemata development, this study compared students' understanding of agriculture to grade-specific benchmarks for agricultural literacy to uncover relationships between students' backgrounds, experiences, and understandings of the agri-food system. The population consisted of 18 elementary students from Long Beach, California. Data was collected via 45-minute semi-structured interviews. While almost half had been on field trips to a farm or visited a garden, none had ever grown a plant or raised an animal. Students' ideas about agriculture were often guesses, underdeveloped, or contradictory to expert conceptions. Students failed to convey an understanding of the types and variety of farms, the purpose of farms, or the cultural practices dominating conventional farming. Results suggest that educators should focus on existing underdeveloped schemata to help learners construct viable ideas about modern agriculture supported by contextually rich formal and informal agricultural experiences. (Contains 4 tables.)

This investigation examined profiles of individual, academic, and social risks in elementary school, and their association with mental health and academic difficulties in adolescence. Latent profile analyses of data from 574 urban youth revealed three risk classes. Children with the "well-adjusted" class had assets in the academic and social domains, low aggressive behavior, and low depressive symptoms in elementary school, and low rates of academic and mental health problems in adolescence. Children in the "behavior-academic-peer risk" class, characterized by high aggressive behavior, low academic achievement, and low peer acceptance, had conduct problems, academic difficulties, and increased mental health service use in adolescence. Children with the "academic-peer risk" class also had academic and peer problems but they were less aggressive and had higher depressive symptoms than the "behavior-academic-peer risk" class in the first grade; the "academic-peer risk" class had depression, conduct problems, academic difficulties, and increased mental health service use during adolescence. No differences were found between the risk classes with respect to adolescent outcomes.

The objective of this study was to examine the pattern of relations between missing weight and height (BMI) data and a range of demographic, physical activity, sedentary behavior, and academic measures in a young sample of elementary school children. A secondary analysis of a large cross-sectional study, PLAY-On, was conducted using self-reported data from a convenience sample of fifth- to eighth-grade students (9-14 years) attending 30 elementary schools in Ontario, Canada. Items assessed related to demographics (age, gender, and ethnicity), physical activity (energy expenditure, location, and sport participation), sedentary behavior (communication and screen-time), and academics. Of the 2,111 children who were included in the analyses, 960 (45.5%) were missing BMI data. Children without BMI data were more likely to be younger, female, of non-white ethnicity, have lower daily energy expenditure values, not participate in school sports, and have lower-rated academic standing than those children with BMI data. Overall, this study demonstrates characteristics of children who fail to self-report their height or weight. The trend for younger children to be more likely to fail to report BMI suggests that some children may be unmotivated non-responders. Meanwhile, the trend for girls to be more likely to fail to report weight than boys indicates that some girls may be motivated non-responders. Self-report BMI might include too much missing data to be effective for determining children's progress toward previously established targets for intervention and surveillance efforts. (Contains 3 tables.)

A recurrent concern in the design of packaging for the transportation of radioactive material is to determine the elastomeric gaskets life at high temperature. Most gasket suppliers specify maximum allowable temperatures during ''continuous service'' and ''peak service'' (such as ''200 C in continuous service'' or ''250 C in peak'') but they do not specify the definition of ''continuous'' or ''peak'' service, what are the acceptance criteria and how these maximum temperatures are determined. Based on this type of data, it is difficult to assess the acceptability of a gasket submitted to fluctuating temperatures. COGEMA LOGISTICS has launched a test program on the different rubber grades used on its casks to determine, for different temperature levels (e.g. 200 C, 210 C,.., 250 C..), the maximum seal life based on clearly defined criteria. The goal is to establish, for each rubber grade, the seal life versus temperature curve. These curves can be used to know if a gasket exposed to any specified temperature profile can guarantee the leaktightness. The principle of the method is to calculate a sum of ''elementary damage rates'' on the temperature profile (split up into elementary time intervals) and to compare this sum (the ''global damage rate'') to a ''aximum permissible damage rate''. If the global damage rate is lower than the maximum permissible damage rate, the leaktightness of the packaging can be guaranteed for the given temperature profile.

"Project SEED" is a supplemental mathematics program for low-achieving students in grades 3 through 8 and is intended to prepare students to be successful in high school and college math. Based on the Socratic method, instruction is delivered through a series of questions to the class. In addition to individual responses, the instructor solicits group feedback through silent hand signals, chorus responses, and quick surveys of written work. The program is intended to encourage active student learning, develop critical thinking, and strengthen articulation skills. Student learning is assessed regularly, and instructors adapt the lessons to accommodate different ability levels. The curriculum, taught by mathematics specialists, includes topics from advanced mathematics, such as advanced algebra, pre-calculus, group theory, number theory, calculus, and geometry. "Project SEED" instruction is provided in addition to regular math instruction four times a week for 14 to 16 weeks. The program also provides professional development for classroom teachers through modeling, coaching, and workshops. The What Works Clearinghouse (WWC) identified 16 studies of "Project SEED" for elementary school students that were published or released between 1988 and 2011. Eight studies are within the scope of the Elementary School Math review protocol but do not meet WWC evidence standards. Five of these studies use a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent prior to the start of the intervention. In the remaining three studies, "Project SEED" was offered through learning centers that provided a number of educational interventions in addition to "Project SEED". Therefore, measures of effectiveness in these studies cannot be attributed solely to "Project SEED". Eight studies are out of the scope of the Elementary School Math review protocol because they have an ineligible study design. Six of these studies do not include primary analysis of the effectiveness of "Project SEED". One study does not use a comparison group or single-case design. One study does not use a sample of elementary school students. A glossary of terms is included. (Contains 2 endnotes and 1 additional resource.)

This document contains the proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science which was held in Costa Mesa, California, January 18-21, 2001. Papers include: (1) "An Elementary Preservice Teacher's Search for Solutions about the Evolution-Divine Creation Question: The Story of Tracy" (Larry D. Yore and Tracey Knopp); (2) "Stars: Evaluating the Use of Video Technology for Modelling Science Process Skills" (Kenneth P. King and Thomas E. Thompson); (3) "Site-Based Professional Development: Learning Cycle and Technology Integration" (Brian L. Gerber, Andrew J. Brovey, and Catherine B. Price); (4) "Professional Development as Inquiry: The Role of Formative Assessment in Professional Development" (Doris Ash, Karen Levitt, and Lin Tucker); (5) "A Comparative Analysis of Science Teacher Education in Global Communities" (Pamela Fraser-Abder); (6) "Infusing Technology to Enhance Science Lessons: Prospective Teachers as Action Researchers Learning to Teach for Conceptual Change" (M. Randall Spaid); (7) "Professional Development for Elementary School Teachers Working with Science Learning Outcomes" (Ken Appleton and Allan Harrison); (8) "Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners' Conceptions of Nature of Science (Fouad Abd-El-Khalick, Norm G. Lederman, Randy L. Bell, and Renee S. Schwartz); (9) "Thinking Reflectively Rather Than Reflexively: A Theoretical Framework for Portfolio Development in Teacher Education" (Christopher Andersen); (10) "Prospective Elementary Teachers' Use of an Online Communicative Tool: Implications for the Use of Technology in Science Teaching Preparation" (Lucy Avraamidou and Barbara Crawford); (11) "Inquiry-Based Research Published in 'I Wonder': The Journal for Elementary School Scientists (1999-2000)" (Michael E. Beeth and Tracy Huziak); (12) "Pre-Service Science and Mathematics Teachers as Cultural Agents: A Transformative Study" (Carolyn Butcher and Gilbert Valadez); (13) "Increased Science Achievement for Adolescent Girls" (Nancy Stubbs and Caryn Hoffman); (14) "What Do We Know about Students' Cognitive Conflict in the Science Classroom: A Theoretical Model of Cognitive Conflict Process" (Gyoungho Lee and Jaesool Kwon); (15) "Science and Language Links" (Zale A. Liu and Valarie L. Akerson); (16) "Learning Science through Reading: Fifth-Grade Students' Conceptualization of Observation and Inference" (Francis S. Broadway and Katherine Taillon); (17) "Does Being Wrong Make Kettlewell Wrong for Science Teaching?" (David Wyss Rudge); (18) "Integrating Technology into Teacher Preparation and K-12 Classrooms" (Vickie D. Harry and R. Elaine Carbone); (19) "Technology: Preservice Teachers' Preparation: Oil: Water" (Patricia D. Morrell and James B. Carroll); (20) "Using Electronic Classrooms and the World Wide Web to Support Science Teaching and Learning: Interactive Session Summary" (Paul Vellom, Marcia Fetters, and Michael Beeth); (21) "The Philosophy, Theory and Practice of Science-Technology-Society Orientations" (Chris Lawrence, Robert Yager, Scott Sowell, Elizabeth Hancock, Yalcin Yalaki, and Paul Jablon); (22) "Eighth-Grade African American Students' Sense-Making of Electricity" (Morgan C. Greene and Francis S. Broadway); (23) "Making Science Accessible: Strategies for Modifying Science Activities to Meet the Needs of a Diverse Student Population" (Marcia Fetters, Dawn Pickard, and Eric Pyle); (24) "An Environmental Education Needs Assessment of K-12 Teachers" (Yvonne Meichtry); (25) "Language Development and Science Inquiry: A Child-Initiated and Teacher-Facilitated Program" (Evelyn P. Klein, Penny L. Hammrich, Stephanie Bloom, and Anika Ragins); (26) "Examining Discourse in Elementary Science Methods: Differences between Science Content and Pedagogy" (William J. Newman, Jr., Paula D. Hubbard, and Sandra K. Abell); (27) "Science Work Experience Programs for Teachers: Refocusing Professional Development Using a Qualitative Lens" (Wendy M. Frazier); (28) "An Extension Analysis on the S

Decades of research indicate that students at all academic grade and performance levels perform poorly with informational texts and tasks and particularly with locating assignment-relevant information in expository texts. Students have little understanding of the individual tasks required, the arc of the activity, the hierarchical structure of the information they seek, or how to reconstitute and interpret the information they extract. Poor performance begins with the introduction of textbooks and research assignments in fourth grade and continues into adulthood. However, to date, neither educators nor researchers have substantially addressed this problem. In this quasi-experimental study, we ask if first-grade children can perform essential tasks in identifying, extracting, and integrating assignment-relevant information and if instruction improves their performance. To answer this question, we conducted a 15-week, teacher-led, intervention in two first-grade classrooms in an inner-city Nashville elementary school. We created a computer learning environment (NoteTaker) to facilitate children's creation of a mental model of the research process and a narrative/expository bridge curriculum to support the children's transition from all narrative to all expository texts and tasks. We also created a new scaffolding taxonomy and a reading-to-research model to focus our research. Teachers participated in weekly professional development workshops. The results of this quasi-experimental study indicate that at-risk, first-grade children are able to (a) identify relevant information in an expository text, (b) categorize the information they identify, and (c) justify their choice of category. Children's performance in the first and last tasks significantly improved with instruction, and low-performing readers showed the greatest benefits from instruction. We find that the children's performance in categorizing information depended upon content-specific knowledge that was not taught, as well as on the process knowledge that was taught. We also find that children's narrative reading performance predicted their initial-performance for each assessment measure. We argue that first-grade children are developmentally ready to read expository texts and to learn reading-to-research tasks and that primary-school literacy instruction should not be limited to reading and writing stories.

CT has been become one of the most important diagnostic method in the evaluation of ruptured intracranial aneurysm with direct detection of subarachnoid, intracerebral and intraventricular hemorrhage, and identification of complications such as recurrent bleeding, hydrocephalus and infarction secondary to arterial spam. Angiography gives precise information on the location, size of aneurysm and presence of arterial spasm. Authors attempted to predict the location of ruptured aneurysm in the CT by distribution of blood in subarachnoid spaces and brain parenchyme in comparison with angiographic findings, and also predict the prognosis of the patients by relationship between the extent of blood and clinical grade. Authors analysed 40 cases of ruptured intracranial aneurysm confirmed by CT and angiography at Keimyung University Hospital for last 2 year. The results were as follows: 1. The age and sex distribution; the most prevalent age group was 5th to 6th decades (70%), and female patient was slightly more than male patient (57.5% : 42.5%). 2. The location of aneurysms were; posterior communicating artery group 17 cases (42.2%), middle cerebral artery group 10 cases (25.0%), anterior communicating artery group 7 cases (17.5%), basilar artery bifurcation 1 case (2.5%), posterior inferior cerebellar artery 1 cases (2.5%), and multiple aneurysms 4 cases (10%) in order to frequency. 3. Characteristic distribution of intracranial hemorrhage in CT were as follows; 1) In 6 cases (85.7%) of anterior communicating artery aneurysm, interhemispheric fissure hemorrhage was noted. 2) The ipsilateral sylvian fissure hemorrhage was noted in all cases of middle cerebral artery aneurysm (10 cases) and 12 cases (70.6%) of posterior communicating artery aneurysm. 3) Localized hematoma in frontal lobe near interhemispheric fissure (2 cases; 28.6%), septum pellucidum (1 case; 14.3%) and corpus callosm (1 case; 14.3%) were characteristic in anterior communicating artery aneurysm. 4) Comma-shaped sylvian fissure hematoma (5 cases; 50%) and temporal lobe hematoma near sylvian fissure (5 case: 50%) may indicate middle cerebral artery aneurysm. 4. In 9 patients (22.5%) of clinically suggesting subarachnoid hemorrhage, no extravasated blood was noted in preenhancement CT alone. 5. Six cases (15%) showed aneurysm itself on preenhancement CT as a round or ovoid hyperdense area or isodense area with mass effect such as cisternal obliteration. 6. Hydrocephalus was noted in 9 cases (22.5%). 7. There was no direct correlation between the size of the intracranial aneurysm and extent of the hemorrhage in CT, and between the size of the intracranial aneurysm and clinical grade. 8. There was direct correlation the extent of blood in CT and clinical grade.

The purpose of this study was to determine the status of the use of computers in the schools within the West Kootenay region of southeastern British Columbia (Canada). Thirty teachers, librarians, principals, and senior district administrators were interviewed to determine the computing background of the interviewees and how they were using computers in education. Results indicated that computers are being used quite extensively in the schools; the ratio of computers to students in the school ranged from 1:6 to 1:10; the equipment in use varied; the most common software applications were word processing, spreadsheets, and database and communications applications; computers were in use in all grade levels from kindergarten to grade 12; and CD-ROMs and electronic catalog systems were common in primary, elementary, and secondary school libraries. This report is presented in five sections: (1) Introduction--problem statement, purpose of the study, significance, assumptions, limitations and definitions; (2) Review of the Literature--importance, current status, uses, benefits, and future role of computers in education, and barriers to computer use in education; (3) Research Methodology--problem restatement, population and sample, research design, description of the interview questionnaire, administration and analysis of interviews; (4) Results and Analyses--selection of interviewees, interview process, question summaries, findings, status of computers in West Kootenay schools; and (5) Findings, Conclusions and Recommendations. Appendixes contain the interview questionnaire and a list of interviewees with background data. (Contains 19 references.) (ALF)